Issues Of Multicultural Education Research Articles

Teacher candidates’ intercultural communication in telecollaboration: locating acts of positioning in translingual negotiations

PurposeThis study aims to examine how teacher candidates (TCs) in Türkiye and the USA navigate their intercultural communication skills in a telecollaboration project.Design/methodology/approachForty-eight TCs participated (26 in Türkiye and 22 in the USA) in the study. TCs discussed critical issues in multicultural education on an online learning platform for six weeks. Their discussions were analyzed using content and discourse analysis.FindingsThe findings indicated that TCs approached the telecollaborative space as a translingual contact zone and positioned themselves and their interlocutors in the discourse by using the personal pronouns; I, we, you and they. When they positioned themselves using we (people in Türkiye/USA), they spoke on behalf of everyone included in the scope of we. Their interlocutors responded to these positionings either by accepting this positioning and responding with a parallel positioning or by engaging in translingual negotiation strategies to revise the scope of we and sharing some differences/nuances in beliefs and practices in their community.Research limitations/implicationsWhen TCs talk about their culture and community in a singular manner using we, they frame them as the same across every member in that community. When they ask questions to each other using you, the framing of the questions prime the respondents to sometimes relay their own specific experiences as the norm or consider experiences from different points of view through translingual negotiation strategies. A singular approach to culture(s) may affect the marginalized communities the most because they are lost in this representation, and their experiences and voices are not integrated in the narratives or integrated with stereotypical representation.Practical implicationsTeachers and teacher educators should first pay attention to their language choices, especially use of pronouns, which may communicate inclusion or exclusion in intercultural conversations. Next, they should prepare their students to adopt and practice language choices that communicate respect for cultural diversity and are inclusive of marginalized populations.Social implicationsSpeakers’ pronoun use includes identity construction in discourse by drawing borders around and between communities and cultures with generalization and particularity, and by patrolling those borders to decide who is included and excluded. As a response, interlocutors use pronouns either to acknowledge those borders and respond with corresponding ones from their own context or negotiate alternative representations or further investigate for particularity or complexity. In short, pronouns could lead the direction of intercultural conversations toward criticality and complexity or otherwise, and might be reasons where there are breakdowns in communication or to fix those breakdowns.Originality/valueThis study shows that translingual negotiation strategies have explanatory power to examine how speakers from different language backgrounds negotiate second and third order positionings in the telecollaborative space.

Establishing multicultural society: Problems and issues of multicultural education in Indonesia

Creating a multicultural society that coexists peacefully amidst various kinds of differences is not an easy thing. The fact that multicultural society is still challenging to realize is a serious problem, not only for one or two countries but also for all countries worldwide. This research has three objectives. The first describes the implementation of multicultural education in Indonesia with various obstacles. Second, describe solutions to multiple problems in the implementation of multicultural education in Indonesia. Third, provide recommendations for the implementation of multicultural education in other areas. Based on a qualitative study of several studies on the implementation of multicultural education in Indonesia, The results show that the implementation of multicultural education in Indonesia is carried out in several ways or several approaches. In general, this approach can be divided into two: the approach in terms of learning materials and the approach in terms of learning methods. The multicultural education approach in terms of material means that the values of multiculturalism are given to students through special materials that discuss multiculturalism. Meanwhile, the approach in terms of methods means that the values of multicultural life are given to students by integrating them into various subjects namely the approach in terms of learning materials and approaches in terms of learning methods.

УЛУТТУК КААДА-САЛТТАРДЫН ЖАНА ҮРП-АДАТТАРДЫН НЕГИЗИНДЕ БОЛОЧОК МУГАЛИМДЕРДИ КӨП МАДАНИЯТТУУЛУККА ТАРБИЯЛОО

This article deals with the issues of multicultural education through traditions and customs. Research of scientists about multiculturalism based on national traditions are also presented. Factors of multiculturalism are also studied by scientists Arutyunyan Yu.V., Drobizheva L.M. has stopped. Among the Central Asian scholars who studied traditions: B.R. Kadyrova, A.Yu. Teshaboev, K.F. Kamalova, A.I. Musurmanov S.N. Nurmatov, G. Tuktasinova, L. Khodjaeva, I. Yusupova and others. A scientist who wrote generalizing works on the ethnopedagogics of the peoples of Central Asia, A.E. It was Izmailov. On the basis of valuable folklore materials, and scientific sources, he showed the spiritual potential of folk pedagogy, the traditions of the Central Asian ethnic groups and their universal values. These are common values: respect for elders, love for children, hard work, mentoring, and so on.

Analysis of the Degree of Integration of Multicultural Education Contents into Ethiopian Primary Teacher Education Curricula

Addressing issues of diversity in the teacher education system of multicultural countries is high on the agenda worldwide because of the growing connectedness due to globalization. This suggests the importance of integrating issues of diversity in the teacher preparation programs of particularly multicultural states. It is in light of the above notion that this study investigates the extent to which issues of multicultural education are effectively incorporated into the primary teacher education curricula of Ethiopia in order to enhance the learning outcomes of students through addressing their cultures. The contents of five sample primary teacher education curricula were analyzed based on Banks’ (2001, 2010, 2014) four approaches to the integration of issues of multicultural education into teacher education curricula. To that end, in order to conduct the content analysis, a clear and valid coding sheet was prepared. Ten coders were selected and adequate trainings were given to them in order to help them effectively code the sample teacher education curricula. As such, the sample teacher education curricula were critically analyzed by two anonymous coders separately and then inter-rater reliability was calculated based on Sarantakos’ (2005) 80% standard. Results of the study revealed that basic elements of multicultural education are mostly missing in the current Ethiopian primary teacher education curricula. Conclusions and implications were drawn based on the findings of the study. Keywords : analysis, curriculum, multicultural education, primary teacher education, learning outcomes DOI : 10.7176/JPCR/50-03 Publication date :August 31st 2020

Functions and Strategies to the Integration of Multicultural Values in Textbook Discourse for Elementary School Students

The research was designed to reveal two crucial issues in multicultural education, namely functions and strategies to the integration of multicultural values in textbook discourse. Content analysis was employed to generate systematic and objective findings. Data were collected from textbooks used by the fourth-grade students in Indonesia and published by the Ministry of Education and Culture, Republic of Indonesia. Data collection was performed using the read-and-quote technique. Data analysis consisted of identification, categorization, and interpretation. The results of the analysis reveal that (1) multicultural values represented in textbook discourse function to build students’ positive attitude towards individual, cultural, ethnic, and gender differences to instill an anti-discrimination attitude towards different ethnics, religions, races, and develop students’ pride in sociocultural diversity. (2) Multicultural values are internalized through fiction, story characterization, cultural products, songs, and ethnic philosophies. Sociocultural aspects, social problems, and characteristics of the students are identified as factors that may impact on the functions and strategies to the internalization of the multicultural values.

The history and Issues of Multicultural Education in Japan

본고에서 일본의 다문화공생교육의 형성과정과 현상을 검토함으로써 2008년 이후 정체되고 있는 일본 다문화공생교육의 과제가 무엇인지를 제시하고자 하였다. 이러한 일본의 현상을 통해 2006년 이후 다문화교육정책이 급속하게 진전되고 있는 한국 다문화교육의 과제가 무엇인지에 대해서도 검토하였다. 일본에서 다문화공생교육은 다문화교육과 ‘공생’이 결합된 독자적 개념으로 1970년대의 재일한국인의 공민권운동 이후, 1980년대를 거쳐 지방자치체를 중심으로 다문화교육시책이 전개되었으며 2006년에는 중앙정부에서 다문화공생과 관련된 움직임 또한 볼 수 있었다. 본 연구에서는 일본사회의 보수화가 진전되는 가운데 다문화공생의 대상은 누구인지, 다문화공생교육의 개념을 재검토하고 재구축시켜 갈 필요가 있음을 제시하고 있다.

The Legal Issues of Multicultural Education for Social Integration

The Legal Issues of Multicultural Education for Social Integration

Implementation Issues in Multicultural Education: What Are Secondary Public School Educators Facing?

This mixed method study sought to explore the issues that faced secondary teachers in a rural central Georgia public high school when attempting to implement a multicultural education program. The key issues of this study centered on the teachers’ multicultural education training and the school’s multicultural education program. Data were gathered from a total of thirty randomly chosen teachers in the Social Studies, Math and English departments at the school. Twenty-five of the thirty teachers received a hard copy four question Likert scale survey to complete. The remaining 5 participants took part in face-to-face interviews discussing six open-ended questions. The findings pointed to several issues facing the teachers such as the lack of an officially implemented multicultural education program, the lack of support from school administrators, no in-service training available for teachers, parental and student misapprehension, and a lack of an officially defined policy on implementation and support of a multicultural education program from administrators locally and district-wide.

Multiculturalism Reconsidered. Bilingual Education in Guatemala

Drozdowicz Jarema, Multiculturalism Reconsidered. Bilingual Education in Guatemala [Wielokulturowośc wymyślona na nowo. Edukacja dwujezyczna w Gwatemali]. Kultura – Spoleczenstwo – Edukacja nr 1(7), 2015, Poznan 2015, pp. 21–34, Adam Mickiewicz University Press. ISBN 978-83-232-2944-5. ISSN 2300-0422 The modern Maya movement is an example of a new sort of indigenous cultural activism. The long lasting struggle for indigenous rights had finally led to the renegotiation of the social, legal and political order in countries like Guatemala and Mexico. Today we witness a vibrant indigenous activism in many fields, like education for example. This paper deals with the issue of multicultural education in the mentioned countries, but also it presents critical problems of a wider process – i.e. regaining cultural freedom after 500 years of marginalization.

The Morning Prayer in Greek Kindergartens as a Field of Exercising Multiculturalism

Religious education has been an issue of social and political debate in many countries but mostly in countries where people from different national, cultural and religious origins live. Religious identity is a core element of a person’s identity that constitutes a crucial right of the person and its personal freedom. Every country and every state should protect the right of its citizens to exercise their religious duties. One of these duties is the prayer. However, some countries that experienced waves of migration during the last years do not have yet adjusted to taking the proper measures in order to overcome the transformation of the cultural composition of the their people. Greece is one of these countries. In Greek schools, every morning, the pupils and the teachers pray according to the ritual of the Greek Orthodox Church. This lead us to the research question of this paper: what happens with pupils whose religious faith is different and how do teachers face this problem? Our research hypothesis is that the way that teachers cope with the issue of the Morning Prayer is an issue of multicultural education, as well. For the purpose of our study we asked from 99 kindergarten teachers to inform us on (a) how they cope with the Morning Prayer and (b) how they treat the presence of children from culturally diverse backgrounds. Teachers’ responses show that a remarkable percentage of the kindergarten teachers do not cope with this specific issue in a dogmatic way. They try to exercise a multicultural pedagogic in their classrooms. DOI: 10.5901/jesr.2013.v3n2p65

A Case Study of the Formation and Issues of Multicultural Education in South Korea

A Case Study of the Formation and Issues of Multicultural Education in South Korea

Understanding anxiety and facilitating twinship selfobject functions among social workers: Psychodynamic contributions to multicultural education

This article addresses the internal and interpersonal process of learning diversity from the perspective of students/learners. Following a review of the current literature on multicultural education, the article examines anxiety about and resistance to diversity training among social workers and students. As an alternative pedagogical perspective on multicultural education, the article discusses some constructs in self psychology that have contributed to multicultural education, in particular the selfobject experience of ‘twinship’ that facilitates personal and professional self development. Cultivating common ground among participants through the twinship selfobject function in multicultural education is important for (1) human connection and relatedness and (2) helping participants regulate their anxiety in dealing with cognitively loaded and affectively charged issues in multicultural education. Two classroom examples from the author's own experience in MSW diversity-training courses illustrate the absence and presence of the twinship selfobject function in multicultural education.

Using Film in Multicultural and Social Justice Faculty Development: Scenes from Crash

We designed a faculty development workshop integrating scene excerpts from the Academy Award-winning movie Crash and active learning methods to encourage faculty participation and generate participant dialogue. The aims of this workshop were to enhance awareness of issues related to teaching in a multicultural classroom; stimulate discussion on teaching and learning about potentially contentious issues linked to race, ethnicity, religion, gender, geographical origin, and class; and expose faculty to the use of multimedia to facilitate discussion on topics of diversity and social justice. Twenty-five faculty attended 3 workshops in various venues, 18 of whom completed workshop evaluations. The workshop evaluation revealed that all participants believed that the scene excerpts and discussions helped them to reflect on their own attitudes toward race and diversity and felt better prepared to effectively facilitate classroom discussions on similar issues. This workshop is a useful tool for helping faculty to develop the skills and confidence to facilitate, manage, and stimulate discussions on controversial issues in multicultural education that may otherwise be avoided due to lack of expertise or experience.

Student attitudes and the teaching and learning of race, culture and politics

Although multicultural education and teaching for and to equity and diversity often are viewed in higher education as important around the globe, the mismatch between theory and public opinion can remain a challenge when teaching the subject. This study investigates student attitudes and learning before and after completing a course in race, culture and politics at an American university in California, and data were gathered over a three-year period from 365 students. Utilizing a Confluent Education framework that integrates cognitive, affective, and psychomotor dimensions of teaching and learning, faculty structured opportunities for students to study and discuss issues, and then, examine social settings for evidence to tie cognitive study with real world experiences. Teaching and developing courses around issues of multicultural education, diversity, and issues of power that strengthen students' abilities to perceive multiple perspectives, think critically, and learn from others are made.

At a crossroads of civilizations: multicultural educational provision in Cyprus through the lens of a case study

This paper aims to explore the issue of multicultural education in Cyprus and how it is treated within school environments. It explores attitudes from and towards non‐indigenous pupils and perceptions that exist within the indigenous population. A case study approach was used to achieve these goals. Teachers completed a semi‐structured questionnaire, and pupils and parents were interviewed. The results revealed serious deficiencies in the system, with particular emphasis on the lack of academic and psychological support for non‐indigenous pupils. The results also point to a lack of skills among teachers to function in multiethnic classrooms

Multicultural education knowledgebase, attitudes and preparedness for diversity

PurposeThe paper aims to investigate the effect of multicultural knowledgebase on attitudes and feelings of preparedness to teach children from diverse backgrounds among pre‐service teachers. Currently issues of multicultural education have been heightened by the academic achievement gap and emphasis on standardized test‐scores as the indicator of learning.Design/methodology/approachThis descriptive study was conducted using surveys. A variety of data were collected through pre‐ and post‐tests. Questionnaires included Multicultural Content Test‐Educational (MCCT‐E), Multicultural Questionnaire (MC), and Preparedness Survey (PS). Descriptive statistics were used for data analysis.FindingsResults indicated that a class in multicultural education significantly increased knowledge about diversity, attitudes towards multiculturalism, and levels of preparedness to teach children from diverse backgrounds. There was no correlation between multicultural knowledge and attitudes and between attitudes and preparedness to teach children from diverse backgrounds.Practical implicationsAs teacher education evolves, there is need to rethink opportunities to learn how to teach children from diverse backgrounds beyond multicultural knowledgebase. More extensive and well integrated methods (direct experiences, mentorship, observing and working in authentic settings) are recommended. These methods enhance internalization of concepts, and ability to confront fears, misconceptions and misinformation during teacher preparation. This study suggested that teacher education programs should provide more sustained interaction with diversity issues and/or children of diverse backgrounds in order to transform the gain in multicultural attitudes into practice.Originality/valueThe study challenges the assumption in teacher preparation programs that knowledge transforms pre‐service teachers’ attitudes and preparedness to teach children from diverse backgrounds.

What Unites Us, What Divides Us? A Multicultural Agenda Within Child and Youth Care

Many educators have taken seriously the issue of multicultural education and what it means to deliver an inclusive curriculum. In this article, I discuss some of the complexities of integrating culture within the overall educational goals of a school or faculty. I also highlight the challenges of working with ethnic diversity within the classroom, while designing courses, and when teaching students how to engage in practice. In particular, I raise issues that are specific to human service practice. Recommendations for how to position issues within the overall educational mandate of schools and faculties are included.

LANGUAGE, CULTURE, AND TEACHING: CRITICAL PERSPECTIVES FOR A NEW CENTURY.Sonia Nieto. Mahwah, NJ: Erlbaum, 2002. Pp. xvi + 296. $29.95 paper.

This textbook, the second volume in the Language, culture, and teaching series, is a summary of the current issues of multicultural education in schools. As the demography of schools is rapidly changing, Nieto offers skills and tools necessary to face the challenges that these changes bring to current and future teachers regardless of their ethnic background. The book investigates the connection of language and culture, their sociocultural and sociopolitical framework, and the consequences of diversity to school reforms. The introductory chapter gives the reader a general overview of problems related to language, literacy, and culture as they have been seen through historic shifts and arrives at the realization that in education these ideas are inseparable. We need to learn how they influence individual students' learning to teach them successfully.

Troubling Multiculturalism: The New Work Order, Anti Anti-Essentialism, and a Cultural Studies Approach to Education

The changing face of international economic systems brings with it an increased sensitivity to changing notions of culture, race, and class. The ways in which these multiple subjectivities function in pursuit of democratic systems serves as new way to explore issues of multicultural education. Beginning with a discussion of a cultural studies approach as delineated by Grossberg (1992, 1997), how multiculturalism as a project can be informed by this particular theoretical approach serves as a point of departure. Using James Gee's (1996) conception of the "New Work Order" and Paul Gilroy's (1996, 2000) anti anti-essentialism, this article explores how new fields of struggle in multicultural education open through an analysis of changing work relations and troubling the notions of race and subjectivity.

Critical Relativity: An Examination of Privileged Positions and Perspectives in the Teaching of English Language Arts

This article is the exploration of a constructed theoretical position, situated in multicultural education issues and frameworks, that provides a way to question the assumptions that underpin language arts curricula and pedagogy. The theoretical perspective, critical relativity, invites critical interrogation of assumptions and impels multiple perspectives. This theoretical lens is applied to an examination of (a) what it means to read a text; (b) the literary canon and its fixed primacy of place; (c) the idea of literary universalities; (d) the 5-paragraph essay as writing template and privileged discourse pattern; (e) the concept/pedagogy of "basic skills"; and (f) notions of ability and intelligence that perpetuate differentiated curriculum. The author suggests that this theoretical frame will facilitate fundamental educational reform when hegemonic educational positions, perspectives, and practices are situated historically, culturally, socially, and politically-and then questioned critically.