Implications For Multicultural Education Research Articles

RESEPSI PEMBACA TERHADAP TOKOH RAHWANA DALAM NOVEL DEKONSTRUKSI RAHWANA PUTIH KARYA SRI TEDDY RUSDY DAN IMPLIKASINYA DALAM PENDIDIKAN MULTIKULTURAL

This research aims to find out 1) What are the good and bad qualities, both physical and psychological, of the character Ravana shown by the author in the novel Ravana Putih, 2) How do readers respond to the character Ravana in the novel Ravana Putih, and 3) How do The novel Ravana Putih can have implications for multicultural education, especially as teaching material in schools. The research method uses descriptive qualitative. Data sources were obtained through literature study, listening, notes and interviews. To test validity in this research, a triangulation model was used, which includes data triangulation, theory triangulation and expert triangulation. The results of the research show that it was found that Ravana's good qualities were more dominant than his bad qualities. There are two groups of responses from the reading public to the character Ravana in the novel Ravana Putih, namely agree and disagree. This deconstruction novel can be used as an alternative teaching material in multicultural education in Indonesia to create mutual respect, tolerance and critical thinking among students

Bridging the Digital Divide in Migrant Education During the COVID-19 Era: Through the Lenses of Critical Pedagogy Lens and Inclusive Education

This review paper explores the relationship between migration and issues of social justice, inequalities, and access to education which have been exacerbated recently with the emergence of the Coronavirus (COVID-19) pandemic and have taken on a new dimension with the digitalization of education specifically for refugees among other immigrants. It addresses the use of Technology Enhanced Learning (TEL) and Information and Communication Technologies (ICTs) in practices of inclusion and adaptation of refugees. Additionally, this scoping literature review introduces accessible, sustainable, and effective practices that could help displaced adults and children overcome the adverse effects and inequalities experienced by migration. The idea that critical pedagogy provides a firm ground and implications for multicultural education is emphasized. Solutions and recommendations regarding program, curricula, and syllabi development are presented to create a more inclusive educational ecosystem for displaced people.

Exploring the Relationship between School Growth Mindset and Organizational Learning Variables: Implications for Multicultural Education

<p>According to school growth mindset theory a school’s organizational structure influences teachers’ beliefs in their collective ability to help all students grow and learn; including those from diverse cultural, religious, identity, and socioeconomic demographics. The implicit theory of growth mindset has been quantified for a school’s culture on the What’s My School Mindset scale. This exploratory study was an initial effort to examine the content validity of the school growth mindset construct using SPSS to perform correlation analysis with multicultural relevant, organizational learning variables from the literature that were shown to explain improved school outcomes. Regression analysis tested the hypothesis that the independent variables would explain variations in a school’s growth mindset mean. Data was collected from a random stratified sample of middle and high school teachers (n = 64) and administrators (n = 5) in a large northwestern state. Responses were collected on the 19-question Likert-style WMSM survey. The overarching research question was, Is there a relationship between principal openness to change, faculty openness to change, work locus of control, and a school growth mindset? The results revealed organizational learning variables significantly correlated with a growth mindset culture and explained significant variations in the WMSM mean. The results have positive implications for providing school administrators with a way to measure their school’s culture and to provide feedback to teachers that can challenge their beliefs and inform improvements in culturally responsive teaching practices.</p>

Micro-cultures and the Limits of Multicultural Education

This essay puts forth an argument for why multicultural education in the United States is constrained in its important work to increase educational and social equity by the continuing prevalence and use of ethno-racial categories. Though differing forces are at work in other countries, these considerations for the U. S. are important because of its international influences. The core of the argument is that five essentialized categories in the U. S. context that are accepted as primary racial/ethnic identities do not reflect the fluid range of lived experiences of people in this country and around the globe. It is further argued that a concept of “micro-cultures” provides a framework that helps to circumvent these constraints and their implications for multicultural education. Micro-cultural identities and affinities reveal distinctive individual and group positions, prerogatives, practices, and perspectives that often are not reflective of specific ethno-racial categories. This essay reports literature to support its argument and also provides a clear example from a digitally mediated discourse community to illuminate how micro-cultural identities and affinities of individuals are often enabled and enacted via new media. Micro-cultures contribute a new conceptual lens for multicultural education research and practice by offering more complex and nuanced understandings of individual and group cultural practices beyond ascribed categories of race and ethnicity.

Evaluative language used by Mandarin-Chinese-speaking dyads in personal narratives: age and socioeconomic differences

The aim of this study was to determine the effects of age and family socioeconomic status (SES) on the evaluative language performance of Mandarin-Chinese-speaking young children and their mothers. The participants were 65 mother–child dyads recruited in Taiwan. Thirty-four of these dyads were from middle-class families and 31 were from working-class families. Narrative conversations of individual dyads were audio-recorded, and transcripts of those conversations were prepared and analyzed using the Child Language Data Exchange System. The primary findings were as follows: (a) mothers of 3-year-olds used more cognitive words; (b) middle-class mothers produced more cognitive words, whereas working-class mothers used more repetitions; (c) 3-year-old children used substantially more evaluative language than 2-year-olds in cognitive words, reported speech, and gratuitous terms; and (d) middle-class children produced more cognitive words than working-class children, whereas working-class children produced more reported speech. The results are discussed in relation to language socialization and the implications for multicultural education are explored.

International Immersion in Counselor Education: A Consensual Qualitative Research Investigation

This study used consensual qualitative research methodology to examine the phenomenon of international immersion on counselor education students' (N = 10) development and growth. Seven domains emerged from the data (cultural knowledge, empathy, personal and professional impact, process/reflection, relationships, personal characteristics, and structure). Implications for multicultural education and future research are discussed.Este estudio empleó metodología consensuada de investigación cualitativa para examinar el fenómeno de la inmersión internacional en el desarrollo y crecimiento de estudiantes de educación en consejería (N = 10). Los datos arrojaron siete dominios (conocimiento cultural, empatía, impacto personal y profesional, proceso/reflexión, relaciones, características personales, y estructura). Se discuten las implicaciones para la educación multicultural y futuras investigaciones.

Integrating Helms’s White Racial Identity Development Model with Cognitive- Experiential Self-Theory: Implications for Multicultural Education

Abstract With the increased focus on multicultural education in colleges and universities, there is a need for educators to have a profound knowledge of White racial identity development to better understand White students’ resistance to multicultural topics and to facilitate their racial identity development. An integration of Helms’s White racial identity development model with Epstein’s cognitive-experiential self-theory (CEST) is presented in this article. It is proposed that the integration of Helms’ White racial identity development model with CEST enhances the potential for Helms’s model to more deeply explain White racial identity development among White students. Implications for multicultural education are provided.

The 2012 London Olympics: Implications for Multicultural Education

The 2012 London Olympics: Implications for Multicultural Education

The implications for multicultural education by analyzing Shaun Tan's The Arrival

the implications for multicultural education by analyzing Shaun Tan's The Arrival

Multicultural education: embeddedness, voice and change

This article is a discussion of a dominant (and mostly taken-for-granted) discourse of multicultural education (the phrase ‘intercultural education’ is sometimes used). My aim is, simply, to highlight two issues which, I think, are insufficiently dealt with in relation to multicultural education: the observation that differences can be irreconcilable and the idea of change. In the first part of this article, I try to sketch this discourse by giving some examples in which some characteristic markers of this discourse are illustrated (such as the idea of initiation in a variety of perspectives, of inclusion of a diversity of viewpoints, hearing multiple voices, of enrichment of our own way of looking at the world, etc.). In the second part of this article, I will rehearse some familiar concepts regarding what it means to be initiated into socio-historical and cultural practices, drawing mainly on Cavell. The point here is to bring out a sense of a human being's embeddedness in a form of life that at the same time cuts very deep (i.e. affectively, even physically, anchored) and is incomplete (i.e. there is an irreducible, though unidentifiable lack), for the purpose of addressing the two issues mentioned (irreconcilable differences and change). Here the theme of voice (and what is involved in owning a voice) will be briefly developed, again by drawing on Cavell. In the final part of this article, I will try to draw some implications for multicultural education.

Trends in the Scholarship on Teachers of Color for Diverse Populations: Implications for Multicultural Education

(2001). Trends in the Scholarship on Teachers of Color for Diverse Populations: Implications for Multicultural Education. Equity & Excellence in Education: Vol. 34, No. 1, pp. 26-31.

Developing a Commitment to Multicultural Education

The purpose of this study was to understand the factors and process involved in developing a commitment to multicultural education. The two questions that guided the study were (a) What kinds of life experiences contribute to a commitment to multicultural education ? and (b) What is the process by which individuals become committed to multicultural education ? The research methodology of content analysis was used to answer the first question and phenomenology was used to answer the second. The theoretical population for this study included all teachers in the United States who are committed to multicultural education/diversity. The tangible population included members of the National Association for Multicultural Education (NAME). The criterion sample for the study was those members of NAME who (a) were affiliated with prekindergarten through higher education in 1997, and (b) attended the 1997 NAME Annual Conference (n = 330). A questionnaire consisting of one open-ended and various standard demographic questions was mailed to the sample. Content analysis of the returned questionnaires revealed 11 factors that contributed to developing a commitment to multicultural education. Telephone interviews were also conducted with 45 volunteer respondents from the sample. Phenomenological analysis of the interviews strongly suggested thai a four-stage process can be used to describe the development of a commitment to multicultural education. The results of the study have implications for multicultural education and teacher education. Foremost in the conclusions of this study are the support for (a) cultural immersion experiences and (b) course work in multicultural education that evokes a critical analysis of the sociopolitical status quo in U. S. society.

Developing a Commitment to Multicultural Education

The purpose of this study was to understand the factors and process involved in developing a commitment to multicultural education. The two questions that guided the study were (a) What kinds of life experiences contribute to a commitment to multicultural education ? and (b) What is the process by which individuals become committed to multicultural education ? The research methodology of content analysis was used to answer the first question and phenomenology was used to answer the second. The theoretical population for this study included all teachers in the United States who are committed to multicultural education/diversity. The tangible population included members of the National Association for Multicultural Education (NAME). The criterion sample for the study was those members of NAME who (a) were affiliated with prekindergarten through higher education in 1997, and (b) attended the 1997 NAME Annual Conference (n = 330). A questionnaire consisting of one open-ended and various standard demographic questions was mailed to the sample. Content analysis of the returned questionnaires revealed 11 factors that contributed to developing a commitment to multicultural education. Telephone interviews were also conducted with 45 volunteer respondents from the sample. Phenomenological analysis of the interviews strongly suggested thai a four-stage process can be used to describe the development of a commitment to multicultural education. The results of the study have implications for multicultural education and teacher education. Foremost in the conclusions of this study are the support for (a) cultural immersion experiences and (b) course work in multicultural education that evokes a critical analysis of the sociopolitical status quo in U. S. society.

Race and Education: racism, diversity and inequality, implications for multicultural education

The paper will contain a brief and general analysis of how racism, diversity and inequality have been conceptualised, what assumptions have underpinned education policy in Britain and what have been its consequences for research in the field of race and education. My view is that multicultural education is based upon an inadequate theoretical foundation in its attempted analysis of the relationship between race, education and society. In the paper analysis will also focus upon schools and the methods adopted by teachers in an attempt to overcome the ambiguities and contradictions associated with the race and education debate. The objective will be to clarify some of the issues besetting the education of ethnic minority children and to indicate areas for further systematic research. The various strategies adopted in relation to ethnic minority children (this paper will refer to children of Asian, Afro-Asian and West Indian origin) will have fundamental implications for general education policy and strategies for all children. I shall refer to what Halsey (1975) describes as the three main areas of controversy in the issue concerning sociology and the equality debate. First, there is a clash of priorities between different values presumed to be realisable in society. Secondly, we face the philosophically and logically difficult intellectual task of clarifying the language of debate. Thirdly, there remains the tedious labour of relating theoretical constructions to the changing empirical reali