Multicultural Education Policy Research Articles

A Study on Multicultural Education Policies in the U.S.: Analyzing the Comprehensive Equity Plan(CEP) of New Jersey Department of Education

A Study on Multicultural Education Policies in the U.S.: Analyzing the Comprehensive Equity Plan(CEP) of New Jersey Department of Education

Too hot to handle: African Caribbean pupils and students as toxic consumers and commodities in the educational market

Secondary sources are used in this paper to highlight how African Caribbean pupils and students – the Black British-born descendants of post-war Caribbean migrants – are victims of symbolic violence, because they are denied the educational capital needed to improve their social status. Since African Caribbean children entered the 1960s British educational sector, their learning has been perceived as problematic by the State. Although assimilation, integration and multicultural education policies were implemented to supposedly address the ‘problem’ of educating Black children, subsequent government reports identified racism as a significant barrier in their education. I argue here that the contemporary marketisation of education makes it increasingly difficult to distinguish between racism and competition, as causal factors of ethnic differences in educational attainment. Moreover, due to increasing private sector intervention and decreasing mediation by the State, racism is now hidden within the vicissitudes of the educational market. School exclusions and discriminatory practices in universities are viewed in this paper as major barriers to the economic success and future social mobility of Black Caribbean pupils and students. I conclude by suggesting that marketisation policies can be appropriated to ameliorate racism in education, but only if the political will to do so exists.

IMPLEMENTATIONS OF MULTICULTURAL EDUCATION AS A SCHOOL CULTURE AT KRIDA NUSANTARA INTEGRATED SENIOR HIGH SCHOOL

The primary purpose of this study is to describe the implementation of multicultural education at Krida Nusantara integrated high school. The study focuses on four main points; the school policy, the implementation and the dominant factors that influence the policy, and the implementation results. A descriptive qualitative approach is taken in the study and the data is collected through interviews and case studies. The study concludes that the school's multicultural education policy is applied based on the school founding fathers’ philosophy, which emphasizes on merging nationalist and religious values. Those values are then implemented in form of academic and non-academic programs. Apart from that, students' plurality values that are embedded in their school life serve as the most influential factor in implementing the multicultural education policy.

Changes direction of Korean Multicultural Education Policy

Changes direction of Korean Multicultural Education Policy

A Study on Pre-Service Secondary English Teachers’ Attitudes towards Multicultural Education

The purpose of this study is to explore pre-service secondary English teachers’ attitudes towards multicultural education in South Korea. The independent t-test showed that there was no statistically significant difference of attitudes towards multicultural education depending on gender, taking practicum and multicultural education classes through a survey questionnaire (n = 114). However, there were five statistically significant differences between the attitudes towards multicultural education and the perception of the importance of multicultural education in English education curriculum. Nine interviews with pre-service English teachers were also conducted. This study invites discussions on the implementation of the multicultural education policy at schools in South Korea.

더 나은 미래를 위하여: 우리나라 초등학교 현장에서의 다문화교육과정의 딜레마들에 관한 질적 사례연구

This study was to analyze the actual field of multi-cultural education objectively. For the purpose of this study, the researchers analyzed the multi-cultural education policy and then investigated various elementary schools in Gyeongnam region to investigate what kinds of problems occurred in the field and to obtain implications regarding what needs to be changed. As for the data collection, interview, text analysis, and participant observation were used. The findings showed that the notion of multi-cultural education was very restricted within a scope of mutual understanding education. Thus, institutional level of support is needed to develop a context-oriented goals of multi-cultural education specifically for Korea. Also, schools did not spend much time for multi-cultural education and they usually had it as a form of one time event. In terms of the development of teaching methods, teachers should pay more attention to the environment of multi-cultrual background students and help non-multi-cultural background students embrace diversity. Finally, various assessments should be developed to evaluate the increasing number of multi-cultural education curricula. This will help not only the multi-cultural background students but also the non-multi-cultural background students in the field.

Interpretation in Terms of Critical Multiculturalism on the Multicultural Education Policy in Korea

Interpretation in Terms of Critical Multiculturalism on the Multicultural Education Policy in Korea

Multicultural Policy and Social Integration: The Case of Multicultural Education Policy and Its Effect on Immigrant Children’s Sense of Belonging to School

Multicultural Policy and Social Integration: The Case of Multicultural Education Policy and Its Effect on Immigrant Children’s Sense of Belonging to School

O DIÁLOGO ENTRE ANTROPOLOGIA E EDUCAÇÃO: EXPERIÊNCIAS COM A DIVERSIDADE NA FORMAÇÃO DE PROFESSORES DA EDUCAÇÃO BÁSICA

Nos anos de 1990, as políticas educacionais multiculturais tornaram-se importantes formas de reconhecimento da diversidade no Brasil, que continua sendo vista como um problema nas instituições educativas, mesmo que os valores culturais estejam sendo cada vez mais relevantes na compreensão das diferenças socioculturais no ambiente escolar. Neste artigo, contextualizamos as formas de lidar com a diversidade e refletimos sobre o lugar da antropologia no diálogo com a educação, a partir de duas experiências de formação de professores ocorridas em Pernambuco, evidenciando as dificuldades em lidar com a diversidade. Por fim, apontamos questões relevantes no processo de formação de professores. Palavras-chave: educação, multiculturalismo, diversidade cultural.

AVUSTRALYA'DAKİ TÜRK AİLELERİN ANA DİL EDİNİMİ ÜZERİNDEKİ ROLÜ

Family represents the first phase of socialization process of children. Formation of identity and personality and socialization process of migrant children who live in a multicultural society depends directly on sensibility shown towards heritage language. Language used at home nourishes self-respect of the children and brings happiness to them. Turkish migrant students have the opportunity to learn Turkish at primary and secondary level beside home thanks to the multicultural education policy in Australia. However, most Turkish migrants would head towards to learn target language rather than heritage language in order to be part of the society and not to feel isolated. Language acquisition and development show differences from one generation to another. Families should pay extra attention to use heritage language at their homes to minimize the language loss among first, second and third generations. This research includes parents who enrolled their children to Saturday Turkish Schools in the state of Victoria, Australia. The aim is to identify families’ approaches and expectations towards Turkish class and their contribution to the acquisition of mother tongue of their children. Data that was obtained from Turkish parents is analysed using descriptive and content analysis methods. In the research which is supported with graphs and tables extra attention is given to the identification of the relation of causes and effects between data.

The Politics of Inclusion/Exclusion: Critical Discourse Analysis on Multicultural Education Policy Documents in South Korea

The Politics of Inclusion/Exclusion: Critical Discourse Analysis on Multicultural Education Policy Documents in South Korea

Historical Change of Australian Multiculturalism and Multicultural Education Policy

Historical Change of Australian Multiculturalism and Multicultural Education Policy

Chinese multi-cultural education: possibilities and paths

Purpose – The purpose of this paper is to reform the multi-cultural education in China so as to construct a homogenous education model. Design/methodology/approach – Based on the appeal for multi-ethnic culture development of the era and the possibilities for constructing multi-cultural education in China, this paper proposed paths to construct multi-cultural education in China. Findings – First, this paper explains the reasons to construct a multi-cultural education in china: the intrinsic appeals for multi-ethnic culture development; the increasing culture exchange during economy transformation; foreign culture shock in the setting of globalization. Second, it indicates the possibilities for establishing multi-cultural education in China: the arrival of the multi-cultural era and the education ideal of “Unity without Uniformity.” Third, it points out the paths to construct Chinese multi-cultural education: to establish an educational policy with core socialist value; to perfect Chinese multi-cultural education policies; to construct a multi-cultural education model. Practical implications – This paper points out the paths to construct Chinese multi-cultural education: to establish an educational policy with core socialist value; to perfect Chinese multi-cultural education policies; to construct a multi-cultural education model. Originality/value – This paper analyzes the possibilities and paths for constructing multi-cultural education in China and would be helpful for reforming multi-cultural education in China.

The Multicultural Education Policies of Canada and It's Implications of Moral Education

The Multicultural Education Policies of Canada and It's Implications of Moral Education

The Politics of Inclusion/Exclusion: Critical Discourse Analysis on Multicultural Education Policy Documents in South Korea

This study aims to investigate the politics of inclusion and exclusion embedded in South Korea’s multicultural education documents. The study examines eight multicultural education policy documents published annually from 2006 to 2013; it focuses on what strategies the government chooses to acculturate multicultural families and students. As a methodology for analyzing text, this study applies critical discourse analysis (CDA). It is capable of highlighting the (un)avoidable result of the process of abjection between Korea’s majority and the minority-a bifurcation depicted in Korean society and evidenced in governmental policy documents. Thus, this paper explores how multicultural education policy documents articulate the politics of inclusion/exclusion. An integration strategy is indeed signaled in the basic idea of multicultural education. Throughout the governmental policy documents, however, practical plans and programs are deeply engaged with the assimilation and/or the segregation strategy. Based on an apparent conflict between generalities and particulars, this study proposes a hopeful vision for a South Korean multicultural education policy.

Intercultural learning in graduate studies at an Israeli college of education: Attitudes toward multiculturalism among Jewish and Arab students

The purpose of the present study is to investigate the factors which affect attitudes towards multiculturalism among Jewish and Arab graduate students who experience intercultural learning in an Israeli-Jewish academic college of education. In Israeli society, it is in higher education institutions where young people from different ethnic groups first encounter the ‘others’. This is due to the structure of the Israeli elementary and secondary education system, which is divided into Jewish and Arab segregated sub-systems. In contrast, the country’s higher education institutions are open to everyone. The research population was composed of first and second year graduate students, all of whom were practicing teachers or involved in other educational work. Participants completed questionnaires and a smaller sample was also interviewed. All of the students are practicing teachers or involved in other educational work. Everyone perceived the college’s socio-cultural climate as an open and multicultural one in both years of study. However, these positive feelings characterized Jewish students to a larger extent than Arab students, while the socio-cultural aspect as well as the quality of the academic experience had a positive impact on multicultural attitudes primarily among Arab students. Thus, a multicultural climate is not enough to effect a positive change in entrenched attitudes toward multiculturalism. Multicultural education policy should also be reinforced through a formal academic curriculum, so as to set an example for ongoing social change which will further encourage graduate students—majority and minority alike—to implement their multicultural positive experiences in their own schools in the future.

A critical discourse analysis of multicultural education policies and their local implementation in Korea

A critical discourse analysis of multicultural education policies and their local implementation in Korea

Re-envisioning Multicultural Education in Diverse Academic Contexts

Abstract The authors, who respectively represent a large research institution and a small Liberal Arts college located in different geographic and sociocultural contexts, compare and contrast institutional multicultural education policies and practices. Drawing from their current research and the vast literature focusing on equitable and inclusive education, they articulate recommendations for re-envisioning multicultural education to enhance teaching and learning in all subject areas and across diverse academic contexts.

Visiting cosmopolitanism for multicultural education policies and their practices in Korea

Visiting cosmopolitanism for multicultural education policies and their practices in Korea

The Institutionalization of Multicultural Education as a Global Policy Agenda

This study examines the institutionalization of policies and curriculum standards for multicultural education across countries. We used two sources of cross-national data on education: the World Data on Education (WDE) compiled by the UNESCO International Bureau of Education (World data on education, 2007) and the data from the Curriculum Questionnaire of the Trends in International Mathematics and Science Study (TIMSS) 2007. WDE was used to gather country profiles regarding policies for multicultural education, and the data from the TIMSS 2007 Curriculum Questionnaire allowed us to look cross-nationally at multicultural curriculum standards for mathematics and science. The main findings of this study show that countries with more linkages to global civil society were significantly more likely to have national policies and curriculum standards for multicultural education. The significant effect of the linkages to global civil society persisted even after a range of other national-level characteristics were held constant. Such a persistent effect suggests the possibility that individual countries’ adoption of multicultural education policies and related curriculum standards may not simply be a national functional response; it may also be an institutional embodiment of universalistic world models and principles that emphasize the ontological status of the individual as the primordial constituent of global civil society.