Multicultural Education Theory Research Articles

ANALISIS INTEGRASI MATERI SEJARAH DAN KEBERAGAMAAN DALAM PRAKTIK PENDIDIKAN DI INDONESIA

This research is motivated by Indonesia's long history based on diversity of cultures, languages, religions, ethnicities, races, and customs. The integration of historical and religious materials in educational practices in Indonesia aims to understand the learning content that will shape the character of students as grassroots individuals with a nationalist spirit and religious moral values. In this study, the author employs a qualitative literature approach by collecting various relevant data sources. The theory of multicultural education, consisting of five elements: content integration, understanding the construction process of knowledge, reducing prejudice, equity pedagogy, and strengthening school culture as well as social structure by James A. Banks, serves as the analytical foundation for this research. The results indicate that historical materials also contain teachings on being tolerant and open to various differences in race, ethnicity, tribe, and culture. History learning that incorporates religious practices will create a harmonious environment by applying the principles of mutual respect, equality, and togetherness.

코리안 디아스포라, 고려인 주제의 실천적 다문화 역사학습의 실제

Objectives This study has an autobiographical character as it is a study that looks back and reflects on ‘my’ class based on my experience at K Elementary School. In the process of research and practice, I continuously tried to reflect the contextual characteristics of the school and region. I recognized the characteristics of the village's mul-ticultural situation, the current status of K Elementary School, the situation faced by Koryoin students, the diffi-culties in communication between Korean and Koryoin students, and the difficulties that fellow teachers face in teaching Koryoin students. Based on this awareness, we designed and implemented a practical multicultural his-tory class for solidarity and togetherness beyond discrimination. Methods First, the topic of forced migration of Koryo people, a minority history, was reviewed from the per-spective of memory and forgetting, and the direction of practical multicultural history education was set through analysis of multicultural education theory and curriculum. Next, I designed and implemented a practical multi-cultural history class on the topic of forced migration of Koryo people and analyzed the process and results. Results The analysis and implications are that, first, the memory of the forced migration of Goryeo people, a for-gotten minority history, was discovered and recalled. Second, it is the acquisition of multicultural com-petency(cultivation of multicultural cultural literacy) based on empathy and interculturalism beyond the assim-ilationist perspective. Third, they had participation and practical experience for solidarity and companionship. Fourth, I looked back on what kind of multicultural teacher I am as a teacher who practices multicultural education. Conclusions The implications of the study are that, in terms of research methods, history classes were autobio-graphically reflected and analyzed based on personal memory data and accumulated cultural artifacts (research notes, student output, photos, videos, etc.). Through this, teachers in the field will be able to understand the de-sign and execution aspects of history classes in detail and use it as a reference for their own class practice research. Next, in terms of research content, history education was practiced with the theme of multiculturalism. Because I recognized the limitations of traditional history education and designed and implemented practical mul-ticultural classes by reflecting the contextual uniqueness of local communities and school, it can be a meaningful reference for schools in multicultural situations. Lastly, the focus on the history of minorities, the Koryo people and forced migration of Koryo people, can be a good example of migration history education.

다문화 음악교육을 위한 컵타 합주 교수 · 학습 방안 연구: 뱅크스의 다문화 교육이론을 바탕으로

The purpose of this study was to investigate a teaching and learning approach with a cup percussion ensemble to provide an effective lesson in multicultural music education. To develop a lesson plan that achieved the study’s purpose, this study selected a cup percussion as a medium of interaction and this study examined the multicultural education theory porposed by James Banks. This study adapted the lesson model of the multicultural transformation approach in social studies suggested first-grade middle students music curriculum to help students increase their academic achievement and develop positive attitudes toward multiculturalism. Through this study, First, cup perussion instrumental activities can provide a special musical experience to teachers as well as students, and in the practice process through ensemble, it can be extended to creative experience activities linked to creative and cooperative learning for each group. Second, to promote understanding of cup percussion, this study discussed the definition of rhythm, looked into the concept and characteristics of cup percussion and how they use oral consonants, and analyzed the educational functions of cup percussion and included in middle school music textbooks. Third, Playing a cup song while singing folk songs from different countries promoted interest and positive interactions among the students. It is hoped that this study will help you learn about the cultural background of each country's unique value through multicultural music education, and will be a study to professionally understand the concept, principle, theory, and practice of multicultural music education through the Cup percussion ensemble as an effective response task.

How to Teach English Without Cultural Bias

As a global language, English is crucial in international communication, business, and education. However, the issue of cultural bias in English education has gained widespread attention. Cultural bias can lead to difficulties for learners during the educational process, affecting their academic performance and cross-cultural communication skills. This paper investigates how to teach English without cultural bias to promote a more equitable, effective, and inclusive education. In conclusion, English education is crucial in international communication, business, and education in today’s globalized world. However, cultural bias can negatively impact English teaching, leading to difficulties in academic achievement and cross-cultural communication for students. Multicultural education theory and cross-cultural education theory provide a solid theoretical foundation to help us understand and address issues of cultural bias. Both approaches emphasize the importance of cultural diversity and the need for educators to take measures to reflect and respect students from diverse cultural backgrounds. While cultural bias is undeniable, we can create a more inclusive and culturally sensitive English education environment with appropriate methods and strategies, promoting students’ success and cross-cultural understanding. This is essential for achieving more equitable and effective English education to meet the needs of students from diverse cultural backgrounds and to promote cross-cultural communication and cooperation.

INTERCULTURAL COMMUNICATION IN MULTICULTURAL EDUCATION: STRATEGIES, CHALLENGES, AND OPPORTUNITIES

In an increasingly interconnected and diverse world, the intersection of intercultural communication and multicultural education holds paramount importance in shaping inclusive and equitable learning environments. This research paper delves into the intricate dynamics of this intersection, aiming to elucidate the strategies, challenges, and opportunities inherent in fostering effective cross-cultural interactions within educational settings. Drawing upon foundational theories of intercultural communication and multicultural education, the paper explores the symbiotic relationship between these fields and their pivotal role in promoting cultural competence, empathy, and social justice among learners from diverse backgrounds. Through a comprehensive synthesis of literature, empirical studies, based on faculty perceptions and comments enriched with the students’ feedback, it examines the multifaceted challenges posed by cultural differences, linguistic diversity, and power dynamics in educational contexts. Moreover, the paper critically evaluates pedagogical approaches, curriculum design, and teacher training programs aimed at enhancing intercultural understanding and inclusivity. Additionally, it considers the impact of technological advancements and globalization on intercultural communication within educational spheres, emphasizing both the opportunities and challenges they present. By offering insights into effective practices and policy implications, this paper seeks to contribute to the ongoing discourse on fostering culturally responsive and transformative educational experiences for learners of diverse cultural backgrounds.

The Role of Organizations in Taking Care Life Harmonization Between Religious Communities

Research has been conducted on community interactions that can produce tolerance to create harmony in diversity in Banyumas Regency. The specific objectives of this study are: first to find patterns of interaction that occur in the heterogeneous Banyumas community. The second objective is to explore the concept of community views on diversity. Third, it reveals the involvement of organizations and or communities that intersect with issues of tolerance in creating a conducive religious atmosphere in Banyumas Regency. This research was conducted by gathering information and analyzing the harmony of the community in Banyumas Regency. This research is qualitative and analytic descriptive. This method is carried out to solve actual problems by collecting data, compiling or classifying, analyzing and interpreting it using multicultural education theory and then drawing conclusions. This research focuses on the embodiment of the harmony pattern of Banyumas community diversity through FKUB, SMLI and FORSA. These three organizations have a real contribution in the formation of a harmony society in diversity in Banyumas Regency. The results of this study show that the harmony of religions in Banyumas regency has been successfully carried out because there is no mutual suspicion of interfaith leaders and have the same understanding of "never being different in harmony" which forms the basis of religious and social life. In addition, the community togetherness is based on the sincerity of the characters causing religious harmony in Banyumas Regency.

POTENSI KULTUR SEKOLAH DALAM PENGINTEGRASIAN KONTEN PENDIDIKAN MULTIKULTURAL DI SEKOLAH MENEGAH ATAS NEGERI 3 DENPASAR

Multicultural education is an education that respects the differences of various cultural groups. At SMA Negeri 3 Denpasar there are various students. Therefore, multicultural education is important to implement. This is because there are still various cases of violence and bullying that occur, especially in SMA Negeri 3 Denpasar. So it is important for schools to apply the values ​​of multicultural education to strengthen school culture. The problems discussed in this study are (1) How is the potential form of school culture in integrating multicultural education content at SMA Negeri 3 Denpasar, (2) How is the empowerment of school culture potential in integrating multicultural education content at SMA Negeri 3 Denpasar. The theory used in this research is the theory of multicultural education and the theory of social learning. Data collection methods used are non-participant observation, structured interviews, literature study and document study. The data that has been obtained were analyzed by qualitative descriptive analysis method.
 The results showed that (1) The potential form of school culture in integrating multicultural education content at SMA Negeri 3 Denpasar can be seen in the school climate, intellectual climate, rules and policies, traditions and routines, school organizational structure, effective partnering and character norms. (2) Empowering the potential of school culture in integrating multicultural educational content at SMA Negeri 3 Denpasar can be done by means of communication interactions, creating a clean and conducive environment, making extracurricular activities, making competition activities, providing classrooms and libraries as places for learning and reading, providing warnings or sanctions for students who violate school rules, carrying out prayers, mutual cooperation activities and providing trash bins, holding the election of the student council president and class apparatus and holding committee meetings, obeying norms and mutual respect and respect among school members.

Research on Multicultural Education and Human Rights

As an important scholar in the study of multicultural education in the United States, Grant’s multicultural education theory takes liberating the oppressed ethnic groups as the premise, recognizing and accepting the diversity of culture as the basis, and taking practicality and adaptability as the main characteristics, with special emphasis on national awareness, social justice and human rights issues. This paper studies human rights issues under the background of his multicultural education theory, and further discusses the impact of the civil rights movement triggered by the human rights issues of American minorities on American society, and finally proposes that the development of education is an important way to solve human rights issues. The education of pluralistic social justice is to teach for freedom, and it is a social change promoted by promoting the realization of human basic rights.

Navigating the complexity of theory: Exploring Icelandic student teachers’ perspectives on supporting cultural and linguistic diversity in compulsory schooling

The pupil population has become more diverse in Icelandic schools. However, there remains a need for teachers to be better prepared to work in this changing context. Drawing on critical multiculturalism, multicultural education theory, and tenets of culturally responsive teaching, this paper explores student teachers’ perspectives on various methods which support cultural and linguistic diversity, challenge prejudice, and promote cooperation with parents from diverse cultural backgrounds. The findings indicate that the student teachers value culturally responsive teaching methods and have been able to utilise them to some extent in practice. However, despite the preparation received from their teacher education programmes, their understandings of the theoretical constructs are inconsistent and influenced by personal interests and specialisation within the programme.

The place of multicultural education in legal acts concerning teacher education in Norway

ABSTRACT This paper includes an analysis of legal acts concerning primary and lower secondary teacher education in Norway. The objective is to determine how multicultural education is perceived in these acts – whether it is regarded as a supplementary subject or as a mindset that underlies teacher education. The theoretical framework includes critical multiculturalism and multicultural education theory. A document content analysis approach has been applied during the analytical process, in order to reveal patterns related to culture, diversity, inclusion, multicultural education and multicultural competence. Furthermore, the findings have been placed in the Norwegian context, in order to shed light on the circumstances surrounding the documents. The main findings indicate that multicultural education is assigned a limited space and, according to the legal acts, should be included as a module integrated with the subject of pedagogy and pupil-related skills in teacher education.

Multicultural Education and Invitational Theory

Great influxes of Hispanics and Asians to the United States during the past twenty years have helped to swell this country's already diverse ethnic population. Consequently, the resulting cultural pluralism has initiated changes in society and its institutions to meet the needs of many different people. A most likely place to meet these needs is found in educational settings, and, as a result, it is in the field of education, in our schools, colleges, and universities, where multicultural concerns have developed. In particular, an awareness and a growing commitment to the concept of multicultural education has developed to the point that it is incorporated into the standards used to judge the quality of teacher education programs (NCATE, 1979; 1986).

Pedagogical Design of the Technology of Students’ Multicultural Competence at Higher Education Institutions

Aim. The aim of the research is to justify the theoretical and methodological bases of multicultural education and verify experimentally the efficiency of the pedagogical technology of forming students’ multicultural competence at higher education institutions. Methods. The study reviews the changes in the levels of students’ multicultural competence. The methodological bases of the study are theories of language multicultural education, the unity of language and culture, multi-perspective learning, “cultural differences,” social learning, neo-Freudian theory, self-determination theory, developmental learning theory. Results. The realisation of the ideas of multiculturalism has a positive effect on the harmonious development, cultivates a tolerant attitude to other ethnic groups and peoples, promotes good neighbourly relations, effective conflict resolution, intercultural dialogue and mutual understanding. Acquiring these characteristics, students entirely understand national and universal values, and are able to interact constructively in the modern multicultural world at a sustainable level. Conclusions. The implementation of the developed pedagogical conditions and the author’s pedagogical technology of forming students’ multicultural competence at higher education institutions contributed to a significant increase in the levels of their multicultural competence. This was confirmed by statistical changes in the level of students’ multicultural competence of the experimental group compared to the control group: the number of students with stable (by 34,3%) and situational (by 12,7%) levels significantly increased, the number of students with fragmentary level decreased (by 47%). Thus, the obtained results prove that the developed pedagogical technology is effective for forming students’ multicultural competence.

The Multicultural Education Paradigm Pattern: A Case Study in Muhammadiyah Junior High School in Palangka Raya, Indonesia

The problems and the aim of the study. Indonesian society has problems of cultural disparities, occupation movements from different cultural backgrounds, and differences in conceptual understanding and application that give rise to the spirit of diversity in the fields that build multicultural education. This proposed study to identify fields that build multicultural education in Muhammadiyah Junior High Schools through a description of student interactions in these fields. Research Methods. Quantitative approach with a descriptive analysis. Sampling used a sample quota. The sampling included 29 students of grade VIII Muhammadiyah Junior High School in Palangka Raya and is the only Junior High School in the Muhammadiyah organization. Result. This research reveals religion as a way of learning and interacting in their daily life (80% = Sure until Very Sure). Gender, namely feeling more comfortable hanging out with friends of different sexes but still in accordance with religious rules (57% = Sure until Very Sure). Students in socializing. Ethnic, namely respecting friends who are different from their region of origin so that they are able to mingle in social relationships (75% = Sure until Very Sure). Racial, namely students can interact with friends who are less handsome or beautiful (61% = Sure until Very Sure). Cultural indicators, namely students value friends who are not smart and do not get along well (97% = Sure until Very Sure). Social class, namely students choose rich friends and parents who have positions in learning and social groups (54% = Sure until Very Sure). But not all can implement according to the theory of multicultural education because each individual has their own thoughts and understanding of diversity (20% - 46% = Less Sure to Not Sure). Conclusion. Multicultural education at Muhammadiyah Junior High School Palangka Raya was revealed to be able to be adopted by students so that the school still maintained the characteristics of Muhammadiyah but there were still students who were unable to adapt and construct.

On the Role of Multicultural Education in English Teaching

The continuous changes in society and the rapid development of the economy have gradually integrated multiculturalism into people's lives, and have exerted an important influence on their ideological and moral standards, values and behavioral awareness. Therefore, how to effectively introduce the theory of multicultural education into classroom teaching activities and ensure the rapid improvement of teaching effectiveness has become a key research issue for many teachers. From different perspectives, the author explores specific ways to promote the smooth development of English classes in colleges and universities under the multicultural background, hoping to provide references for other college English teachers.

Icelandic as a second language: university students’ experiences

The aim of this paper is to present and analyze how university students experience teaching methods of Icelandic as a second language and communication with teachers during the learning process. The theoretical framework includes multicultural education theory and second language teaching and learning theories. The findings are based on qualitative interviews with twelve students who study Icelandic as a second language at the University of Iceland. The analysis of the interviews revealed that the participants were generally satisfied with the learning environment and had positive experiences of communication with the majority of the teachers. Nevertheless, the participants described themselves as being rather passive recipients of knowledge in the courses where explicit teaching of grammar was applied, and lacking active participation in the learning process. Additionally, the participants encountered several challenges during the learning process such as issues related to task-based and group assignments and, in some cases, teachers lacked understanding of different students’ needs, such as that of providing extra learning materials.

Analysis of pre-school teachers training in HEI Belarus and Italian multicultural setting

In a globalised world, the school class is the mirror of a changing society. This research aims to identify the readiness of students of the specialty ‘Pre-school education’ in Belarus and students of the LM Science of Education in Italy to work in a multicultural environment. Comparative analysis of social land in Italy and Belarus, confrontation of curricula and higher education programmes from the standpoint of the tasks of forming linguistic, communicative, ethnocultural and multicultural competencies, and obtained results from the diagnostics of the culture of interethnic interaction allowed us to identify the possibilities of creative extrapolation of the existing positive experience in the national educational systems. The research materials can be used to improve the theory and practice of multicultural education, and the quality of preparation of pedagogical personnel of pre-school profile for work in a heterogeneous educational environment.
 Keywords: Intercultural education, multicultural competence.

Classroom Library Resource Toolkit: How to Build a Classroom Library with Books to Highlight the Culture, Strength, & Integrity of the Black Family

6 | BLACK HISTORY BULLETIN VOL. 83, NO. 2 (EXTENDED DIGITAL VERSION) 83 No.2 CLASSROOM LIBRARY RESOURCE TOOLKIT: HOW TO BUILD A CLASSROOM LIBRARY WITH BOOKS TO HIGHLIGHT THE CULTURE, STRENGTH, & INTEGRITY OF THE BLACK FAMILY By: Amery Stapleton AMERY STAPLETON, MPA, is a Library Information Assistant with the Youth Services Department of the Fairfax County Public Library. She currently attends the University of Kentucky in the Master of Science in Library Science Program, in the School Librarianship discipline. Additionally, she taught special education and English in elementary and secondary schools in Washington, DC, and Fairfax County, VA. Introduction African American families are diverse, steeped in culture and full of resilience. When teaching African American children, it is important to celebrate these aspects of their families. This is a resource for any teacher working with African American children, but it may also serve as a useful source of information for anyone to inspire African American children. The information provided is to serve as a toolkit to help with cultural awareness and teaching strategies in the classroom. This includes information about teaching the teacher, suggestions for having conversations about race, and sources for diversifying the classroom library. Resources for Teaching the Teacher It is important for teachers to understand what resources are available to them as they teach in multicultural classrooms. Incorporating cultural awareness into professional development is as important as understanding learning styles. The following books will enhance knowledge about cultural differences. Teacher Preparation Program Theory Culturally Responsive Teaching: Theory, Research, and Practice Geneva Gay Geneva Gay is renowned for her contributions to multicultural education, particularly as it relates to curriculum design, professional learning, and classroom instruction. Gay has made many important revisions to keep her foundational, award-winning text relevant for today’s diverse student population, including new research on culturally responsive teaching, a focus on a broader range of racial and ethnic groups, and consideration of additional issues related to early childhood education. Combining insights from multicultural education theory with real-life classroom stories, this book demonstrates that all students will perform better on multiple measures of achievement when teaching is filtered through students’ own cultural experiences. This perennial bestseller continues to be the go-to resource for teacher professional learning and preservice courses. BLACK HISTORY BULLETIN VOL. 83, NO. 2 (EXTENDED DIGITAL VERSION) | 7 83 No.2 Portraits of Anti-Racist Alternative Routes to Teaching in the U.S.: Framing Teacher Development for Community, Justice, and Visionaries Edited by Conra D. Gist Portraits of Anti-Racist Alternative Routes to Teaching in the U.S.: Framing Teacher Development for Community, Justice, and Visionaries portrays how a critical teacher development framework for Teachers of Color can be applied to alternative routes to teaching and professional development program initiatives to actualize commitments to communities, social justice, and visionaries. The types of anti-racist structures, vehicles for justice, tailored and responsive preparation, and community-based partnerships and leadership identified by program initiatives provide a sketch of possibilities for school principals, policymakers, community organizers, teacher educationprograms,anddistrictpersonneltoworktogetheras key stakeholders to begin challenging and dismantling systems of oppression that restrict the recruitment and retention of Teachers of Color in schools. Portraits of Anti-Racist Alternative Routes to Teaching in the U.S. compels us to stir up a radical imagination to strengthen communities, work for justice, and grow visionaries. Diversifying the Teacher Workforce: Preparing and Retaining Highly Effective Teachers Edited by Christine E. Sleeter, La Vonne I. Neal, and Kevin K. Kumashiro Diversifying the Teacher Workforce critically examines efforts to diversify the teaching force and narrow the demographic gap between who teaches and who populates US classrooms. While the demographic gap is often invoked to provide a needed rationale for preparing all teachers, and especially White teachers, to work with students of color, it is far less often invoked in an effort to examine why the teaching force remains predominantly White in the first place. Based on work the National Association for Multicultural Education is engaged in on this phenomenon, this edited collection brings together leading scholars to look closely at this problem. They examine why the teaching force is predominantly White from historical as well as contemporary perspectives, showcase and report available...

The Role of Civil Society Organizations in Creating Conflict Resolution through Multicultural Education

Dermolo as one of the villages in Kembang, Jepara, was ever hit by a conflict under a religious background. This friction involved Islamic and Christian groups. The dispute between the two groups increasingly culminated and seemed to have no end without the presence of the Nation. When the Regional Government of Jepara encountered a deadlock in breaking down this social conflict, the presence of a civil society organization was absolutely necessary. Lakpesdam NU Jepara since 2014 up to now has been trying to extinguish the fire of conflict in Dermolo which was initially triggered by disputes over the use of a worship place. Through a qualitative descriptive approach by utilizing the theory of conflict resolution and multicultural education, this paper finally succeeds in mapping the four multicultural education patterns used by Lakpesdam NU. Those are economic empowerment, religious approaches, empowering women, and empowering village cadres. The result of this academic discourse at the same time provides an alternative methodological offer that can be replicated by the stakeholders of the policy makers, for example the Regional Government and the relevant Regional Apparatus Organization. It can be used as a prototype for civil society organizations and peace activists in settling disputes wrapped in religious sentiment. This kind of inclusive pattern is considered quite successful as a conflict resolution strategy. Lakpesdam NU Jepara is the only institution that has the sympathy of the residents and the Dermolo Government, because it has contributed positively in restoring social harmony between Christian and Islam groups

Immigrant Students’ Experiences of Higher Education in Iceland: Why Does Culturally Responsive Teaching Matter?

The paper is based on the first, extensive, qualitative study on immigrant students’ experiences of university education in Iceland. The theoretical framework is based on culturally responsive teaching that derives from multicultural education theory which focuses on analysing the position of minority groups, including immigrants in societies with special attention to their access to education. According to the theory, culturally responsive teaching methods and balanced workload based on the students’ language abilities, previous experiences and background have positive effects on the immigrant students’ well-being and generally contribute to their sense of belonging in the universities (e.g. Gay, 2018; Nieto, 2010). The participants of the study are 41 immigrant university students who participated in focus group and individual interviews. The findings show that despite the fact that culturally responsive teaching as an established teaching method is still an uncommon phenomenon in Icelandic universities, the students’ experiences are highly positive, even when culturally responsive teaching is applied unsystematically by some teachers. Furthermore, the findings reveal that the students especially valued an atmosphere of care, trust and power-sharing in the classroom. The study makes a significant contribution to understanding immigrant students’ experiences of the education process in Icelandic universities that currently emphasise the importance of multicultural education and pay special attention to providing equal rights to education to everyone regardless of their origin. Furthermore, the study is relevant from a comparative perspective and contributes to the general discussion about immigrant students in higher education in Europe.

Communication and Group Work in the Multicultural Classroom: Immigrant Students’ Experiences

<p style="text-align:justify">The paper is part of the qualitative research project Educational Aspirations, Opportunities and Challenges for Immigrants in University Education in Iceland, conducted in Iceland’s three biggest universities. The main goal of the paper is to investigate immigrant students’ experiences of communication with teachers during the learning process and their perspectives on multicultural group work. Furthermore, the paper explores immigrant students’ experiences of learner-centred approach and culturally responsive teaching methods applied by some teachers. The data was collected through focus group interviews and qualitative, semi-structured individual interviews with immigrant students. The theoretical framework is mainly based on the constructivist theory, which emphasises the importance of communication and the learner-centred approach. Additionally, the theoretical framework includes multicultural education theory, which puts an emphasis on applying culturally responsive teaching methods in classrooms with diverse student populations. The analysis of the interviews revealed that the participants’ experiences of communication with teachers and peers were mostly positive. However, culturally responsive teaching is still a rare phenomenon in Icelandic universities. When it comes to the participants’ perspectives on group work, the experiences ranged from being highly positive to negative.</p>