Field Of Multicultural Education Research Articles

Bibliometric Analysis of Research on Multicultural Education in Google Scholar Database (2018-2022)

The implementation of good multicultural education in schools will be able to have a positive influence on fostering multicultural traits in students. With the development of science and technology, there will be more and more challenges in research on multicultural education, but it is not yet known whether research on multicultural education is still in demand in educational research. This study utilized the VOSViewer software to conduct a bibliometric analysis of articles available in the open-source Google Scholar database for a 5-year period (2012-2021). The research methodology involved using bibliometric analysis with VOSViewer mapping on the Google Scholar database. From the search results with the keyword multicultural education, it was found that there were 617 relevant articles published in the last 5 years. It can be concluded that from the results of the mapping it appears that the field of multicultural education is still open to carrying out newer research linked to other terms so that newer and up-to-date research can be carried out. The implementation of research with the theme of Multicultural Education is still very broad and can be carried out by connecting it to various new terms such as 21st learning skills, social conflict, conflict-based management, diversity and global education, and other terms.

Konsep Pendidikan Multikultural dalam Pandangan Banks

This article aims to discuss multicultural education in James Bank's view. This study uses a qualitative research approach with library research using Banks' views as the main reference and several other scientific journal documents as comparison data for the analysis of Banks' views. The research found that James A. Banks, the first black professor to be employed by the College of Education, will retire in January after teaching at UW for half a century. Known worldwide for his pioneering scholarship in the field of multicultural education, According to Banks the dimension of multicultural education. there are 5 dimensions of multicultural education that must exist in multicultural education. The first is the integration of multicultural education in the curriculum, the second is the construction of science. Third, the reduction of prejudice, fourth. An equity pedagogy, the fifth is the empowerment of school culture and social structure. The bank with five dimensions opens a bright way in answering the western debate about disparity and grouping an ethnicity and culture. Bank-style multicultural education is very suitable to be applied to the spirit of national education

MULTICULTURAL EDUCATION AS AN IDEOLOGICAL APPROACH: POLITICAL AND PHILOSOPHICAL ANALYSIS

The article presents a comparative analysis of the results of the state policy in the field of multicultural education in Canada under the title "Canadian Cultural Mosaic" and "unity of the people of Kazakhstan" in Kazakhstan today. Canada is a constitutional monarchy that occupies the second largest land area in the world in North America, with parallel English and French languages, technologically and industrially developed, multicultural and corresponding multinational parliamentary system. Kazakhstan is a multicultural multinational democratic, secular, unitary, constitutional republic, developing technologically and industrially, with parallel Kazakh and Russian languages, occupying the ninth place in the world by land area in the center of Eurasia. Canada and Kazakhstan on the world stage today have a similar multi-ethnic appearance, but their political and philosophical structure is divided into two parts. Both States create favorable conditions for the unhindered happy existence of ethnic groups devoted to their historical destiny, the preservation and improvement of the characteristics of their nation. These actions of theirs serve as an ideological approach and serve as an example for other States. It is obvious that in the case when the assimilation of nations does not occur naturally, there is a loss of the culture of ethnic groups that make up the minority, an aggravation of racism and, accordingly, the process of loss of national identity.

Ways of integrating education-college graduates from the Ethiopian community in the education system in Israel

ABSTRACT This qualitative study examines the experiences of 22 newly qualified teachers of Ethiopian origin who tried to integrate into the formal educational system in Israel after completing their graduation. Despite the revolutionary change in Ethiopian educators’ inclusion since the 2000s, their number remains low and the difficulty of integrating graduates belonging to this community are routinely reported. The study pointed out that the graduates still encountered manifestations of racism, expressed in a paternalistic and even arrogant attitude towards them, by representatives of the local authorities, school staff members, and students’ parents. Yet, the study identified the universal challenges that every education graduate is facing as well as the ones that are unique to the graduates’ ethnic origin. Parallel to the essential changes required in the field of multicultural education and in eradicating prejudice and racism, the study proposes several ways for immediate improvement.

Barriers to multicultural education in Iran

PurposeThis paper aims to identify and investigate barriers to multicultural education in Iran.Design/methodology/approachThis research is a qualitative research that was done using the phenomenological method. Participants included all experts and key informants in the field of multicultural education in the country who were selected as a statistical sample in different stages of the research using purposeful sampling. The semi-structured interview was used to collect information. Two ways, including member checking and external auditing, were used to validate the information. The thematic analysis method (theme analysis), which is based on open and core coding, was used to analyze the data.FindingsThe interview data revealed that barriers are generally identified in both structural and executive parts. The structural part had two main obstacles, political and scientific-professional, and the executive part had two technical and socio-cultural barriers. Also, barriers to multicultural education in curriculum design are the ideological education system, lack of a clear framework for multicultural education, etc. Furthermore, barriers to multicultural education in the curriculum implementation are hidden curriculum, the inability of teachers to implement multicultural education, etc. Finally, barriers to multicultural education in curriculum evaluation are misconception of evaluation and limited evaluation methods.Originality/valueTo the best of the authors’ knowledge, this study is the first one that presents the experts' viewpoints and experiences on the barriers to multicultural education in Iran.

THE ESSENCE AND WORLDVIEW APPROACHES OF MULTICULTURAL EDUCATION IN UPBRINGING THE UNIVERSITIES

The article deals with the conceptual appraches of multicultural upbringing in the contemporary education system. There are described the key purposes and content of multicultural education process. Particular attention was paid to the school disciplines in multicultural upbringing system. The purpose of the study: to identify the pedagogical conditions of the impact of national values on multicultural education. Research methods: Research methods used in scientific-theoretical analysis, theoretical modeling, traditional pedagogical, pedagogical experiment, pedagogical dialogue, pedagogical survey, pedagogical pedagogical interview. Research results: The need for retraining and regional educational institutions in the field of multicultural education, as well as the need for language training of future teachers, the conduct of seminars on multiculturalism and multiculturalism. Conclusions: multicultural education is one of the tools influencing the formation of multicultural competencies of students, as well as the ability to provide full-time cooperation of graduates of universities in the modern multicultural environment.

International student mobility, multiculturalism training within the framework of the core contents of a degree programme. The mobility experience between the University of Siena and Al Akhawayn University (AUI)

The essay illustrates the results of a university learning experience aimed at verifying the ways in which to manage international student mobility, in order to achieve learning outcomes in the field of multicultural education and radicalization prevention. To obtain this result and to make the acquired learning transferable in the curriculum of the university of origin, we have verified the usefulness of choosing and setting the educational targets within a reference framework consisting of a system of core contents expressed on the basis of the professional knowledge fundamental for their job prospects. The educational actions that characterized the proposed mobility model and the respective components analysed in the essay (pre-mobility, mobility, post-mobility, assessment) are described according to the expected learning outcomes. The results of the experience are also accompanied by elements of evaluation of satisfaction and effectiveness starting from the statements by the students and a Moroccan teacher involved in the planning and implementation of the actions in situ. The mobility covered by the essay was implemented with Al Akhawayn University (AUI, Morocco) as part of the Forward project, and involved students of the Bachelor of Science of Education of the University of Siena

(Un)affirming assimilation: depictions of dis/ability in health textbooks

PurposeIn light of the systemic and pervasive nature of ableism and how ableist ideology structures – or limits – educational opportunities, this paper aims to contribute to the ongoing conversation within the field of multicultural education regarding how to meaningfully include dis/ability in K-12 curricula.Design/methodology/approachThis paper explores how elementary and middle school health textbooks from two prominent publishers in the USA portray dis/ability through quantitative and qualitative content analysis methods of 1,468 images across texts.FindingsFindings indicate that the majority of the textbook portrayals of dis/ability tacitly forward assimilationist ideals. Specifically, the textbooks assume and speak to a normatively-abled reader, pointing out those with dis/abilities as different from the reader. Additionally, mainstream or normative markers are provided as evidence of success and those with dis/abilities who have been successful as such are positioned as overcoming their limitations.Practical implicationsSuch portrayals stifle the possibility of social transformation by reinforcing and privileging dominant, ableist views. Therefore, teachers are recommended to take steps that might counter such messages in curricular materials and teacher educators are called on to support these efforts.Originality/valueThis paper extends the tradition of curricular analysis as one of the first studies to examine the portrayals of dis/ability in US health textbooks and offer practical implications for educators.

The Potentiality Of Black Women Narratives For Inclusive Education: Developing Other Subjectivities At School

The paper aims to present the results of a research developed with narratives written by Brazilian Black Women, as well as to discuss its educational potentiality. The research data was composed of 36 autobiographic narratives published by Black women in a blog called Blogueiras Negras, between 2013 and 2016. The research relies on post-structuralism perspective, articulating Foucaultian Studies, the field of Multicultural Education, and the Critical Race Theory-CRT. The analysis shows that the blog works as an essential educative place, where women of color feel safe to share their experiences. The narratives about the school are mostly discriminatory and painful, which made it possible to problematize the processes of learning and teaching. The paper concludes by discussing how the autobiographic narratives of Black women in classrooms can help students and teachers to work forward an inclusive education.

The Potentiality of Black Women Narratives for Inclusive Education: Developing other Subjectivities at School

The paper aims to present the results of a research developed with narratives written by Brazilian Black Women, as well as to discuss its educational potentiality. The research data was composed of 36 autobiographic narratives published by Black women in a blog called Blogueiras Negras, between 2013 and 2016. The research relies on post-structuralism perspective, articulating Foucaultian Studies, the field of Multicultural Education, and the Critical Race Theory-CRT. The analysis shows that the blog works as an essential educative place, where women of color feel safe to share their experiences. The narratives about the school are mostly discriminatory and painful, which made it possible to problematize the processes of learning and teaching. The paper concludes by discussing how the autobiographic narratives of Black women in classrooms can help students and teachers to work forward an inclusive education.

COMPONENT CONTENT OF MULTICULTURAL COMPETENCE IN VOCATIONAL PHILOLOGICAL TRAINING

The present paper outlines modern issues in the field of multicultural educational environment. In particular, it reveals the need to form multicultural competence as the basis of vocational philological training. The relevance of the study is predetermined by increased requirements of effective multilingual learning technologies. The paper aims to justify the component content of multicultural competence in didactic multilingualism. Concepts and terminology analysis of modern issues in the field of multicultural education is used as the main research method. On the basis of complementarity and integrity the multilingual-to-multicultural competence ratio is cleared up in vocational philological training on a Bachelor’s degree level. Person and activity centered and purpose-oriented approaches enable the authors to view multicultural competence as the integral unity of the language activity in the curriculum “Foreign Philology. Multicultural training.” Multicultural competence includes linguistic and sociocultural, cognitive and strategic components. Gnostic, functional and value-ethical units provide an insight into the component content of multicultural competence. Special learning environment is requested to effectively provide students with multicultural competence in vocational philological training

Lazy multiculturalism: cultural essentialism and the persistence of the Multicultural Day in Australian schools

ABSTRACTMulticultural Days are a regular event in Australian schools. While they are viewed as a vehicle for cultural inclusion and strengthening community, they have long been critiqued for their avoidance of a more critical engagement with deeper issues around cultural complexity. The intent of this paper is not simply to add to this critique but to understand why such forms of lazy multiculturalism persist in schools. Taking an ethnographic orientation to the field of multicultural education, it examines one school's approach to the Multicultural Day. The paper considers how, despite engaging in professional learning designed to challenge established practice in this area, teachers resisted the intellectual task of doing diversity differently. The ethnographic methods used in the study not only allowed for an examination of the practices this school engaged in, they drew attention to how teachers might modify their practice and develop a deeper understanding of cultural complexity.

결혼이주여성이 경험하는 자녀교육의 실태에 관한 연구

The purpose of this study is to analyze the reality of marriage immigrant women` A total of 320 married immigrant women with children were analyzed for their child-rearing status, relationship with their children, their children`s education problems, and their children`s education satisfaction as sub-factors. Results show that the average number of children is 1 or more, ranging from 0 to 4years and from 7 to 12years. The cost of child care and education is higher than the income level. The relationship with children was high in attachment formation, and the lack of understanding of Korean language and difficulty in contents of curriculum were found in helping children`s homework. The problem of children`s education problems of marriage immigrant women was found to be the problem of unaccompanied children`s bullying(17.2%), child-rearing and private education expenses. The marriage migrant women`s educational satisfaction of children was generally high, however, their satisfaction with their children`s school record and life attitude was low. In Busan area, the higher the age and the marriage year, the higher the satisfaction of child education. Therefore, it is necessary for the marriage migrant women to improve the education satisfaction of their children by expanding the specialized field of multicultural education by developing the interest of community and differentiated customized educational programs.

Understanding the “Other”: Rethinking Multiculturalism in South Korea through Gadamer’s Philosophical Hermeneutics

In this paper, we interrogate the current state of multiculturalism and multicultural education in South Korea and offer a possible theoretical framework that is lacking in the field of multicultural education. We provide three principles of multicultural understanding grounded in Gadamer’s philosophical hermeneutics to inform multiculturalism in South Korea and beyond. Based on these principles, we propose that multiculturalism be understood and educated as a way of being, that is, as an ontological multiculturalism, which contributes to a deeper understanding of what it means to be multicultural citizens in the global age.

다문화교육 현장에서의 ‘다문화아이’와 타자화

다문화교육 현장에서의 ‘다문화아이’와 타자화

Pendidikan Kewarganegaraan Berbasis Multikultural di Mts. Al Hamid Banjarmasin

<p>This study used a qualitative approach naturalistic sociometry test, the subject of research is the principal, vice-principal areas of curriculum / student, students in the academic year 2015/2016, for the principal one person, the vice principal curriculum areas 1, vice-principals student field 1, while for learners 30 people. Data collection techniques gained through observation, interviews, documentation, test sosiomentri and literature. The results of this study to prepare schools in addressing the differences among them are the principal called a meeting to the board of teachers and their vice principal of student and curriculum to discuss the creation of lesson plans which include a plan of material to be taught and the objectives to be achieved, while the curriculum used by the MTs Al Hamid Banjarmasin ie curriculum SBC Plus, learning to use the curriculum in English. The role of the vice principal of student field of multicultural education in assisting the implementation of directly applied in the form of extracurricular activities. Evaluation of multicultural education in MTs Al Hamid Banjarmasin has been successfully implementing the learning process of multicultural education. This is evident in the daily Siswan and teachers despite its students come from different social strata, but can get along and respect each other regardless of differences.</p><p>Keywords: <em>Planning, Implementation, Evaluation, Multicultural Education and Civics.</em></p><p> </p>

The multicultural experience of international students in Portugal: a narrative approach

PurposeThe aim of this paper is to explore qualitatively and holistically the experience of international students in the context of Portuguese higher education. This paper interrogates the potential that an experience abroad provides for multicultural learning and for enhancing interaction between students with different cultural backgrounds.Design/methodology/approachTo provide depth to the understanding of their experiences abroad, the narratives of 12 international students in Portugal were constructed and analysed interpretatively. The findings presented in this paper result from a solid set of data based on 41 interviews with an average duration of two hours each.FindingsRegarding students’ levels of multicultural contact, the findings presented in this paper are not consistent with previous research literature which indicates a tendency for segregation among international and local students. Aside from one exception, all the interviewed students were rather comfortable to interact with their local peers and even established meaningful friendships with them. Concerning students’ learning throughout the sojourn, the findings indicate that the experience of living in a different country provides numerous opportunities for multicultural learning.Research limitations/implicationsEven though the findings suggest that multicultural learning is part of international students’ lives, it is beyond the scope of this paper to identify institutional strategies to further support students’ learning.Originality/valueThe study adds to knowledge production in the field of multicultural education by bringing data from Portugal, a country seldom approached in the research literature.

ДИЗАЙН-ПРОЕКТИРОВАНИЕ ПРЕДМЕТНО-РАЗВИВАЮЩЕЙ СРЕДЫ ДОШКОЛЬНОГО ОБРАЗОВАНИЯ

В статье исследуются проблемы, связанные с вопросами дизайн-проектирования предметно-развивающей среды дошкольного образования. Рассматриваются авторские технологии, как интенсивный метод адаптации и подготовки детей к школе.Цель. Обнародовать опыт реализации инновационного образовательного проекта Елабужского института Казанского (Приволжского) федерального университета Международной лаборатории с распределённым участием «Инновационные технологии в сфере поликультурного образования».Метод или методология проведения работы. Основу исследования образуют теоретические и эмпирические методы, а также принцип реализации системно-деятельностного подхода в системе дошкольного образования.Результаты. Настоящее исследование показывает, что для получения ощутимого эффекта по развитию ребенка дошкольного возраста и его готовности к школе необходимо создание предметно-развивающей среды, позволяющей интенсифицировать данный процесс. В качестве такого средства выступает продукция, разработанная и изготовленная в Международной лаборатории с распределённым участием «Инновационные технологии в сфере поликультурного образования» Елабужского института Казанского (Приволжского) федерального университета.Область применения результатов. Результаты исследования могут быть положены в основу совершенствования дошкольного образования детей в условиях реализации требований ФГОС ДО, а также методической подготовки будущих педагогов-воспитателей и их переподготовки.

Cultural Diversity and the Challenges of Teaching Multicultural Classes in the Twenty-First Century

This study is a meta-analysis of the recent literature on teaching culturally and linguistically diverse (CLD) students. Extant literature on this issue has shown that teaching students coming from different ethnic and cultural backgrounds seems to pose serious threats to teachers at different levels of education. Using a quantitative content analysis, this paper examines twenty studies and book chapters in the field of multicultural education so as to identify the major challenges of the multicultural classroom. The aim is also to identify and describe the most effective competencies that teachers need to be better equipped to survive in today’s “fast changing world”. The findings of this study show that teaching CLD students requires special training, extra competencies, and “culturally responsive” pedagogies. The findings can also be of help to university teachers as universities today are becoming more and more multicultural all over the world. Finally, the results can advance knowledge about the issue of teaching CLD students both in the university environment and in the field of research.

Cultural Diversity and the Challenges of Teaching Multicultural Classes in the Twenty-First Century

This study is a meta-analysis of the recent literature on teaching culturally and linguistically diverse (CLD) students. Extant literature on this issue has shown that teaching students coming from different ethnic and cultural backgrounds seems to pose serious threats to teachers at different levels of education. Using a quantitative content analysis, this paper examines twenty studies and book chapters in the field of multicultural education so as to identify the major challenges of the multicultural classroom. The aim is also to identify and describe the most effective competencies that teachers need to be better equipped to survive in today’s “fast changing world”. The findings of this study show that teaching CLD students requires special training, extra competencies, and “culturally responsive” pedagogies. The findings can also be of help to university teachers as universities today are becoming more and more multicultural all over the world. Finally, the results can advance knowledge about the issue of teaching CLD students both in the university environment and in the field of research.