Context Of Multicultural Education Research Articles

A Study of Psychological Features Related to Creative Thinking Styles of University Students.

The relevance of the study is conditioned by the need for competitive, non-standard-thinking specialists who can shift from conventional thinking patterns, and quickly solve problems and situations, i.e., show creativity in certain conditions, as a quality inherent in every person who strives for comprehensive development. The purpose of the study is to determine the psychological features of the integral and creative style of thinking of students in the conditions of linguistic multiculturalism in the educational process and to identify factors and conditions that contribute to the most effective development of creativity. For theoretical investigation of the material, such methods as research and analysis of scientific literature and systematisation were used. As part of a practical investigation of the psychological characteristics of the creative personality of students, psychological and diagnostic techniques were selected and used. The result of this article is the identification of the psychological characteristics of the integral and creative style of thinking of students within a linguistic multicultural educational context. The research establishes the connection between creativity, as an integral quality, and intelligence, emphasizing the potential development of originality, independent thought, and idea generation. The study underscores the importance of fostering creative thinking within a multicultural linguistic framework and highlights the pivotal role of higher education and multicultural environments in nurturing essential professional qualities for future specialists. The practical importance of the study lies in the fact that its materials are of theoretical value for teachers of higher education, in particular, supervisors of student groups, and for students of various pedagogical and psychological specialities.

Conceituações e encenações de precariedade e interculturalidade em escolas multiculturais e políticas educacionais no Chile

ABSTRACT There is an increasing demand to address interculturality in schools due to increasing global mobility at an institutional and practical levels. However, issues of identity and language commodification seem to hinder these processes in communities that have been historically and precariously minoritized such as indigenous and immigrant children. Hence, this embedded mixed-methods study analyses how interculturality is conceptualized, implemented, and experienced 1) in the National Policy for Foreign Students (2018-2022) (PNM); and 2) by six EFL teachers working in vulnerable multicultural educational contexts in Chile. First, the PNM document is analyzed following a corpus-assisted approach to critical discourse analysis. Then, the interviews were analyzed following a grounded approach to thematic coding. Results show a clear dichotomy between ontological and epistemological understanding of interculturality in which schools attempt to promote the critical coexistence of various cultures among their students and communities despite the precariousness they face and the lack of an intersectional understating of interculturality in the PNM.

Multicultural Education in the Cultural Arts Festival at Sahabat Alam Palangka Raya School

This research is motivate by one fact that cannot be denied for Indonesia, namely a multicultural society. A multicultural society has the potential to become a capital for the nation’s progress, but it does not rule out the possibility that it will become a gap and an opportunity for turmoil to arise, such as social conflict, intolerance, and even division. Providing education in the form of instilling the value of multicultural education from an early age is a form of strategic alternative efforts to suppress and prevent destructive social conflicts. Multicultural education is an attempt to build a person’s mindset to appreaciate diversity within a framework of equality in order to develop social skills. One of the formal education that implements and internalizes multicultural education through special programs in order to realize student’s understanding of the urgency of multicultural education is Sekolah Sahabat Alam. Sekolah Sahabat Alam holds an arts and culture festival at the end of each semester. The cultural festival functions as a concept to provide understanding to students so that they live with mutual respect, appreciation, and tolerance. The problem formulation of this research is how to apply multicultural education in cultural festivals at Sekolah Sahabat Alam in Palangka Raya. This research method was used descriptive research intended to describe the context of multicultural education in the cultural arts festival at Sekolah Sahabat Alam in Palangka Raya. Multicultural education is used as a concrete first step planting good things, this planting can be seen from several activities implemented by Sekolah Sahabat Alam; 1) Cultural festivals as tool for cultural encounters and seeds for seeding multicultural awareness 2) Multicultural education in the creativity of cultural festivals. Keywords: Multicultural Education, Cultural Arts Festival, Sekolah Sahabat Alam

The Inclusion of Sports Educational Activities in A Multicultural Educational Context. A Systematic Review of The Literature

The correlation between inclusion, sport and physical activity can be understood by policy agendas, as they place sport and physical activity as a means of enhancing social cohesion and as a means of facilitating cultural and linguistic empowerment of migrants trying to successfully settle in a new country. In the context of the present study, an attempt is made to demonstrate that participation in sports and physical activity is involved in the production and negotiation of cultural capital in various ways related to processes and experiences of cultural integration and exclusion. The systematic review of publications between the years 2010-2021 is attempted through the use of the preferred reference framework for systematic reviews and meta-analyzes (PRISMA). Existing findings support the role that sport can contribute in promoting integration. Nevertheless, there are different views. On the one hand, there is evidence to suggest that sport can promote interaction between people from different cultures. On the other hand, there are also indications that participation in sports can exacerbate cultural differences, thus causing tensions. Greece is, among many other countries, a country of intense diversity due to increased immigration. A clear National Curriculum should set the goals of physical education, which is an important part of schools and a compulsory subject in basic education. Physical education is a school subject that aims to contribute to the holistic well-being of students by supporting their physical, social and psychological functional ability and positive body image.

Advertising International Students in the United States: Strategies to Face Intercultural Communication in NUC’s Tourism Undergraduate Program

This research paper aims to reflect on the strategies used by ten academic advisors to deal with intercultural conflicts. These strategies include being respectful, demonstrating patience and empathy toward international students, creating rapport to foster mutual understanding, and fostering a positive attitude toward other cultures. This paper also analyzes conflicts emerging from cultural differences and language barriers between international students and advisors by considering a qualitative social research approach, which includes interviews and thematic analysis as data collection and interpretation methods. In addition, this paper provides essential information about how international students' poor understanding of the educational system can lead to potential conflicts with advisors. Advisors apply strategies to overcome challenges derived from miscommunications in multicultural educational contexts, like providing emotional support and offering information about the university. Moreover, advisors participating in this study explain how important it is to get training to deal with challenges in advising international studies. Therefore, the primary contribution of this paper to educational and social science research is to propose interculturality and intercultural communication as concepts and pedagogical tools to promote a mutual understanding between advisors and educational students that enhance learning and teaching initiatives within universities. Furthermore, introducing interculturality in the education advising process allows respect for cultural differences between teachers, professors, and students, resulting in more inclusive learning and teaching initiatives.

Conducting Focus Groups in Multicultural Educational Contexts: Lessons Learned and Methodological Insights

What happens when focus groups are conducted in challenging situations across languages, cultures, and educational settings? What adjustments might need to be made? How can adaptations be made while still maintaining the integrity of the research? Drawing on a multi-year study of gender and schooling in post-Soviet Kazakhstan, this article brings together researcher data from (1) informal discussion occurring after each focus group between the researchers, (2) reflections and observations from notes written during the research process, and (3) individual reflexivity on the topic of conducting focus groups in multicultural contexts written retrospectively. Using a practical iterative framework, this work adds an important contribution to the qualitative research literature by leading the reader through our processes, considerations, and lessons learned for improving culturally relevant and inclusive focus groups in multicultural educational contexts.

Reciprocal learning: il confronto interculturale come dispositivo per la formazione degli educatori - insights da una ricerca tra Italia e Stati Uniti

Il tema della formazione a una “postura interculturale” fin dai servizi per la prima infanzia è al centro della riflessione contemporanea su come sostenere gli educatori impegnati in contesti educativi multiculturali. Cambiare prospettiva, decentrarsi, provare a vedere i fenomeni educativi da un altro punto di vista, vedere altrimenti sono competenze oggi necessarie per garantire la qualità del lavoro educativo in contesti educativi complessi e multiculturali. Come formare gli educatori che già lavorano nei servizi per l’infanzia a una cultura pedagogica aperta al dialogo interculturale e capace di cogliere nello spiazzamento culturale un’occasione di formazione e di allenamento al pensiero critico-riflessivo?A partire dai dati emersi da una ricerca sulla formazione degli educatori che ha coinvolto alcune educatriciin Italia e negli Stati Uniti, l’articolo propone una riflessione su come i processi di dialogo, confronto e scambio interculturale, mediati da video, possano essere dispositivi interessanti per promuovere lo sviluppo di una postura e non solo di strumenti per l’azione educativa in contesti multiculturali.

The role of perspective‐taking and low social class prejudice on cross‐ethnic friendship formation

Cross-ethnic friendships offer a unique opportunity for improving intergroup relations and reduce prejudice, yet ethnic segregation of friendship networks is often seen as a major obstacle to the integration of immigrant students in educational contexts. This article examines the role of perspective-taking abilities and prejudice towards low social class peers on the probability of cross-ethnic friendships in a sample of 242 students from five multicultural classrooms in Chile (Mage = 12.3; SD = 0.69, 45% girls). It was expected that students who reported high levels of perspective-taking abilities and low levels of prejudice towards low social class peers were more likely to form and maintain cross-ethnic friendships. Longitudinal network analysis (RSiena) was used to examine these hypotheses, confirming the role of both variables in fostering (and reducing) friendships among Chilean and immigrant adolescents. Results are discussed in light of an intersectional framework between social class and ethnicity. Implications for social-emotional interventions in multicultural educational contexts are also discussed.

Gendered refusals in the Palestinian Arabic culture: implications for multicultural diverse educational contexts

ABSTRACTIn many societies, single-sex education is embedded in a culture that maintains women subordination with possible ramifications to their language performance and role in society. This paper seeks to explain the cultural grounds for Palestinian female direct refusals in their L1 culture and the consequences for their linguistic behaviour in multicultural educational contexts. For data collection, the study employed a self-reporting survey followed by interviews with 10 Palestinian female study abroad students. Results showed that fear of gossip-mongering, reputation and family, and inter-group anxiety constricted the females’ refusals pushing them to terminate communication at an earlier stage in their home educational context. However, in a western study abroad context, the students were more responsive to the culturally diverse context. They conceived their home culture as constraining their refusal performance at home, becoming more self-sovereign and their reactions were more engaging, elaborated and less direct in the foreign educational context.

The impact of psychological capital on vocational well-being: The mediation effect of emotional labor and its invariance across ethnicities

This study investigated the underlying relationships among teachers’ psychological capital, emotional labor and vocational well-being in the multicultural and multiethnic context of China. Data was collected from 729 secondary school teachers working in the Xinjiang Province. The results indicated that psychological capital, as an important positive psychological resource, could positively affect emotional labor and vocational well-being. The effect of psychological capital on vocational well-being was partially mediated by emotional labor, and the mediation effect was invariance across ethnicities (minority vs Han). The results also showed that there are similarities and differences in magnitudes and interrelationships of the three core variables between Han and minority teachers, which could be explained by an interweaving of the specificity of minority culture and commonality of Chinese collectivistic culture. The study presented theoretical and practical implications for the development of teachers’ positive resources and capabilities in a multicultural educational context.

Place and space in Sámi education

This article considers the Sámi understanding of time and place in pedagogical settings. The study is based on research material gathered at Sámi schools and from teaching conducted in the Sámi language. These data were combined to develop a theoretical review of teacher education from a metatheoretical perspective. The research challenges schools’ pedagogical arrangements. Local contents of the study are an important part of the school syllabus, and this article suggests that they are closely tied to school educational arrangements. This study also suggests that, in Northern schools, the Sámi worldview and traditional knowledge should be closely connected to school practices. This means that the Sámi understanding of time and place should receive sufficient emphasis in school curricula. Schools could benefit from the open learning concept, such as modern curricula grounded in teaching that is phenomenon based. This could increase pupils’ motivation and sense of connection to the local area. With mediating structures – connected to multicultural educational contexts – such educational systems could be developed.

Reframing the Achievement Gap: The Review and Explanation of the Inequitable Educational Practice

This paper examines the academic gaps within the frame of educational quality and practice, in terms of teaching beliefs, attitudes, expectations, pedagogy and interactions among students. A wide gap in the academic achievement exists in the United States, especially among ethnic minority students, which provokes the need of re-conceptualization of achievement gap and teacher preparation in a multicultural educational context. This research paper focuses on following major questions: “How can and do teaching beliefs, attitudes, expectations, and pedagogy differ depending on whether the teacher is serving minority students versus White students? What are the major contributing factors to the achievement gap within inequitable educational practice? What extends the “teaching gap” towards ethnic minority students in the United States? What could we do to improve teacher preparation aimed at narrowing the achievement gap?” The purpose of this paper is to explore the nature and history of the academic achievement gap framed by inequitable educational practices, analyze its influences on educational quality and outcomes; as well as illustrate what we can learn from previous studies to improve the current educational quality to meet the needs of minority students.

Lessons learned from immersion in western Canada’s multilingual and multicultural post-secondary context across the disciplines

The current educational context in post-secondary institutions world-wide is characterized by a widening participation agenda, and is greatly impacted by trends in globalization and internationalization (Burbules & Torres, 2000, Ilieva, Beck, & Waterstone, 2014). This multilingual and multicultural educational context brings about many opportunities and challenges for students, faculty, and other internal and external stakeholders (Arkoudis et al, 2012; Hafernick & Wiant, 2012; Murray, 2016). Given Canada’s increasing involvement in offering programs predominantly in English to international, transnational, and bi/plurlilingal domestic students, it is important to examine the lessons learned from Canada’s history with immersion (Cummins, 1998). and consider the implications for the post-secondary context (Knoerr, et al. 2016). To that end, it is perhaps time to reconsider language education policies, re-examine how language is used as a medium of instruction, redesign curriculum and instruction, as well as understand how students’ bi/plurlingualism can serve as an additional resource for learning across the disciplines (Camarata, 2016; Coste, Moore & Zarate, 2009; Cummins, 2007; Marshall and Moore, 2013).
 
 This article describes the educational development and scholarly activities of a Centre for English Language Learning Teaching, and Research at a comprehensive university in British Columbia, and shares emergent findings of a case study and pilot projects in which faculty in applied linguistics/language education collaborate with faculty across the disciplines to support students’ English language development alongside their disciplinary knowledge and literacy skills at the curricular, instructional, and assessment levels. Key practices and approaches in university French immersion education will be compared and contrasted with Content-based/‘CLIL’ and plurilingual approaches used by language education faculty working alongside disciplinary faculty in order to support students at the curricular core within programs where English is the language of instruction.

Percepciones del profesorado, alumnado y familias ante la diversidad cultural: el caso de un IES asturiano

The text shows part of the broader research carried out in the context of a doctoral thesis that studies the contributions of Paulo Freire's pedagogy to intercultural education. The purpose of the article is to make known the perceptions of teachers, students and families around cultural diversity. From the methodological point of view, we opted for a qualitative methodology, supplemented by an ethnographic case study carried out in an Asturian secondary school. In the case of teachers and families, we use the interview in depth as a technique for gathering information. In the case of the students, we use the discussion group. Teachers allude to the existence of factors that greatly hinder the task of educating in multicultural contexts and point out, among others: the low flexibility of the educational system, the teaching tradition, the need to comply with the curriculum, the limited support of the educational administration. The students say they have little knowledge of the cultures present in the classrooms and at the same time show through their comments that their previous knowledge of other cultures is formulated, usually on the basis of stereotypes. Regarding the main problems of foreign families, these have to do with the difficulties of conciliation to be aware of the education of their children and relational isolation. Ultimately it should be noted that both teachers, students and families -autonomous and foreign- recognize that the multicultural educational context of the educational center, despite the difficulties, represents a very important positive factor given that it is ideal for encourage cultural exchange. However, the results of the study show that the cultural diversity that houses the educational center has not served to that end.

Perceptions of teacher education students at a South African university on the relationship between culture and education: implications for social justice

The Constitution of South Africa envisions a socially just society. However, realising this requires an education context that amongst other things, celebrates and promotes cultural diversity. Widely known as the rainbow nation, South Africa is home to diverse cultures, both from within and from all over Africa and the rest of the world. This fact poses particular challenges to education, which is not only required to provide a multi-cultural educational context conducive to effective teaching and learning, but also to promote social justice. However, indications are that SA education fails dismally to achieve both ends. We argue that part of the reason for this failure is the inability of (pre-service) education students to understand, acknowledge and validate the intrinsic relationship that exists between culture and education. As such, they hamper efforts to realise social justice through education. In this paper we report on the perceptions regarding the relationship between culture and education of third- and fourth-year education students at a university in South Africa. We conducted quantitative research amongst a culturally diverse group of students; 266 in total. Findings suggest that students have a limited understanding of this relationship, in spite of the efforts both this university, as well as the education authorities’ attempts. The paper concludes with recommendations for enhancing sensitivity amongst education students about the relationship between culture and education, and the possible implications for social justice as a result of ignorance of this issue.

The influence of non-formal artistic and creative activities in multicultural educational contexts

The influence of non-formal artistic and creative activities in multicultural educational contexts

Fortifying the Foundation: Tools for Addressing Disability Within the Multicultural Classroom

In a 2007 issue of Multicultural Perspectives, Johnson and Nieto highlighted the need for more deliberate, robust, and balanced conversations regarding disability, especially within the context of multicultural education. Although researchers echo the importance of disability-based discussions and related curriculum, disability programming at the elementary and secondary levels is often sporadic or non-existent. This article melds Banks' (2004) five dimensions of multicultural education with disability-based constructs in order to provide a set of tools for fortifying teachers' knowledge base regarding disability and considering how disability can become a more integral part of the multicultural classroom.

The communication patterns of Chinese students with their lecturers in an Australian university

Chinese students are now the largest group of international students in the Australian higher education sector. The patterns of Chinese communication and education affect the ways that Chinese students engage with their lecturers and manage their learning relationships. A case study of these patterns provides a small window through which to observe the progress of higher education internationalisation in Australia. In this study, the experiences of seven Chinese students in a multicultural educational context are explored, with a focus on their communication practices and relationships with their lecturers in Australia. This paper contributes to understandings of how student–teacher communication practices affect learning experiences for Chinese students in Australian or other international universities.

Book review: Global identity in multicultural and international educational contexts: Student identity formation in international schools

Book review: Global identity in multicultural and international educational contexts: Student identity formation in international schools

Book Review: Global Identity in Multicultural and International Educational Contexts: Student Identity Formation in International Schools

Book Review: Global Identity in Multicultural and International Educational Contexts: Student Identity Formation in International Schools