Multicultural Education Program Research Articles

The implementation of tolerance values through multicultural education program

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(Re)Imagining the future of multicultural education: reinvesting, reorienting, and reshaping multicultural education

Abstract Multicultural education (ME) remains essential to the development of a critical mass of culturally and socially conscious global citizens. Yet, as a field, the minoritization of ME parallels the marginalization of those whom the field was designed to support and uplift. Despite growing movements to overturn policies and programs that support diverse learners, many still ponder whether ME remains relevant to American society. Thus, this article aimed to (re)imagine the future of ME by proffering three considerations to support the uptake and sustainability of ME. In the present article, we argue that scholars reinvest, reorient, and reshape ME. First, we argue that it is important to recognize that multicultural education (ME) is a unique field with a critical role in education as well as significant implications beyond the academic environment. Then, we must reinvest in the future of ME financially, socially, and emotionally. Through reinvestment, we can reorient the ME field, resituating it in relation to the challenges of today’s racially and ethnically tense, pluralistic society. To this end, reshaping ME programs is key, including revitalizing coursework to effectively prepare educators, lay persons, social justice advocates, and others interested in universal equity. Implications for the future of ME are provided, as well as recommendations for actualizing these considerations.

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.

A country that has successfully implemented multicultural education: A case study of Jews in Ukraine

Relevance. The relevance of studying the successful experience of multicultural education on the example of the Jewish community of Ukraine is justified by the importance of forming the educational sector within the framework of the modern, tolerant and inclusive world. Purpose. The purpose of the study is to investigate the ways in which the Ukrainian state successfully implements the principles of multicultural education, considering the main aspects that promote mutual understanding and harmonious coexistence of different cultural groups. Methodology. The research methodology is presented by the method of synthesis, cultural, conceptual and structural analyses. Results. The study reveals the factors of successful implementation of multicultural education by the Ukrainian Jewish community, based on mutual respect, openness to diversity and the use of personal experience as a means of building a common future. Key aspects include creating a favourable environment for learning and interacting between cultures, as well as using historical experience to build tolerant attitudes. The findings underline that being open to difference contributes to creating an environment in which each ethnic group feels valued and is encouraged to engage in learning and sharing experiences. The results of the article point to the importance of considering the historical context, supporting cultural identity and developing positive attitudes towards diversity, which can contribute to peaceful coexistence in today�s inclusive world. Conclusions. The study underscores the importance of well-trained teachers in multicultural education to effectively integrate these concepts into teaching. It also emphasizes the crucial role of financial and organizational support from specialized foundations and community centers in providing resources for developing multicultural education programs. The results of the study can be used as an example for other countries aimed at improving multicultural education and the coexistence of different ethnic and cultural groups. Keywords: tolerance; diversity; development; historical experience; ethnic identity

Multiculturalism of Indonesia’s Multireligious Communities: The Portrayal of Multicultural Competence and its Contributing Factors

Multireligious communities need to acquire multicultural competence (MC) to help them deal with complex interactions taking place in the repertoire of religious and cultural differences. Hence, this explanatory mixed-method study sought to quantitatively measure the MC of Indonesia’s multireligious communities and to qualitatively explore the factors contributing to the formation of their MC. A quantitative survey with 30-item valid and reliable questionnaires was conducted to measure the MC of 577 respondents from a population of Indonesia’s multireligious communities by using a convenient sampling technique. A descriptive qualitative study was further executed to explore the contributing factors of MC by involving 20 participants recruited using a purposive sampling technique. The data were analysed using descriptive-quantitative and interactive-model techniques. The quantitative data revealed that the multireligious communities had a high level of MC (M=3.64) demonstrated by high levels of multicultural awareness, skills, and knowledge with a balanced composition. The qualitative data highlighted five factors shaping their MC. These factors entailed mutual respect, tolerance, internalization of multicultural attitudes, good communication, and interactions with cultural traditions. Further studies could use these factors to develop multicultural education programs or interventions.

1998-2021년간의 유아다문화교육 국내 학술 연구동향

Objectives The purpose of this study is to examine and analyze the current research trends of multicutural(MC) education(ED) for young children during 1998-2021, and to collect basic data to predict research directions for Early Childhood Education(ECE) in multicultural perspective in the future.
 Methods 610 final academic journal articles were selected and analyzed after 3 step filtering process were made for 909 original data collected by key words 'early childhood multicultural education' from RISS(Research Information Sharing Service). 299 data was excluded for its’ duplication, irrelevance, and no full texts provided. Most frequently used analytic criteria for searching research trends were adapted from preliminary studies in EC multicultural(MC) education(ED) research trends. Data analysis was made by research publication year & 4-year-term, research object, research method, research topic, and researcher's academic area.
 Results As a result of multicultural education research for young children in the 4th(2010-2013), 5th(2014-2017), 6th(2018-2021), 3rd(2006-2009), 1st(1998-2001), and 2nd term(2002-2005) in order. There was an increase from the 1st term(1998-2001) to the 4th term(2010-2013), and a decrease from the 5th term(2014-2017) with a steady trend of many studies since then. According to research objects, the most studies were conducted for in-service teachers for young children, infants, parents, materual resources, education resources, education re-lated workers, According to research method, quantitative research showed the highest frequency, followed by qualitative research, literature reviews, and mixed research in research trend. The most popular reserch topics were contents of multicultural education, followed by multicultural families, multicultural teaching goals, multi-cultural educational programs, multicultural teachers, multicultural education environment, multicultural educaion institutions, multicultural policies, and curricula. As analytic results by researcher’ academic area, social sciences with education mostly occupy the result persentage, and followed by humanities, inter-disciplinary sciences, nat-ural sciences, arts and physical education, and engineering.
 Conclusions This study show that the resarch trend on early childhood multicultural education over the past 24 years has been on a continuous increase since the third quarter of 2006, and has been on a downward trend since the fifth quarter of 2014. however, research on basic early childhood multicultural education since 2006 has been conducted. it was receiving continuous attention. Not only is there a need for high-quality qualitative research that can complement quantitative reserch as a research method, and greater interest in research targeting young chil-dren is needed, but it is also necessary to go beyond the current research trend that mainly focuses on pedagogy for children in a rapidly changing multicultural society. It suggests the need for national policy support and atten-tion to peripheral disciplines such as socio-cultural, humanities, and complex studies.

공무원의 다문화 교육 경험이 수용성 결정요인에 미치는 영향 연구

The purpose of this study is to investigate the effect of the multicultural education experience of local government officials in metropolitan cities on the determinants of multicultural acceptance as a controlling variable. Multicultural acceptance is a socio-cultural value required throughout a multicultural society, and is especially necessary for front-line public officials who are implementing multicultural policies. As a result of the analysis, it was proved that there are several determinants of multicultural acceptance of public officials, and that multicultural education experience has a positive (+) effect on such acceptance determinants. Therefore, it is necessary to develop a more systematic multicultural education program so that the public officials of the basic local governments can play a role as a subject of policy implementation that helps indigenous people and migrants coexist harmoniously.

Evaluation of Islamic Religious Education: Optimal Approach to Increase Tolerance

<em><span lang="EN-US">Inter-religious tolerance is one of the noble values of Islam that is important to be maintained and preserved. Efforts to increase tolerance can be made in several ways, one of which is through education. </span><span lang="EN-US">This article reviews the importance of integrating cultural values in the Islamic religious education curriculum as a strategy to reduce the potential for radicalism and increase intercultural tolerance in Indonesia.</span><span lang="EN-US"> The method used in this research is a systematic literature review (SLR), using the Google Scholar and Scopus databases using the Publish or Perish 8 tool with the PRISMA technique. The search results found a total of 332 articles, then excluded 42 articles that were retained for analysis and assessed for quality and relevance according to the research questions. The results of this study show that the majority of research focuses on the Indonesian context, which sees an urgent need for tolerance education in pluralistic societies. </span><span lang="EN-US">Diverse research approaches, ranging from the development of multicultural education programs to religious text-based learning models, show the dynamics of teaching tolerance. The findings also highlight the importance of interactive and participatory learning methods and the critical role of local wisdom in tolerance education. By presenting a comprehensive literature review, this article provides valuable insights for policymakers, educational practitioners, and researchers in designing effective educational strategies to counter radicalism and strengthen intercultural tolerance through Islamic religious education.</span></em>

EXPLORING METALINGUISTIC AWARENESS OF PRESERVICE TEACHERS (PSTS): LEARNING TO EDUCATE LINGUISTICALLY DIVERSE STUDENTS

This article investigates the function of Metalinguistic Awareness (MLA) in preparing preservice teachers (PSTs) to instruct students from diverse linguistic backgrounds. It examines the level of MLA among PSTs, their opportunities for learning and educating learners from diverse backgrounds, and their acquisition of MLA knowledge and teaching skills. The literature review highlights the positive effects of MLA on language instruction and learning, including its advantages in analyzing language properties, enhancing proficiency, facilitating language acquisition, and enhancing cognitive development and comprehension skills in bilingual students. However, the review reveals a dearth of MLA in PSTs and highlights the need to improve teacher education programs to better support students from diverse linguistic backgrounds. The study proposes the incorporation of service-learning and multicultural education programs in order to enhance the preparation of PSTs, emphasizing the significance of intercultural reflection and accommodating English language learners. It highlights the significance of MLA in the teaching and learning process as well as the consequences of inadequate training for PSTs. Future research should concentrate on a comprehensive examination of MLA and its implementation in preservice teacher education. In conclusion, this study highlights the significance of MLA in multilingual learning and the need to improve PSTs' understanding of linguistic diversity. By investigating MLA among PSTs at a private university in Pakistan, this study aims to contribute to the improvement of teacher education programs and ensure that PSTs possess the necessary knowledge and skills to effectively support diverse learners.

An exploration of factors contributing to multicultural counseling self‐efficacy in addiction counselors

AbstractA non‐experimental, correlational survey design was used to explore relationships between counselor recovery status, training, and counselor demographic variables on multicultural counseling self‐efficacy in addiction counselors (N = 283) using the Multicultural Counseling Self‐Efficacy – Racial Diversity Form. A multiple‐indicators and multiple‐causes model analysis indicated significant differences based on race, multicultural education, and CACREP program attendance on multicultural counseling self‐efficacy. Implications from this study and recommendations for future research are discussed.

충남 초중고 교직원의 다문화에 관한 인식 분석

The purpose of this study is to analyze the teachers' perception of multiculturalism from an integrated point of view to examine the problems and to consider directions for improvement. To this end, a quantitative study was conducted on elementary, middle and high school and faculty members of educational administrative agencies belonging to the Chungcheongnam-do Office of Education, and a total of 669 people responded, and a qualitative study was conducted on multicultural affairs managers of the Office of Education. As a result of the analysis, first, multicultural awareness improvement education is needed to change the double multicultural attitude. Although they have the mind of equality for multicultural people and respect for other cultures, they showed the duality of answering that they have demeaning, prejudice, stereotypes, and exclusionary tendencies. Second, there is a need for a multicultural education program tailored to the Korean situation, and the reasons are limited support for Korean adaptation education, emphasis on education for harmonious relationships with multicultural families, experience-oriented, self-culture-oriented operation, and lack of multicultural education for students. Third, the role of the government and local governments needs to prepare laws. Third, the role of the government and local governments needs to be improved. In order for our society to achieve a multicultural and integrated society, the government should make laws, secure finances, and establishes a basic plan, while the local government prepares an implementation plan and supports it so that each center can operate it. Fourth, government-level support is needed for public relations related to multiculturalism. For effective and practical multicultural understanding education, it is necessary to create conditions and support from the government not only in the classroom, but also for publicity that helps people understand multiculturalism and support it.

핀란드와 한국의 초등 예비교사 다문화교육 프로그램에 관한 비교사례연구

The purpose of the study is to provide implications for multi-cultural education in Korea. So we comparatively analyze how multi-cultural education programs for student teachers are implemented in the teacher training institutions in Finland and South Korea. In order to achieve this purpose, the study collected and analyzed primary and secondary data of each educational institution’s programs by intentionally selecting primary teacher training institutions in two countries. The data from 3 institutions were analyzed according to the criteria based on previous studies. This study is meaningful in that it conducted a comparative analysis considering multi-cultural context and perspective in two countries, and suggested practical and progressive perspective to student teachers program.

Effects of a multicultural education program based on international students’ participation on intercultural communication competence and nursing professionalism

Purpose: This study aimed to develop a multicultural education program that includes contact with persons from multiple cultures and to report on the program’s effects on intercultural communication competence and nursing professionalism.Methods: A multicultural education program that included contact with persons from multiple cultures was developed, and a quasi-experimental study was performed using a non-equivalent control group pretest-posttest design. The experimental group comprised 32 participants, and the control group comprised 26 participants. An online survey was conducted before and immediately after the intervention to collect data.Results: The experimental and control groups’ mean scores for intercultural communication competence before the intervention were 3.67 and 3.84, respectively, while their mean scores for nursing professionalism were 3.87 and 3.69, respectively. After the intervention, both the intercultural communication competence score and the nursing professionalism score improved to 4.02 in the experimental group. The study demonstrated significant improvement in intercultural communication competence and nursing professionalism after the multicultural education program was conducted.Conclusion: The study’s results demonstrate the need to develop a multicultural education program including contact and communication with persons from multiple cultures, such as international students, women who immigrated for marriage, immigrant workers, and multicultural families.

Strategi Pengembangan Pendidikan Multikultural pada Institusi Pendidikan Islam

The purpose of this study is to analyze the development strategy of multicultural Islamic education in Islamic educational institutions. He used the study of literature with a qualitative approach. Learning shows that: first, the foundation of multicultural Islamic Education Development consists of religious, historical, psychological, sociocultural, and geographical foundations. Second, Multicultural Islam The strategy of developing education in Islamic educational institutions can be pursued through two approaches, namely quantitative and qualitative. Quantitative development strategies are by socialization and internalization programs through scientific activities, multicultural educational innovation programs, and building a culture that accommodates the spirit and values of multiculturalism in the Islamic environment of the institution. Meanwhile, the qualitative development strategy is intensive in the Qur'an and Sunnah study programs, curriculum revision programs, education and training programs for educators, and local wisdom programs.

Appraisal of Multicultural Education in Higher Education

The study explores on the assessment of the Multicultural Education in St. Bridget College, Batangas City in the following areas: School Community and Policy, Curriculum, Instruction, and Student Services. This utilized a descriptive method with a researcher-made questionnaire based on the works of Banks. Mean, standard deviation, percentage, Cronbach alpha, and T-test were used in the study. Findings revealed that Multicultural Education is observed in the institution. More so, no significant difference is determined in the perceptions of both teachers and students regarding their assessment of the school program. Subsequently, the findings suggest that the strengths to be enhanced in the Multicultural Education Program in the institution are the School Community and Policy, Curriculum and Instruction. On the other hand, the student services area needs to be improved based on total quality assurance. Thus, the study recommends Multicultural Education Program to be part of the institutional development plan. In-service training could also be conducted to increase the level of awareness of faculty and students on Multicultural Education and how to effectively integrate it into the classroom and school policy.

교사의 다문화교육 운영 경험에 관한 질적 메타분석

This study conducted qualitative meta-synthesis on the experiences of teachers actually operating multicultural education in schools. The thesis analyzed as the object of meta-analysis was conducted with interest in the problems, difficulties, and development potential in the overall curriculum that teachers perceive in the practice process as the subject of multicultural education management. Through the qualitative meta-synthesis study, various limitations inherent in individual studies of qualitative studies were solved with a comprehensive analysis frame, and a new possibility of interpretation was derived with more generalized and definitive results. Most of the studies focusing on the experiences of teachers' multicultural education revealed the experiences and perceptions of teachers about multicultural students, the operation of multicultural education programs, the effects of implementing multicultural education, and the difficulty of implementing multicultural education. It was later implemented to suggest directions for multicultural education in schools. This study analyzed the difficulties of teachers in practicing multicultural education. Most of the papers to be analyzed used case study methods, and phenomenological studies and narrative inquiry existed on one side. In conclusion, teachers pointed out the heavy duty of multicultural education as the biggest difficulty in operating multicultural education. In addition, there are problems such as lack of various information due to the unsystematic multicultural education system in operation and lack of cooperation between neighboring schools and fellow teachers. Eventually, the unstructured multicultural education was revealed as a lack of information and resources, which led teachers to make independent efforts to develop expertise. Therefore, it was analyzed that the introduction of a systematic multicultural education system was urgent. Among them, the introduction of the guidelines for multicultural education, which can be easily used by novice teachers, is urgently needed.

A meta-analysis of the effects of multicultural education programs for young children

A meta-analysis of the effects of multicultural education programs for young children

유아 다문화교육 프로그램 연구동향

한국에 거주하는 외국인 주민이 꾸준히 늘어 우리 사회에서 다문화교육은 필수적이다. 이에 본 연구는 유아 다문화교육 프로그램 연구동향을 분석하여 앞으로의 연구방향에 대한 기초자료를 제공하는 것을 목적으로 한다. 따라서 유아 다문화교육 프로그램 연구가 시작된 2001년부터 2020년까지 KCI에 등재된 논문 총 78편의 연도별 동향, 연구 방법, 연구 내용, 적용 효과를 분석하였다. 연구결과 유아 다문화교육 프로그램 게재동향은 2013년에 급속히 증가한 이후 다시 차츰 줄어드는 추세를 보이고 있다. 연구유형으로는 양적 연구가 주로 이루어졌으며 실험법을 통해 자료를 수집한 것으로 나타났다. 연구 대상은 만 5세, 연구 대상의 수는 30명 이상 60명 이하가 가장 높게 나타났다. 유아 다문화교육 프로그램의 총 회기 수는 11∼20회기, 주당 운영 횟수는 주 2회, 프로그램 운영 기간은 1∼3개월 미만이 가장 많았다. 마지막으로 유아 다문화교육 프로그램의 연구 내용으로는 언어활동을 가장 많이 진행했으며 적용 효과로는 사회ㆍ정서 발달이 높은 비중으로 나타났다. 본 연구 결과를 토대로 후속 연구에서는 질적 연구 방법의 필요성과 영아를 대상으로 한 다문화교육 프로그램 개발 및 분석 대상 논문의 확대를 제언한다.

지역사회기반 다문화교육 프로그램 개발 사례 연구

이 논문은 지역의 특성을 반영한 다문화교육의 주제와 내용 및 자료 구성을 시도함으로써 다문화교육 프로그램 개발 방향을 제시하고자 하였다. 이 논문의 분석대상은 섬이라는 특성을 갖고 있고 역사적으로 지역 외부로부터의 인구유입이 인구구성에 중요한 영향을 미친 제주지역이다. 제주의 역사·문화적 특성에 부합한 주제인 이주를 중심으로, 국제이주와 국내이주 주제와 자료를 다문화교육 내용으로 구성함으로써 그동안의 다문화교육의 범위를 확장해보고자 하였다. 연구결과 다음과 같은 점들이 확인되었다. 우선 다문화교육 활동이 사람들의 삶의 터전인 지역사회 안에서 이루어지므로 다문화교육의 내용 또한 교육대상자가 생활하는 지역사회의 주제와 자료로 구성되어야 한다는 점이다. 이를 통해 교육대상자의 공감대 형성은 물론 다문화시대 새로운 지역성 찾기를 위한 방안 모색이 용이해질 수 있기 때문이다. 다음으로 다문화교육의 주제와 내용을 지역의 역사 속에서 들여다볼 수 있게 구성해야 한다는 점이다. 지역사회는 역사적으로 변형되는 역동적인 실체이므로 지역사회를 역사적으로 접근할 때 지역구성원의 다양성과 존재양상이 잘 드러날 수 있기 때문이다.

Effects of Emotional Intelligence on Multi-cultural Cognition and Multi-cultural Attitude in Undergraduate Nursing Students in Korea

Introduction: The purpose of this study was to provide basic data to develop effective multiculturaleducation programs related to emotional intelligence by understanding its relationship with multiculturalcognition, and the attitude of college students in the nursing science departments.Method: A descriptive correlational survey design was administered on a total of 197 nursing students inKorea. The collected data were analyzed using descriptive statistics, t-test, ANOVA, and multiple regressionanalysis, with the SPSS/WIN 21.0 program.Result: The multicultural perception was 3.61 ± 0.40 out of 5, and the multicultural attitude was 4.52 ±.61 out of 6. Emotional intelligence which comprises multicultural cognition (p< .001), and multiculturalattitude (p<.001), all had a positive correlation with multicultural attitude (p<.001).Discussion: To develop multicultural education programs for nursing students and college students, it isnecessary to develop and apply differentiated intervention strategies using emotional intelligence.Implications for nursing: This can contribute to promote flexibility of nursing students and help them adaptthemselves to clinical practice.