Multicultural Education Research Articles

Fostering Inclusive Law Enforcement: Integrating Multicultural Education and Islamic Character Development at Indonesia’s Police Academy

Fostering Inclusive Law Enforcement: Integrating Multicultural Education and Islamic Character Development at Indonesia’s Police Academy

Attitudes toward ethnic minorities among Thai students in Chiang Mai, Thailand

The increase of cultural diversity in Chiang Mai society has generated the need for introducing intercultural education in the educational system. It is crucial to prepare the young generation to interact with those perceived as “different.” The aim of the current study is to examine the majority attitude of Gen Z school students toward ethnic minority groups in Chiang Mai, Thailand. The study was based on an online survey with 14- to 19-year-old adolescents from the members of the majority group (Khon Muang). Data was collected from 265 students across two schools, a multicultural school (MS) and a predominantly Thai school (PTS). The study gathered demographic information, attitudes toward minorities, and intergroup contact experiences. Our results show generally positive attitudes toward ethnic minorities among the participants, with a significant proportion supporting social inclusion. However, students from the predominantly Thai school (PTS) demonstrated statistically significant, more negative attitudes regarding realistic threat, compared to the students from the multicultural school (MS). Gender differences in attitudes were contrast to our expectation, showing that the acceptance of intergroup marriage was positively higher in male groups. The study showed an expected association between the number of outgroup friendships and more positive outgroup attitudes. Lastly, factors such as gender and maternal education were explored by regression analysis on the perceptions of realistic threat, but these did not significantly predict attitudes toward ethnic minorities among Thai students. The findings point to the importance of supporting cultural diversity in schools and promoting multicultural education in the classroom.

Cultivating Moral Values and Diversity for Early Childhood: A Contextual Approach of Multicultural Education

Cultivating the foundations of moral values and diversity in children is important from an early developmental stage. This article aims to explain how teachers introduce aspects of multicultural education to children. This research uses a qualitative research design in the form of a case study with seven teachers as respondents. Data were collected through observation, interview, and documentation techniques and then analyzed using thematic analysis consisting of three steps recommended by Miles and Huberman, namely data reduction, data presentation, and inference. The results showed that in introducing diversity, teachers provide role models for children, integrate material about cultural diversity into the learning curriculum, use interesting learning methods and media, invite children to visit historical sites and places of worship, hold activities and celebrate holidays related to cultural diversity, and hold extracurricular activities to introduce cultural diversity. It is expected that this article will have significant implications for educational practice, for ongoing professional development to equip teachers with the skills and knowledge needed to effectively teach and model diversity and inclusion, and for educational institutions to prioritize the development and implementation of curricula that reflect and celebrate cultural diversity.

Moderasi Beragama dalam Perspektif Pendidikan Agama Islam: Implementasi dalam Pendidikan Multikultural di Indonesia

Religious moderation is a campaign aimed at public spaces, especially educational institutions, to overcome intolerant attitudes among individuals. Religious moderation from the perspective of Islamic religious education plays an important role in the realization of multicultural education. This research is descriptive-analytical in nature and uses literature review research methods. The research results show that religious moderation plays an important role in the implementation of multicultural education in Indonesia. This success requires cooperation between parents, students, and educational institutions to create an educational environment that is friendly to different religions and helps students become individuals who are tolerant and have good character. Keywords:Religious Moderation, Multicultural Education, and the Implementation of Multicultural Education

Multicultural education and global citizenship: Literature review

The aim of this study is to conduct a systematic exploration of the literature, delving into the realm of multicultural education and global citizenship. It seeks to comprehensively understand these concepts by tracing the origins and evolution of multicultural education, drawing connections to its inception during the Civil Rights Movement, and spotlighting the contributions of influential scholars in this field. The concept of global citizenship is also examined, emphasizing its relevance in an interconnected world and its alignment with the United Nations' development goals. The manuscript identifies the significance of studying multicultural education and global citizenship, including its role in promoting social cohesion, preparing students for an interconnected world, and fostering responsible citizenship. Intersectionality means promoting a more inclusive and nuanced understanding of social issues and advocating for more comprehensive approaches to equity and justice. This review has the potential to contribute to the understanding and implementation of effective multicultural education and global citizenship programs. Overall, this review of the literature aims to address literature gaps and challenges in the field and provide valuable information for educators, policymakers, and stakeholders involved in multicultural education and global citizenship.

Islamic School Promotion Through Multicultural Education Curriculum Integration at As-Salam Day School, North America

Islamic School Promotion Through Multicultural Education Curriculum Integration at As-Salam Day School, North America

Multicultural Education in Developing Islamic Education Teaching Materials on Students' Tolerant Attitudes in Elementary Schools

This article aims to provide an overview of Multicultural Education in developing Islamic education Teaching Materials towards Students' Attitudes of Tolerance. The research method used is research in the form of a library study as a step in solving a problem by carefully and intensely reviewing relevant library data. The sources of library data in question are books, scientific articles and journals. The approach is descriptive qualitative, where the use of data is taken qualitatively and described or explained descriptively. Data processing to produce information is obtained through several processes including the process of searching for data, the process of collecting data, the process of processing/analyzing data, and the process of concluding data. The research results found that Islamic education learning through multicultural education ensures that students are not only able to understand and master the subject matter they study. In this case, what a teacher needs to do is form a Islamic education learning pattern through activities in the classroom; be universal and not discriminate between students; and inserting tolerance values in teaching materials.

Opportunities and challenges of multicultural education in Ethiopian public universities

This study assessed the implementation of multicultural education in Ethiopian public universities. Using a qualitative holistic case study design, faculty members were selected from Dire Dawa University and Haramaya University using purposive sampling to participate in the study. In addition to interviews, document reviews, and observation were used to collect data. The findings revealed that the implementation of multicultural curricula is at a very low level. Among the major challenges to the implementation of multicultural education are inadequate resources, prejudiced attitudes towards diversity, curriculum politicization, and institutional fragility. Nonetheless, the data analysis also revealed that there are potential opportunities for effective implementation, namely the university's nature, multicultural education courses, guidelines, cultural events, co-curricular activities, and intergroup discussions, all of which offer promising prospects. Faculty members' insight can promote multicultural education by leveraging identified prospects, employing strategic approaches, and embracing culturally responsive pedagogy. Further study is recommended for broader context and generalizability.

Penguatan Literasi Moderasi Beragama Bagi Guru Agama Sekolah Dasar Di Kelurahan Perkamil Kecamatan Paal Dua Kota Manado (Pendekatan Participatory Action Research)

Religious teachers have a key role in instilling religious moderation in the younger generation. Through their experiential approach and capacity to teach moderation values, Religious Teachers are expected to be role models of ethics and morality. They also need to open up correct and valid information, making them a source of information that can form a moderate, tolerant and harmonious society. The community service program was conducted in Perkamil Village, Manado, with a focus on Elementary School Religious Teachers. Using a Participatory Action Research (PAR) approach, the program includes mapping of religious issues, teacher training, and development of religious moderation literacy. The mapping results identified incomprehension, inequality, lack of interfaith dialog, identity politics, lack of multicultural education, and irresponsible media as the main problems. Strengthening religious moderation literacy is done through curriculum alignment, teacher training, collaborative learning activities, and mastering multicultural issues. These steps are expected to create functional and sustainable institutions and communities, and accelerate the implementation of religious moderation in elementary schools. Through these efforts, the community is expected to overcome potential religious conflicts and build an inclusive environment. Keywords: Religious Moderation, Religious Teachers, Participatory Action Research, Perkamil

Advancing Multicultural Education in Indonesia: Insights from Amin Abdullah’s Perspective

This article examines multicultural education through the lens of Amin Abdullah, a notable Indonesian Muslim scholar. Using a descriptive-qualitative approach, it reviews his works to elucidate his perspective. Abdullah’s ideas address Indonesia’s diverse social and cultural landscape, emphasizing intercultural understanding and tolerance, particularly in the post-Suharto era, marked by the resurgence of ethnic and religious identities. The article defines multicultural education and its goals, explores the influence of organizations like Muhammadiyah and Nahdlatul Ulama on Abdullah’s thought, and discusses the implications for Indonesian education. It advocates for inclusive curricula, tolerance promotion, teacher training, and multicultural materials, while addressing challenges such as resistance from conservative groups. Integrating perspectives from other scholars, it offers a comparative analysis within the broader discourse on multicultural education, enhancing understanding of integrating cultural and religious diversity into Indonesian education, while noting potential limitations and practical application difficulties

Implementation of Ethnopedagogy Through Tabak Educative Traditional Games for Multicultural Value Reinforcement

This study explores the use of traditional Tabak games to reinforce multicultural values in Public Elementary School 14, Pontianak City. Utilizing a survey method, the research involved the Pontianak community, teachers, and students from the school. Data collection methods included participant observation, comprehensive interviews, and documentation, with data analysis conducted through an interactive approach. The findings reveal that students favor thematic lessons, particularly history education, when taught using traditional Tabak games. This is evidenced by 90.71 percent of students responding positively to questions about this learning method. The traditional Tabak games embody values such as democracy, education, social skills, personality, courage, unity, and morals. Additionally, the implementation of learning based on local wisdom through traditional educational Tabak games showed an 86.79 percent effectiveness in strengthening multicultural values. This approach provides teachers with an alternative method for creating imaginative and enjoyable educational activities suitable for elementary students. It introduces multicultural values through five dimensions of multicultural education: content integration, knowledge construction, prejudice reduction, and the empowerment of school culture and social structures.

Membuka Peluang Menyelami Pendidikan Multikultural di Era Digital

This article aims to find out the role of multicultural education in the digital era. This study uses a qualitative approach with a literature study method. The stages of this method include collecting related references through journal publication sources, namely google scholar, selecting and then analyzing concepts and ideas that are important points to be used as the basis for this research. Data analysis is carried out qualitatively with the stages of data reduction, data presentation, and conclusion drawing. The results of the analysis show that multicultural education has an important role in preparing the young generation to face the challenges of the digital era by understanding and appreciating cultural diversity, as well as incorporating local wisdom values in the learning process. In the digital era, the challenges faced by multicultural education are increasingly complex, ranging from the spread of hate speech to the influence of foreign ideologies that can damage national values. Civic education must be strengthened with a strong multicultural foundation. This is important to form a civic awareness that respects diversity, as well as building a sense of love for the homeland and loyalty to the nation. Multicultural-based civic education can utilize technology to broaden students' horizons about cultural diversity and global challenges. Multicultural education in the digital era is not only a challenge but also a great opportunity to create a young generation with character, integrity, and ready to face the changing times

An intersectional and discursive approach to identity in multicultural education: the case of the Haitian community in Chile

ABSTRACT This study analyses how Haitian students’ identities (i.e. gender, class, and race) are constructed, negotiated, and resignified by their parents and EFL teachers to unveil their attitudes and perceptions of their learning processes and linguistic development in multicultural contexts. To this end, five schools across the Chilean Metropolitan region were recruited, which concentrated the largest number of fifth-grade Haitian students in their own cities. Particularly, five EFL teachers and ten Haitian parents were interviewed to explore how they construct, negotiate, and resignify their discourses in terms of the identity attributed to these students, based on their own understanding and perceptions of their life experiences. Following Reisigl and Wodak’s Discourse-Historical Approach (2016; Wodak et al. 2009), the study examines how issues of gender, race, and class play a crucial role in how these actors understand the experience of these students at school and in the country more generally. Results evidence that, along with a tendency towards cultural and linguistic assimilation, both parents and teachers legitimize their own misconceptions about these students through perspectivization and legitimation strategies .

A multicultural education perspective: engaging students and educators to critically exam fat ideology in teacher education and P-12 classrooms

PurposeIn recent years, issues related to body image, fat shaming, and societal perceptions of weight have gained more attention in educational discourse (Carmona-Márquez, et al., 2023; Dark and Aphramor, 2023; Nutter, Ireland, Alberga, et al., 2019; Schorb, 2022). The purpose of this paper is to explore the importance of engaging students and educators to critically examine fat ideology in teacher education and P-12 classrooms through the lens of multicultural education.Design/methodology/approachUsing a multicultural lens to examine fat phobia in education.FindingsThis paper explores the importance of engaging students and educators to critically examine fat ideology in teacher education and P-12 classrooms through the lens of multicultural education.Practical implicationsBy acknowledging the intersection of body image bias with cultural diversity, educators can foster inclusive environments that challenge harmful stereotypes and promote body positivity. This paper also provides strategies for integrating discussions on fat ideology within the multicultural education framework, aiming to empower both teachers and students from a multicultural education perspective to think critically and advocate for social justice.Social implicationsThis paper also provides strategies for integrating discussions on fat ideology within the multicultural education framework, aiming to empower both teachers and students from a multicultural education perspective to think critically and advocate for social justice.Originality/valueThe issue of fat phobia is rarely discussed in education.

The Centrality of the Role of PAI Teachers in Multicultural Education Practices in Wonosobo Regency Public Schools

Indonesian society has various cultures, ethnicities, religions and different economic levels. Multicultural education and religious tolerance are very important amidst increasing religious intolerance in the educational environment. The role of PAI teachers is absolutely necessary to realize multicultural education in state schools. The research aims to reveal the centrality of the role of PAI teachers in the practice of multicultural education in Wonosobo Regency public schools. To achieve this goal, this research applies a qualitative approach to state schools in Wonosobo district. The findings of this research identify that PAI teachers have a central role in the practice of multicultural education within the scope of their school. These practices include: role modeling, habituation, and taking action against bullying and intolerant behavior at school. This research contributes to the promotion and practice of multicultural education in educational environments nationally and internationally. This study provides recommendations for a more in-depth investigation into how educators view and apply multicultural values in the scope of education to achieve a peaceful and harmonious life.

EFL College Programmes In Egypt And Saudi Arabia: Advantages And Difficulties In Intercultural Instruction

The present study evaluated faculty and student perceptions of the challenges and benefits of intercultural and multicultural education in EFL college classrooms. Using the descriptive approach through survey, the study further investigates the benefits and barriers to inter/multicultural education in Egypt and Saudi Arabia, including content integration, acculturation pedagogy, and the incorporation of cultural knowledge in English as a Foreign Language (EFL) courses as perceived by faculty and students in both countries. The sample consisted of 25 EFL instructors and 33 fifth and sixth-grade EFL students from King Khalid University in Saudi Arabia, as well as 45 TEFL students from Beni Suef University in Egypt. Findings revealed that while both teachers and students value cultural integration, challenges such as limited resources and cultural sensitivity persist.. Notably, the results showed that literature-based English teaching could be an efficient medium for introducing the target language culture to students. However, challenges include acquiring requirements to develop intercultural competence, professional development needs, and obstacles that hinder EFL instructors from teaching linguistic and cultural competence.

Kearifan Lokal dalam Reyog Ponorogo untuk Memperkuat Kerukunan Umat Beragama

An option to be taken in providing multicultural education is to (re)-introduce local wisdom already existing in each communities. In Ponorogo regency of East Java province, Indonesia, its most prominent traditional dance, Reyog Ponorogo, might serve as a reflection of local wisdom in maintaining religious harmony. By conducting a qualitative research method, through interviewing relevant informants combined with articles related to the research topic, this research has found that the values contained in Reyog Ponorogo tradition range many aspect of local wisdom, expecially the value of harmony and the value of togetherness. Both of these are forms of behavior that reflect tolerance

Paradigma Filsafat Islam: Revitalisasi Pendidikan Multikultural Telaah Pemikiran TGKH. Muhammad Zainuddin Abdul Madjid Lombok

This research explores the thoughts of TGKH. Muhammad Zainuddin Abdul Madjid in the context of the Islamic philosophical paradigm related to multicultural education. Utilizing content analysis method, this study examines the philosophical concepts proposed by Zainuddin in response to the challenges of multiculturalism within the context of Islamic education. The results highlight Zainuddin's inclusive, dialogic, and tolerant approach to Islamic education. He emphasizes the necessity of considering cultural and religious diversity in education, as well as a deep understanding of Islamic teachings to prevent extremism and conflict. Through the analysis of his written works, this research provides insights into Zainuddin's revolutionary vision of inclusive and multicultural Islamic education. The conclusion underscores the relevance of Zainuddin's thoughts in addressing the challenges of multiculturalism in Islamic education and its implications for building a harmonious society. By promoting an inclusive, dialogic, and tolerant Islamic education, this research offers a significant contribution to the development of the Islamic philosophical paradigm in the context of multicultural education.

Musical Culture of the Kyrgyz People

The musical culture of the Kyrgyz people is a valuable heritage that reflects its traditions, history, and spiritual values. This study is relevant because in the modern pedagogical process the emphasis on the integration of national cultural features, including music, is becoming increasingly important. It promotes multicultural education and the development of students’ national identity. The purpose of this study was to develop ways to integrate the musical culture of the Kyrgyz people into modern pedagogical education and recommendations for their optimisation. The following methods were used in the study: analytical, specifically, historical analysis; comparative; method of synthesis; as well as methods of generalisation and systematisation. The most revealing was the historical analysis, through which the historical context of the development of Kyrgyz musical culture and its influence on education in different periods of history was studied. The results of the study suggested that the inclusion of elements of musical culture of the Kyrgyz people in the pedagogical process can serve as an effective tool for the development of students’ cultural self-awareness, as well as the development of their emotional and social competence. However, to achieve the best results, clearly formulated methods are needed that consider the specifics of Kyrgyz musical culture and the features of the modern pedagogical process. Among such techniques, the following were identified: cultural immersion, integrated lessons, project-oriented method, organisation of creative working groups, case method, creation of interactive music laboratories, differentiated approach, and application of the method of critical analysis in lessons. The findings of this study can be useful for teachers, students at pedagogical universities, researchers in the field of pedagogy and ethnomusicology, as well as educational authorities.

The Evolution of Traditional Picture Books: A Comparative Analysis Across Three Periods (2000-2005, 2006-2008, 2009-2022)

This research paper examines the evolution of traditional Chinese culture picture books over three distinct periods from 2000 to 2022. Drawing upon a comprehensive literature review and qualitative analysis, this study investigates the significant developments, trends, and changes in the portrayal of Chinese culture within picture books. The methodology involves identifying and analyzing notable works, authors, and techniques characteristic of each period. Through a comparative approach, this paper explores the similar shapes and differences of traditional Chinese cultural picture books over a period of three decades. The findings highlight changes in creative focus, the establishment of awards and institutions, and the activity of creation and publication, emphasising the dynamic nature of traditional Chinese cultural picture books. This study contributes to a deeper understanding of the role of picture books in promoting cultural heritage and fostering intercultural exchange. It also underscores the significance of preserving and promoting traditional Chinese culture through children's literature. The implications of this research extend to educators, scholars, and practitioners interested in multicultural education, children's literature, and cultural studies