Multicultural Education Perspective Research Articles

The Art of Maulid Ad-Diba' Between Tradition and Islam in the Archipelago from a Multicultural Education Perspective

Multicultural education developed during this period is not prioritized based on community traditions. This research aims to explain that the Islamic tradition of Mawlid Ad-Diba' art or Islamic teachings, Islamic traditions in the archipelago can be used as a basis for multicultural education and the values of multicultural education contained in the art of Mawlid ad-Diba'. This research method is library research with a phenomenological approach and using documentation techniques. The research results show 1) an Islamic tradition; 2) Islam in the archipelago is a form of Islamic moderation, 3) multicultural education based on Islamic traditions, 4) the values of multicultural education: spiritual, social, moral, and unity. The research concludes that the art of Maulid ad-Diba' is not an Islamic teaching in the archipelago but is an Islamic tradition and can be used as a basis for multicultural education that has the values of faith and piety, gratitude, humility, honesty, friendliness, fair, patient.

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.

Greeting Tradition to Build Interreligious Peace in Indonesia: Multicultural Education Perspective

The study aims to discuss greetings as an essential factor in creating interfaith peace. As a multicultural country, Indonesia needs peaceful efforts to help create a safe and harmonious situation. The article uses qualitative research methods by analyzing primary and secondary sources. Primary sources are based on books or journals resulting from serious research and from authors who are authoritative in the field of peace studies. In contrast, secondary sources are based on journal articles and textual studies of previous research results. This research analysis study used Johan Galtung's thesis regarding the importance of using creative ways to build relationships with a pluralistic religious community. Therefore, as a tradition in each religion, the greeting is not a new but a significant effort to re-make it as a way of bonding peace between religions. The research states that: First, multiculturalism describes the diversity of Indonesian culture and the social conditions of its people; Second, the interpretation and dissemination of greetings in the doctrine of religion means peace. This fact contributes to the creation of good practices in a pluralist-oriented society. Third, greetings become a vital part of the multicultural educational process in educational institutions. In this case, multicultural education as a perspective used to analyze the object of this research has proven to build students' knowledge based on appreciation and acceptance of groups with different beliefs. Therefore, this study confirms that religious greetings can internalize the values of peace in social and spiritual life in Indonesia, especially as part of the learning process in multicultural education.

Implementation of multicultural education perspective based on Islamic values facing the post-truth era in sociology social studies learning

This study aims to reveal: first, to analyze the harmonization relationship of the perspective of multicultural education with Islamic values; second, implementing a model of multicultural education based on Islamic values in sociology social studies learning; and third, to analyze the successful implementation of the perspective of multicultural education based on Islamic values in facing the post-truth era. This study uses a qualitative research design with a case study approach. Data were collected using in-depth interview techniques with key informants, namely the Deputy Head of School for Curriculum, Sociology subject teachers for class XI Social Studies, and several students in class XI Social Sciences. The observation of participation in the learning process inside and outside the classroom and some school activities. As well as research documentation studies. Data analysis techniques include pattern matching, explanation making, and time series analysis. The instrument was validated through triangulation of methods and data sources. The results of the study show several findings, namely: first, the harmonization of the perspective of multicultural education based on Islamic values at Al Azhar 4 Islamic High School is based on the principles of tolerance and equality, which are manifested in a culture of smiling greetings, cultural festivals, competitions between schools, and social services for empowerment Public. Second, the implementation of a multicultural education perspective based on Islamic values in social studies at Al Azhar 4 Islamic High School is patterned into two, namely multicultural-Islamic knowing, namely observing learning videos and multicultural-Islamic feeling in the form of feelings of equality in group discussion activities; and third, the successful implementation of a multicultural educational perspective based on Islamic values in facing the post-truth era through a multicultural-Islamic action pattern in the form of student participation in campaigning for action to stop spreading false news (hoaxes), hate speech, and provocations to create living harmony at the school.

다문화교육 관점에서의 서울시 이주 청소년 시설에 대한 평가: 조선족 중도입국 청소년을 중심으로

다문화교육 관점에서의 서울시 이주 청소년 시설에 대한 평가: 조선족 중도입국 청소년을 중심으로

Korean Language Teacher’s Experience of Teaching Immigrant Students and Multicultural Educational Reflection

The purpose of this study is to analyze various issues and problems related to Korean language education inherent in the experiences of Korean teachers who teach immigrant students in public education, as well as teachers' multicultural reflection. The experiences of five Korean language teachers as research participants were collected and analyzed through in-depth interviews, and core themes were derived from five categories, and 15 major themes were classified and organized. At the beginning, a Korean language teacher entered the school with curiosity, excitement, and confidence, but was a stranger who was not welcomed, and the educational environment was unprepared. The various students who cannot speak Korean or do not want to study were stressed and uncomfortable, and at the same time, the participants expressed regret and concern for the situation of their students. The participants educated the students with recognition, praise, encouragement, and expectation, which are the core of multicultural education teaching methods, and changed educational goals. They showed pride in contributing to the growth and development of the students and Korean society, recognizing them as beings who accompany students, mediators, and becoming a home for them. While, they endured difficulties in the face of inappropriate treatment of them and system of Korean language education in public schools. This study is meaningful in that the participants partially practiced special teaching methods based on multicultural education perspective in guiding immigrant students, rediscovered the role of Korean language teachers for the students, and the importance of Korean language education. Accordingly, changes and innovations in public education for Korean language education and students were suggested.

Analysis of Multicultural Education Values in the Book of Islamic Education and Character in Class VIII of Junior High School

The research is motivated by the existence of such complex diversity in Indonesia. At one time, this diversity could potentially conflict with one another. Therefore, to avoid conflict, every citizen, especially Muslims, needs to be educated from an early age by applying multicultural values through education. One way is to include, internalize and integrate the values of multicultural education in Islamic Religious Education and Moral Education subject books. This study aims to find out whether or not there is a content of multicultural education values in Islamic Religious Education and Moral Education textbooks for class VIII SMP as well as the advantages and disadvantages in the book from the perspective of multicultural education.This type of research is library research. This research is descriptive-analytic in nature and equipped with complementary data. The method used is documentation, then analyzed using content analysis, reduction and interpretation methods. The results of this study indicate that; first, Islamic Religious Education and Character Education textbooks for class VIII SMP have all the values of multicultural education, namely the values of tolerance, equality, justice, and democracy. Second, the advantages of the book according to the perspective of multicultural education are that it contains values of multicultural education consisting of values of tolerance, equality, justice and democracy. In addition, there are three chapters that cover almost all the values of multicultural education, namely chapters IV, XI and chapter XIII. Meanwhile, the weakness is that there are still many chapters that do not contain the values of multicultural education, and the integration and internalization of Islamic teaching values with multicultural education in the book is still lacking and uneven. Then criticism of the misunderstanding of the meaning of the words and objectives contained in the book.

The Urgence And Reflection Of Multicultural Islamic Education, Democracy And Human Rights In Indonesia

The complexity of the challenges posed by teaching staff who are not ready and do not understand multicultural education today has become a major obstacle, especially in the 4.0 era as it is today. In addition, materials and resources must be free from biases, such as social class, gender, ethnicity, religion, and urban bias. Thus, authors of sources, materials, need to use the perspective of multicultural education, democracy and human rights in Era 4.0 in terms of implementing Islamic education in Indonesia. The purpose of this study is to determine the urgency and reflection of multicultural education, democracy and human rights in Indonesia, where Islamic education today continues to experience its own complexities of challenges. The results of the study show that multicultural education can be implemented for teachers, leaders, school members and campus communities who have a multicultural attitude and have the ability to properly organize Islamic education in the era 4.0 which is full of challenges. This will also be a challenge, because schools in general cannot be separated from stereotypes and prejudices that stem from a sense of primordialism, ethnicity, religion and social class. There is the Islamic concept of Rahmatan Lil 'Alamin as a solution, and also a method of paying attention to the situation in the delivery of subject matter without disturbing the students' souls.

LEARNING MANAGEMENT BASED ON MULTICULTURAL AT ISLAMIC BOARDING SCHOOL DARUSY SYAHADAH SIMO BOYOLALI

Islamic Boarding School has the main task to develop religious values in students. But on the other hand, boarding schools must develop social intelligence by actualizing multicultural education. This research aims to find out the planning, implementation, and evaluation of learning that contains multicultural values in Islamic boarding school Darusy Syahadah Simo Boyolali. This type of research is field research, with qualitative descriptive methods and using a phenomenological approach. Data collection techniques use interview, observation, and documentation methods. While the data analysis technique used is interpretive descriptive analysis. There are three results from this study. First, learning planning seen from the perspective of multicultural education has contained multicultural values such as the value of togetherness, and the value of democracy is seen in the learning planning process which involves many parties to conduct group discussions (musyawarah). While the value that contradicts multicultural values is born from the non-creation of products from the planning process in the form of learning tools such as syllabuses and documented learning implementation plans. Second, the implementation of his learning is seen from the strategies used that have contained multicultural values such as the values of democracy, tolerance, justice, togetherness, peace, solidarity. While the contradictory value of multicultural values there are values of injustice and the value of discrimination in interacting between students and teachers in the process of learning activities. Third, the evaluation of learning contains multicultural values in terms of processes and products such as democratic values, values of justice, diversity, tolerance, peace. At the same time, there is also a contradictory value characterized by the value of a conflict, hegemony, and dominance among the students in interacting daily in the environment of Islamic boarding school Darusy Syahadah.

THE CONCEPT OF “FREEDOM OF LEARNING” IN A MULTICULTURAL EDUCATION PERSPECTIVE

This paper seeks to examine the concept of “Merdeka Belajar” or “Freedom of Learning” which was initiated by the Indonesian Minister of Education and Culture, Nadiem Makarim. The study of freedom of learning uses text study with content analysis method. The concept of “Freedom of Learning” is very interesting when studied with a multicultural education perspective. Moreover, the two concepts have the same relevance and spirit, namely freedom and justice in the human resources development context, particularly through the educational process. Based on the results, the implementation of “MerdekaBelajar” program so far includes four aspects, namely financing, teachers / educators, assessment, and graduates. In a multicultural perspective, problems in management and assessment aspects basically caused by a misunderstanding of the meaning of standards and standardization. Meanwhile, the teacher and graduate aspects lie in the importance of developing multicultural competencies.Integrating a multicultural education perspective in the “Freedom of Learning” policy also transforms an education system that is creative, innovative, and character.

다문화교육 기반 초등 중국어교재 개발 방향 연구

In the current elementary Chinese education, the implementation of the perspective of multi-cultural education has great significance since it can positively bring the multi-cultural characteristics of Korean society into class and can develop students’ competence for cosmopolitans living in the age of multi-culturalism. Against this backdrop, this study aims to seek the directions of the development of elementary Chinese textbooks needed for the integrated operation of elementary Chinese education and multi-cultural education. As a baseline study for the ultimate goal, elementary Chinese textbooks currently used at schools were analyzed for evaluation. Then, the results of the analysis were used to propose the directions of the development of textbooks on multi-cultural education in the following areas: the purpose of the textbooks, the presentation of contents, and learning activities. It is expected that, from this study, there will be active discussions on Chinese education, which will not only develop students’ linguistic competence of Chinese but also cultivate the multi-cultural competence at the elementary school in the future.

Pembelajaran Tari di Sekolah Menengah Atas (SMA) di Yogyakarta: Kajian Embodiment dan Multikulturalisme

The Character Education through Arts: An Analysis of the Dance Learning Process in High Schools. This research aims to describe the practice of character education through the dance learning process in high schools, criticizing high schools’ approach for instilling character education to an attitude of tolerance and appreciative towards cultural diversity in Indonesia. It s qualitative research with an ethnocoreology and multicultural approach. The study used a purposive sampling method to determine the sample and selected schools that develop a multicultural educational dimension. The ethnocoreology approach is to observe embodiment experiences to the students who study local dance and Nusantara dance. A Multicultural approach is applied to monitor education for empowerment by using Ki Hadjar Dewantara’s Arts Education concept at schools. Data collection was conducted by observation, field study, literature, interviews, and documentation. Matthew B. Milles and A. Michael Huberman’s data reduction stages, data exposure, and concluding were used to analyze the data.The research findings show that (1) dance learning in high schools is an educational tool and an appropriate means to instill character education. It is an effort to positively influence students’ lives as a tool to control the students’ souls towards beauty, nobility, and refinement to live harmoniously and empowered. (2) Character education in dance lessons is by applying to appreciate, expressing, and creating dance works. (3) From a multicultural education perspective, the experience of the dancers’ needs will foster an attitude of tolerance and appreciation.Keywords: character education; dance learning; high school

Formação docente e práticas pedagógicas multiculturais críticas

O trabalho objetiva compreender como se constituiu a formação docente de professoras da educação básica estadunidense para o desenvolvimento de posturas e práticas multiculturais no ambiente escolar. Com abordagem qualitativa, do tipo estudo de caso, mediante entrevista individual semiestruturada, a investigação foi realizada com três professoras da educação básica e uma docente universitária que atuam na perspectiva de educação multicultural crítica na cidade de Nova Iorque. A análise das narrativas demonstra que as histórias de vida das professoras foram marcadas por vivências em situações de conflito social e experiências de exclusão cultural e educacional, especialmente, em relação à diversidade étnico-racial. Essasvivências foram determinantespara abusca da formação e atuação profissional docente dentro de uma concepção de educação multicultural. A formação nessa perspectiva se mostrou relevante para a adoção de práticas educativas inclusivas, no entanto foram as experiências de exclusão que motivaram o compromisso das professoras com a educação multicultural crítica.

RELIGIÃO E CIÊNCIA: O QUE AS INTERAÇÕES DISCURSIVAS NOS MOSTRAM SOBRE OS DESAFIOS DE UM ENSINO DE BIOLOGIA DIALÓGICO

O presente trabalho analisa episódios de ensino em que o conhecimento religioso e o conhecimento científico aparecem como explicações alternativas para o mesmo tópico, buscando identificar que tipo de relação entre ciência e religião o discurso docente pode promover. São analisadas interações discursivas produzidas ao longo de uma sequência didática sobre Teoria Darwinista de Evolução. A análise das interações discursivas é feita através de uma estrutura analítica que integra a ferramenta analítica de Eduardo Mortimer e Phil Scott com as ideias de Jay Lemke a respeito dos tipos de atividades e estratégias de controle do discurso em sala de aula. A relação entre a ciência e religião é interpretada, tendo em vista as diferentes posições epistemológicas, políticas e éticas que permeiam o debate sobre diversidade cultural no contexto escolar. Entre os cinco episódios analisados, houve o predomínio de uma abordagem comunicativa de autoridade, com a professora utilizando-se de estratégias de silenciamento do discurso discente ou valendo-se do que tinham a dizer apenas do ponto de vista da ciência. Também não foram observadas tentativas de demarcar as fronteiras entre os diferentes conhecimentos, nem mesmo explorar os argumentos de cada um deles, destacando, por exemplo, os diferentes critérios de validação e aplicação social dos saberes. Não favorecendo, portanto, o desenvolvimento de uma prática docente intercultural, pluralista, promotora de um contexto de conflito, de uma ética da coexistência e de uma autonomia moral, conforme referenciais utilizados. Estes resultados indicaram que esses aspectos definidores, em nossa perspectiva de um ensino multicultural, se configuram como um grande desafio para docentes de ciências, e que considerar as interações discursivas no planejamento pedagógico parece ser fundamental neste sentido.

On Chinese Songs Adopted Junior High School Music Textbooks in Korea

본 연구는 다문화 음악교육의 관점에서 한국의 중학교 음악 교과서에 수록된 중국 가창곡의 역사적 배경과 음악적 특징에 대하여 고찰함으로써 중국 가창곡에 대한 이해의 폭을 넓히는 것을 목적으로 한다. 이를 위하여 한국의 「2009 개정 음악과 교육과정」에 따른 18종 중학교 음악 교과서에 수록된 중국 가창곡들에 대하여 분석하였으며, 한국의 중학교 음악 교과서에 수록된 가창곡인 ‘모리화’, ‘물에 비친 하늘’, ‘타이후’, ‘아리산의 아가씨’, ‘달빛의 바람소리’ 등 5곡의 가창곡에 대한 사회 문화적 특징, 역사적 특징, 음악적 특징 등을 고찰하여 각 악곡의 음악 교육적 의미를 모색하였다. 본 연구를 통하여 한국 학생들의 중국 음악 문화에 대한 폭 넓은 이해를 돕고, 앞으로 한국의 음악 교과서에 다양한 중국 음악들이 수록되어 향후 한국 음악교육의 발전에 도움이 될 수 있기를 기대해본다.This study aims to deepen the understanding of Chinese songs adopted in Korean junior high school music textbooks by observing their historical background and musical characteristics, taking a multi-cultural education perspective. All Chinese songs included in 18 different Korean music textbooks in the 2009 updated national music curriculum were analyzed. The results showed that various Chinese songs were adopted in the Korean junior high school music textbooks, “Mo Li Hua”, “Tian Gong Luo Shui”, “Tai Hu Chuan”, “A Li Shan De Gu Niang”, “Yue er Ming Feng er Jing” This study analyzed the socio-cultural, historical and musical characteristics of these five Chinese songs, and also attempted to explore their significance in music education. This study promotes Korean student awareness of Chinese music and culture; it may also contribute to the development of Korean music education if and when more Chinese songs are adopted in Korean textbooks.

多文化教育の知の導入による小学校社会科学習内容の再構築 : 単元「海を渡る日系移民」の開発を事例として

多文化教育の知の導入による小学校社会科学習内容の再構築 : 単元「海を渡る日系移民」の開発を事例として

Teaching and learning activities for “countries around the world” from a multicultural education perspective

Teaching and learning activities for “countries around the world” from a multicultural education perspective

“Textbook as a contradictory melting-pot”: an analysis of multicultural content in Korean textbooks

In this study we will observe how multicultural content is covered in elementary and secondary schools in Korea. For this purpose, a total of 52 textbooks (social studies, ethics and Korean language from third to ninth grade) were analysed using two analysis frames. The first frame is the “multicultural content analysis frame (MCAF)” which analyses the structure and distribution of multicultural content in textbooks. It consists of three categories: (1) identity, (2) diversity and pluralism, and (3) social justice. The second frame is the “multicultural description analysis frame (MDAF)” which shows the perspectives from which the content is described. This frame consists of five categories: (1) balance of material distribution, (2) accuracy and scope of information, (3) distortion and stereotypes, (4) balance in perspectives, and (5) Korean-ethnic centredness. Since this multicultural content has contradictory structure and Korean-ethnicity centred perspectives, we propose several suggestions for restructuring textbooks from a multicultural education perspective and for the improvement of multicultural education in Korea.

A critical analysis of the didactic use of historical mathematicians in seventh grade mathematics textbooks: from the perspective of multicultural education as inclusive cooperation

A critical analysis of the didactic use of historical mathematicians in seventh grade mathematics textbooks: from the perspective of multicultural education as inclusive cooperation

The Implication Critical Perspective of Multicultural Education on Geography Education

The Implication Critical Perspective of Multicultural Education on Geography Education