Multicultural Education Research Articles

Multiculturalism and Gender Values in Arabic Language Learning in Islamic University

This study aims to explore the integration of multiculturalism and gender values in the Arabic language learning process at Islamic universities. Using qualitative research methods, the study analyzes learning content through observations and interviews. The findings reveal that multicultural and gender values are embedded in the textbooks used and are also reflected in the approaches, strategies, methods, and techniques employed by lecturers. These values are consistently emphasized throughout the Arabic language learning process. The results of this study provide valuable insights for further research on Arabic language education, particularly in the context of multiculturalism and gender equality. Unlike previous research, this study simultaneously addresses these two critical issues in education, highlighting that multicultural education cannot be fully effective without also considering gender equality as an integral part of the learning process.

Cultivating Multicultural Dispositions: Assessing the Impact of a Multicultural Education Course on Preservice Teachers at an HBCU

This research examined the impact of a multicultural education course on the cultivation of critical dispositions and cultural competence among future educators at a Historically Black College and University (HBCU). The purpose of this study was to understand how this course affected students' self-awareness, recognition of personal biases, and broadening of worldviews. Using a mixed-methods approach, post-only quantitative data from the Multicultural Teacher Dispositions Scale (MTDS) and qualitative reflections from 23 preservice teachers selected through convenience sampling were combined in the study. The MTDS evaluates three dispositions of multiculturalism in preservice teachers: meekness, social awareness, and advocacy. The results revealed from moderate to strong endorsement of the meekness disposition, which means openness to diverse perspectives and self-reflection. The social awareness was moderately endorsed, with students recognising systemic inequities and valuing diverse viewpoints in education. The advocacy disposition showed mixed results, highlighting areas for growth in challenging institutional biases and promoting inclusivity. The qualitative analysis identified three key themes in students' reflections: embracing discomfort, self-awareness and bias recognition, effective communication as well as cultural sensitivity. Participants reported broadened worldviews, greater appreciation for cultural diversity, and increased confidence in engaging with diverse backgrounds. The study provided empirical evidence for the effectiveness of structured multicultural education courses in enhancing critical dispositions and cultural competence among preservice teachers. It emphasises the importance of incorporating opportunities for self-reflection, exploration of diverse perspectives, and addressing personal biases and discomfort within teacher preparation programs. These findings are crucial for teacher education programs at HBCUs preparing culturally competent educators for increasingly diverse classrooms. The study also suggests a need for on-going research on strategies to cultivate multicultural dispositions and to study the long-term impact of multicultural education courses on teaching practices.

Multikultural dan Pendikan Islam

Multiculturalism is the acknowledgment and admiration of the variety of cultures present in a society. Islamic education that embraces multiculturalism imparts Islamic principles while also fostering respect and admiration for diverse cultures and religions. Multiculturalism is crucial for fostering cohesion and concord among religious groupings. The primary objective of multicultural education in Islam is to establish an all-encompassing educational setting where each student is esteemed and embraced, irrespective of their religion or cultural heritage. The multicultural method in Islamic education integrates global concepts, such as tolerance, justice, and peace, into the curriculum. This is accomplished by comprehending and valuing disparities through explicit teaching, collective deliberations, and engaging exercises. Furthermore, Islamic intercultural education places significant emphasis on the value of interfaith discourse as a means to enhance interfaith relations and eradicate preconceptions and prejudices. The implementation of multicultural education within the context of Islam encounters numerous obstacles. One of the criticisms comes from individuals who contend that education should be limited to a select group and uniform in nature. Proper implementation and dedication from all stakeholders can significantly contribute to the development of a more inclusive and harmonious society through multicultural Islamic education. Hence, implementing multicultural education in Islam is a prudent approach to foster cultural comprehension and foster tranquilly and concord in an ever more heterogeneous community.

Reducing Cultural Barriers: A Grounded Theory Approach to Nursing Student Attitudes After Multicultural Education.

This study uses grounded theory to explore the process and conceptual framework of how nursing students' attitudes toward others and different cultures change after receiving education on multicultural understanding. This study used the Corbin and Strauss grounded theory throughout data collection and analysis. We used purposive sampling to select participants and then gathered data through in-depth interviews with 18 students who completed a multicultural understanding education course. Two researchers conducted a comparative semantic analysis of the transcribed data, applying open, axial, and selective coding techniques. With the collected data, the two researchers exchanged opinions to categorize and structure the data according to the research questions. Through the analysis, open coding yielded 11 categories and 26 subcategories from 135 concepts. In a model that recombined nine categories through axial coding, the central phenomenon was "distance", while the core category was "perceive people from different cultures as others/accept with reduced distance". Since nursing students are more likely to care for patients from diverse cultural backgrounds in their future clinical practice, they must have specialized cultural knowledge.

Menguatkan Ikatan Sosial Antar Suku Dan Solusi Untuk Ketidakaktifan Remaja Desa Niur Dusun 02 Kecamatan Sukaraja

Indonesia is a country rich in ethnic, cultural and religious diversity, which is both a strength and a challenge in maintaining social balance. This diversity requires special efforts to build strong social ties, especially among teenagers as the nation's next generation. This research aims to identify the problem of adolescent inactivity in inter-ethnic social activities and offer solutions to strengthen these social ties. Using a qualitative approach with a case study method in Niur Village, this research found that lack of motivation and access to inter-ethnic activities as well as stigma and stereotypes were the main factors causing adolescent inactivity. To overcome this problem, multicultural education approaches and inclusive social programs that encourage positive interactions between ethnic groups have proven effective in increasing youth participation and strengthening social cohesion. The results of this research show the important role of education, social programs, and changing perspectives in society to create a generation of teenagers who are more active, tolerant, and contribute positively to social cohesion in Indonesia.

한국 코미디 프로그램 속 다문화 가정의 고정관념 분석 - ‘외국인 며느리 니퉁의 인간 극장’을 중심으로

This study analyzes the stereotypes of multicultural families presented in the Korean comedy program ‘Foreign Daughter-in-Law Nitong’s Human Theater’. To achieve this, six episodes were transcribed, and the interactions and behaviors of the characters were examined to collect and categorize the stereotypes. The analysis revealed that the frequency of speech by the mother-in-law and the daughter-in-law Nitong was the highest, reflecting the authoritative position of the mother-in-law and the subordinate role of Nitong. In contrast, the husband's speech frequency was relatively low, indicating his role as a mediator in conflict situations and his lack of direct involvement in household affairs. The analysis of stereotype types identified those related to household labor, family roles, cultural elements, language issues, and appearance and age. Household labor stereotypes were reproduced through the mother-in-law's instructions and Nitong's compliance, emphasizing traditional patriarchal roles, the mother-in-law's authority, and the daughter-in-law's subordinate role. Additionally, cultural elements such as food culture, lifestyle differences, and language issues were found to be sources of conflict, with misunderstandings, conflicts, and pronunciation issues being major factors. Stereotypes related to appearance and age, including evaluations and derogations, were also present. This study elucidates how media forms and reinforces stereotypes about multicultural families, providing valuable insights into the discrimination and inequality faced by multicultural family members in society. It underscores the importance of multicultural education and media literacy, suggesting the need for viewers to critically engage with media. Ultimately, the study contributes to enhancing social inclusivity and respect for diverse cultural backgrounds.

Influence of Multicultural Education on Students in Pakistan

Purpose: The aim of the study was to assess the influence of multicultural education on students in Pakistan. Materials and Methods: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: The study indicated that multicultural education promotes greater cultural awareness and sensitivity among students, which is crucial in today's diverse societies. By exposing students to various cultural perspectives and histories, it broadens their understanding and appreciation of different cultures, leading to increased empathy and reduced prejudice. Furthermore, multicultural education has been shown to improve academic performance by making learning more relevant and engaging for students from diverse backgrounds. It encourages critical thinking and the ability to view issues from multiple angles, enhancing students' analytical skills. Additionally, multicultural education helps in developing social and emotional skills by facilitating cross-cultural communication and collaboration, preparing students for a globalized world. Overall, the integration of multicultural education into the curriculum is essential for fostering a more inclusive, equitable, and effective educational environment. Implications to Theory, Practice and Policy: Social learning theory, culturally relevant pedagogy and intergroup contact theory may be used to anchor future studies on assessing the influence of multicultural education on students in Pakistan. From a practical standpoint, the findings advocate for the integration of multicultural education into standard curricula across all educational levels. Policy recommendations emphasize the need for systemic support for multicultural education. Educational policymakers should mandate the inclusion of multicultural curricula in national and local education standards.

EMBRACING DIVERSITY: THE ROLE OF MULTICULTURAL EDUCATION IN MITIGATING ETHNIC CONFLICT & FOSTERING UNITY IN PAKISTAN

This paper aims to analyze and synthesize whether multicultural education can serve as a means of easing the ethnic conflict and cultural diversity in Pakistan. The ethnic diversity of nations, languages, and cultures has been a strength and, simultaneously, a weakness due to conflicts. This study submits that it is possible to coordinate multicultural education in schools and make it important tool for improving understanding amid different communities. This paper relies on the review of current policies concerning the education systems and proposals drawn from case studies of multicultural societies to provide an understanding of the way forward for Pakistan in responding to the multicultural realities in its education systems that how incorporating multicultural perspectives into the curriculum can help students appreciate different cultures and reduce biases. According to studies, minimization of conflict amid different forms of identities is possible by adopting presented cultural-structural model, that may boost positive attitude toward multiple Pakistani identities and promote the enhancement of the social cohesion in the country.

From Avoidance to Competence? How the Identity Project Inspires Teachers to Engage with Ethnicity and Culture with Their Students

ABSTRACT Multicultural education highlights the need to promote students’ diverse identities, recognizing their ethnic-cultural backgrounds as resources in their teaching. However, most teachers perceive they lack competence and learning material to this end. Research suggests the Identity Project may be an appropriate tool to resolve some of these challenges. We explore both teachers’ and students’ narratives about teaching issues of ethnicity and culture in multicultural classrooms centering on potential changes from before to after teachers delivered the IP. We conducted one focus group interview with seven teachers before they were trained and implemented the IP in their classrooms, and individual interviews with them after they had completed the intervention. Data from three focus groups with 16 students from the same schools, and individual interviews with 16 other students that received the intervention are included to add perspective to the teachers’ narratives. A reflexive thematic analysis resulted in four themes: From avoidance to embracing the diversity topics, from not addressing to affirming student identities, teachers pushing for inclusion (or exclusion), using cultural background as a learning/teaching tool. Our findings imply that the IP can be a tool for multicultural education that enhances teachers’ competence in supporting students’ identity development.

Effect of Multicultural Teaching Competency on the Culturally Responsive Teaching of Religious and Moral Education Teachers

Effect of Multicultural Teaching Competency on the Culturally Responsive Teaching of Religious and Moral Education Teachers

Introduction: Celebrating Emerging Scholars in Multicultural Education

The Texas Journal for Multicultural Education addresses the vital need for a dedicated platform to discuss and research issues in multicultural education, especially within the context of Texas. This inaugural issue emphasizes the significance of informed dialogue and research amid recent legislative actions like Texas House Bill 3979 and Senate Bill 17, which challenge inclusive educational practices. Highlighting the transformative role of multicultural education, this journal showcases contributions from emerging scholars who offer fresh perspectives on equity and inclusion. The issue also features presentations from the 2024 Texas NAME conference, underscoring cutting-edge research that shapes the field. By amplifying diverse voices and fostering critical thinking, the journal aims to advance equitable educational opportunities and promote a deeper understanding of multicultural education's impact.

Y’all Means All: Defining “Multicultural Education” in an Age of DEI Backlash

Y’all Means All: Defining “Multicultural Education” in an Age of DEI Backlash

Learning for children in an educational enrichment: a perspective derived from Taiwan's Early Childhood Education & Care Curriculum Framework

Anchored in the educational philosophy of “benevolence,” the Taiwan's Early Childhood Education & Care Curriculum Framework establishes nine learning goals and emphasizes the cultivation of six core competencies in young children. Recognizing that young children have potential for development, imagination, and creativity, the framework encourages young learners to engage with their surroundings, exhibit curiosity, and explore through play. The curriculum framework highlights the multifaceted roles of teachers, including their roles in shaping class culture and learning environments, partnering in the lives and learning journeys of children, guiding in their educational development, and collaborating with families. This curriculum framework emphasizes a child-centered approach to course development, integrating diverse activities that are reflective of and relevant to children's life experiences. It prioritizes maintaining the physical and mental health and safety of young children and introduces them to the meaning of life and the phenomenon of multiculturalism. The type of this study is a conceptual analysis, and it is a study from a reflective model on the implementation of the curriculum in Taiwan. Through this curriculum framework, children are encouraged to appreciate life's beauty and interact with others effectively and empathetically. Therefore, the curriculum framework emphasizes life education, multicultural education, aesthetic education, and moral education as essential components in the holistic development of young children. The curriculum framework is an educational enrichment for children's learning. This study explores the concept of early childhood learning as conceptualized by Taiwan's Early Childhood Education & Care Curriculum Framework. It is hoped that such an exploration can broaden young children's learning horizons, and enhance the quality of early childhood education.

Keep Your Joy!: Teaching Critical Pedagogies in Spaces of Intolerance and Resistance

Black female educators continue to face racism and discrimination in educational settings (Davis & Brown, 2017). Compounding these realities, Black female educators of multicultural and/or critical pedagogies can face resistance from their majority-white student populations in a number of ways. This autoethnographic study reflects on my experiences as a Black female instructor of a multicultural education course at a predominantly white institution (PWI). I reflect on and analyze the student opposition I experienced teaching an undergraduate course on critical pedagogies to pre-service teachers and provide much-needed respite and encouragement for other Black female teacher educators on how to maintain their joy when facing such resistance. Grounded in Black feminist thought (Collins, 2000), this article has implications for teacher education programs, higher education, and teachers of multicultural education.

Implementation of multicultural education values in the learning process in grade V elementary school

Indonesia is a country that has a wide range of diversity in language, religion, culture, ethnicity, and customs. Diversity can trigger differences that have a negative impact, if not balanced with tolerance. Tolerance must be introduced early so that students have character values that can provide for the future. This research aims to analyze the role of teachers in applying the value of multicultural education in the learning process and the importance of instilling the value of multicultural education in students. The research method used is the descriptive qualitative method. The data collection techniques used were observation, interview, and documentation until triangulation. The data analysis technique used refers to the Miles & Huberman theory, namely with the stages of data collection, data reduction, data presentation, and conclusions/verification. The results of this study show that the implementation of multicultural education values can be done through habituation activities of character values in students that are arranged in the teacher's strategy.

Exploring the Impact of Multicultural Education on Nanchang University of Technology Students in China: Student Well-Being Effect, Improvement and Challenges

Exploring the Impact of Multicultural Education on Nanchang University of Technology Students in China: Student Well-Being Effect, Improvement and Challenges

Exploring teachers’ agency in inclusive education: Secondary education teachers navigating their projects in responding to the diversity in students’ sociocultural backgrounds

This study examined educational projects that Dutch secondary teachers consider to be inclusive and their agency in implementing them. Using Banks' (1993) Multicultural Education (ME) model, we analyzed inclusive projects that twelve expert teachers mentioned having developed and used Personal Project Analysis (Little, 1983) to capture teachers' accompanied agency. Inclusive projects were considered meaningful, but poorly manageable and connected with daily teaching practice. A high degree of agency hinged on the ability to connect with existing curriculum and a management that supports teachers' inclusive initiatives. This paper refines ME's dimensions and uncovers misconceptions hindering teachers' agency in inclusive practices.

Change is Possible: A Case Study of Multicultural Education in Slovenia

This study investigated the attitudes of Slovene elementary school students towards multiculturalism and the effect of educational workshops on these attitudes. This research fills a gap in the existing literature as there is a lack of studies on the impact of multicultural workshops in Slovenia. This study employed a case study approach that focused on a specific elementary school. The literature review discusses the concept of multiculturalism, approaches to multicultural education, and attitudes of teachers and the general population towards multiculturalism. These findings suggest that children's attitudes towards multiculturalism can change over time if they are exposed to multicultural workshops and learn about multiculturalism. This study also highlights the lack of knowledge and experience among Slovene teachers regarding multicultural education. The results contribute to the understanding of multicultural education in the Slovenian context and provide insights into the effectiveness of educational workshops in shaping students' attitudes towards multiculturalism. This study has implications for educators and policymakers in designing and implementing multicultural education programmes in elementary schools.

Enhancing cultural inclusivity in primary schools: insights from Springer multicultural education data

Enhancing cultural inclusivity in primary schools: insights from Springer multicultural education data

Direction and Tasks of Unification Education Through Democratic Citizenship Education, Multicultural Education and Peace Education

Direction and Tasks of Unification Education Through Democratic Citizenship Education, Multicultural Education and Peace Education