Multicultural Issues Research Articles

Arts Therapy in the Education System at a Time of a National Disaster

Roughly 4,000 arts therapists are employed by the Israeli education system, which enabled a rapid response in the school setting when Israel awoke on October 7, 2023 to the Hamas attacks and the national disaster that ensued. This participatory research presents the perspectives of 14 female arts therapist coordinators of therapeutic service teams working in educational settings with special needs children. In semi-structured interviews, the coordinators discussed their initial feelings, how they organized interventions over time since October 7, the challenges they faced, multicultural issues and recommendations for the future. The interviews were analyzed according to the principles of thematic analysis. Despite the collective trauma and the challenges, the findings show that the arts therapists found creative ways in the education system to provide a therapeutic response both online and through different modes of intervention. These interventions contributed to supporting the clients’ broader circles of classmates, school staff and parents.

Cultural and multicultural topics in Neuropsychology Journal titles from 2010-2020

Objective The values of a field are reflected in the science it publishes. The goal of this study was to present a historical analysis of the extent to which the field of clinical neuropsychology publishes journals with titles that address culture in the context of brain function and behavior between 2010 and 2020. Methods Titles from articles published in 13 neuropsychology journals from 2010–2020 were collected and coded with regard to culture and multicultural content. The aims of the study were to (1) determine how often cultural or multicultural topics were represented in journal titles, (2) determine if cultural or multicultural content in neuropsychology journal publication titles increased over time, and (3) to explore other neuropsychological content that was most and least likely to appear in publications pertaining to culture or multicultural issues. Results Results indicated that titles for publications in clinical neuropsychology journals with content relevant to cultural or multicultural neuropsychology represented 1.1% to 13.4% of titles across the 13 journals. The number of cultural/multicultural titles increased over time. The number of cultural/multicultural titles per journal was not significantly correlated with the journal impact factor. Normative data were addressed significantly more often in cultural/multicultural titles versus non-cultural/multicultural titles, whereas psychiatric issues were addressed significantly less often. Conclusions There are many actions that clinical neuropsychologists can take to increase the field’s attention to the effects of culture on brain function and behavior. It is vital to update our data from 2021 to the present, given the substantial increase in awareness of social justice issues that occurred since 2020.

Penguatan Literasi Moderasi Beragama Bagi Guru Agama Sekolah Dasar Di Kelurahan Perkamil Kecamatan Paal Dua Kota Manado (Pendekatan Participatory Action Research)

Religious teachers have a key role in instilling religious moderation in the younger generation. Through their experiential approach and capacity to teach moderation values, Religious Teachers are expected to be role models of ethics and morality. They also need to open up correct and valid information, making them a source of information that can form a moderate, tolerant and harmonious society. The community service program was conducted in Perkamil Village, Manado, with a focus on Elementary School Religious Teachers. Using a Participatory Action Research (PAR) approach, the program includes mapping of religious issues, teacher training, and development of religious moderation literacy. The mapping results identified incomprehension, inequality, lack of interfaith dialog, identity politics, lack of multicultural education, and irresponsible media as the main problems. Strengthening religious moderation literacy is done through curriculum alignment, teacher training, collaborative learning activities, and mastering multicultural issues. These steps are expected to create functional and sustainable institutions and communities, and accelerate the implementation of religious moderation in elementary schools. Through these efforts, the community is expected to overcome potential religious conflicts and build an inclusive environment. Keywords: Religious Moderation, Religious Teachers, Participatory Action Research, Perkamil

'They don’t really know what they’re getting into': the impact of neoliberal and colonial policies within Israeli institutions of higher education on Palestinian Jerusalemite students

ABSTRACT This study presents the case of Palestinian students from East Jerusalem studying at the education department at a major Israeli University. We conducted a qualitative study using semi-structured interviews with nineteen Palestinian students. The study found that the government’s neoliberal and colonial policies in East Jerusalem influence the students’ motivation, available options and the ability to compete within Israeli institutions of higher education. Furthermore, once the students manage to penetrate Israeli institutions of higher education, they are disillusioned with the experiences they are offered, they do not manage to study the fields that they desire and they are not offered sufficient support within the institution. We contend that this failure on the institutional level to address issues of multiculturalism and Indigenous populations’ unique needs makes the university complicit in maintaining a cultural and epistemic hierarchy.

Academic Staff Commitment towards Implementing Curriculum from Multicultural Perspectives in Eastern Ethiopia Higher Education

This study aimed to investigate academic staff commitment to implementing curriculum from multicultural perspectives in Eastern Ethiopian higher education. This problem is instigated by the long-term ignored area or multicultural issues in teaching and learning process in higher education in Ethiopia which, in turn, has become a basis of the increase of plentiful difficulties. To achieve the intended objective, a descriptive design was employed. The data were collected through a self-administered questionnaire and analyzed using descriptive and inferential statistics. The study revealed that the commitment of academic staff was low and there was no gender difference in implementing curriculum. Based on the findings, it is concluded that if academic staff had been committed and used culturally responsive pedagogy, the implementation of a multicultural curriculum would have been ensured. Therefore, based on these findings implications were made for future research and suggested addressing and alleviating salient problems.

Multiculturalism in the curriculum: a comparative analysis of the Finnish, Irish and Hungarian national core curricula

PurposeOne key aspect of European curriculum reforms is to empower students with the skills needed to engage actively in the pluralistic and multicultural global society of the 21st century. This study aims to examine the extent of multicultural education within the national core curricula of three European countries: Hungary, Finland and Ireland, focusing on its role in fostering social acceptance through education.Design/methodology/approachA qualitative research applying discourse analysis was conducted to identify key multiculturalism concepts within the curricula. The analysis concentrated on understanding how multiculturalism is portrayed through various perspectives, emphasizing situational meanings and frameworks. Furthermore, a comparative analysis of the findings was carried out.FindingsThe research found that all three curricula contain the concept of multicultural education, although the extent of emphasis varies. The Hungarian National Core Curriculum (NCC) primarily emphasizes national values and sporadically addresses multicultural issues, often from a local perspective. In contrast, the Irish NCC is tolerance-oriented, stressing not only the understanding of different cultures but also the importance of accepting them. The Finnish NCC reflects a global perspective and emphasizes respect for different cultures and minority groups, with a pluralistic approach.Originality/valueThis study enhances our understanding of the discourse of multiculturalism within the curricula of three European countries, emphasizing both their similarities and differences. Additionally, it underscores the crucial role that curricula can play in effectively implementing multicultural education.

Multicultural-Based Public Policy: The Experience of Indonesia in Managing Diversity for National Resilience

The management of societal diversity through multicultural-based public policies is an interesting issue that is developing in the democratic system of the Indonesian nation today. This research aims to analyze multicultural-based public policy in three elements such as managing diversity, democratic politics, and national identity in strengthening Indonesia's national resilience. Through a study of the intertextuality of documents on multicultural issues, this research analyzes library data related to the policy concepts, regulations, and responses of society to the practice of multicultural policies in the public sector. The findings of this research describe several multicultural policies that are difficult to implement in the democratic political system of Indonesia. It often deals with identity politics based on religion. To strengthen national identity, the Indonesian government applies two essential philosophies in all aspects of national life, namely Pancasila and Bhineka Tunggal Ika. Both contain strong multicultural values as the historical heritage of the Indonesian society which are continuously maintained through the policy of establishing the Pancasila Ideology Development Agency (BPIP). Multicultural-based public policies have strengthened national identity, nationalism attitude, social integration of society that supports the resilience of the Indonesian nation for unity in its diversity to date

Student-centred curriculum integration in primary schools: nurturing democratic citizenship in Aotearoa New Zealand

AbstractThis article investigates how James A. Beane’s model of student-centred curriculum integration (CI) enhances students’ learning experiences in the classroom by meeting diverse learning needs and fostering democratic citizenship. It discusses the theory of Beane’s model of CI with respect to John Dewey’s underpinning philosophy of democratic education and explores the practice of Beane’s model via the narratives of two of the authors who implemented the model in primary schools in Aotearoa/ New Zealand (NZ). The findings show that implementing student-centred CI in contexts that are meaningful and relevant to students has the capacity to enhance the value and impact of students’ learning experiences. In the process, the democratic design of Beane’s model allows issues of social justice, inclusion and multiculturalism to be tackled by giving students agency and enabling them to ‘make a difference’ within their communities.

The importance of multiculturalism in the modern educational system

Relevance. Considering globalisation, migration processes, and interdependent cultural development, the discussion about the importance of multicultural education for children and youth is an essential and relevant academic issue to explore in our times. Purpose. The purpose of this study is to determine the degree of importance of educational multiculturalism for the educational system based on the main views on the above factor. Methodology. To accomplish the tasks set, the authors used the methods of general scientific research (analysis, synthesis, comparison, and generalisation), as well as the method of forecasting. Results. To fulfill this study's purpose, interviews with educational and political figures from various European countries were examined, selecting those that would specifically address multiculturalism and the educational process, as well as provide information on the issue of multiculturalism in education. The analysis identified common opinions on racial and intercultural differences and highlighted key obstacles to implementing a multicultural approach in European schools. As a result of the study, the authors proposed solutions, including advanced training for educators on interethnic relations and cultural diversity, and involving staff from different ethnic backgrounds in education. The study presented a survey sample (a questionnaire) as one of the ways to achieve a positive result from the educational strategy under study. Conclusions. This study has identified the main components that are important for culturally tolerant education (teaching). As a result, a conclusion was made about the objective advantages of involving multicultural approaches in the modern educational process. The practical significance of this study is in identifying ways to incorporate a culturally tolerant approach into the educational process, which can lead to overall improvement. Additionally, the authors' methods can be utilized by both novice teachers and experienced educators aiming to enhance their effectiveness. Keywords: globalization; migration; interethnic dialogue; ethnic diversity; educational process

A National Evaluation of Social Justice and Antiracism Within School Psychology Graduate Preparation Programs

As school psychologists, we have an ethical responsibility to engage in social justice and antiracist action. Specifically, graduate education programs have a significant role to play in preparing future school psychologists as social justice change agents. To facilitate effective change, graduate educators must confront potential biases in university training programs and themselves, act in culturally affirming ways, and commit to using psychological science to prepare future school psychologists to engage in advocacy and combat systemic racism within youth-serving systems. The purpose of this study, therefore, was to explore training efforts aimed at promoting social justice, antiracism, and multiculturalism consistent with best practices within school psychology training programs. Additionally, this study aimed to identify how programs and individual faculty members were responding to increasing calls for racial justice and social justice and the impact of the “dual pandemics” of COVID-19 and racism on their training efforts. Finally, the researchers sought to identify facilitators and barriers to training and pedagogy focused on social justice, antiracism, and multicultural issues in graduate psychology training programs. Impact Statement As graduate educators, we must examine the extent to which school psychology graduate preparation programs are using the multicultural, social justice and antiracist practices recommended in the literature. With proper training, school psychologists wield significant power in dismantling structural oppression and praxis in schools and strengthening the adoption and implementation of culturally relevant academic and social-emotional and behavioral supports. However, social justice awareness, knowledge, skills and dispositions need to be explicitly taught and cultivated as areas of competency. Graduate educators and accrediting bodies should focus on improving the quality of preservice training for school psychologists so they may successfully navigate the myriad challenges associated with systemic change and act as effective change agents in bringing about racial and social equity in schools. This study provides a snapshot of graduate training efforts in these areas to help in identifying current practices, needs, strengths and future directions for the field.

Dakwah Pada Masyarakat Multikultural

Abstract: This article discusses the role of Islam as a missionary religion in encouraging active participation of its followers in missionary activities in Indonesia, a country rich in linguistic, ethnic, racial, and religious diversity. The close correlation between the progress or regression of the Islamic community and missionary activities creates the reality of a multicultural society in Indonesia. With a large and dispersed population across numerous islands, differences in religion, ethnicity, race, and language can have both positive and negative impacts, including the potential for conflict. The article focuses on a multicultural-based approach in the context of missionary activities, identifying the role of multiculturalism in society and highlighting appropriate missionary strategies. The two main questions addressed in this article are, first, what is the meaning of multiculturalism in society? And second, what are the suitable missionary strategies in the context of a multicultural society? Through this discussion, the article provides a profound understanding of the complex dynamics among missionary activities, Islam, and multicultural society in Indonesia. It demonstrates that successful missionary strategies have been implemented in multicultural communities and also offers valuable insights for readers interested in religious and multicultural issues.

Supervision practices in school counsellor education: A comparison across two countries

Supervision is an essential part of school counsellor education training, particularly during internship and practicum experiences, as it plays a crucial role in assisting counsellor trainees in adapting to their new roles and identities. While essential to the profession, supervision literature lacks comparison studies across countries, leaving a significant gap in our understanding of whether, and to what extent, supervision is being effectively practised cross-nationally. In the current study, authors utilized a multisite analytic approach as a form of case study method to investigate similarities and differences in counsellor educators’ school counselling supervision practices in the US and Türkiye. The study sample included a total of four counsellor education programmes, consisting of two programmes from each country. The results indicated that while counsellor educators in the US pay more attention to crisis management, suicide assessment, feedback acceptance, multicultural issues, school counsellor self-care, and mindfulness, their counterparts in Türkiye focus on creating counselling goals, counselling micro-skills, theories, and techniques. The results also provided further support for an independent counsellor education accreditation body that could oversee the supervision practices across counsellor education programmes in Türkiye for a united counsellor training, supervision, and professional counsellor identity.

Multicultural libraries: A study on the information behaviour of the Terena people, Brazil

This article reports on research on the information behaviour of the Terena people from a Brazilian indigenous community. The aim of this study is to present and analyse the data collected on the information behaviour of the Terena people, which will serve as a basis to propose a model for creating a multicultural library linked to a sociocultural perspective as part of a PhD research study. A qualitative and explanatory study was conducted within the ethnographic structure for data collection. Field appointments and interviews were conducted with 18 research participants from the indigenous peoples of the Bananal community between 2021 and 2022. The data analysis shows that their information behaviour was influenced by cultural factors, and it is therefore essential to address multicultural issues within this context. It is important to ensure that the information addresses cultural diversities, promoting the social visibility of indigenous peoples and preventing their exclusion. Future research should improve multicultural access to information by developing inclusive strategies that consider indigenous perspectives and knowledge.

Review of We Belong to Big Church: Caribbean Soundings and Stories in Anglicania


 We Belong to Big Church: Caribbean Soundings and Stories in Anglicania provides a rare insight into the cross-cultural dynamics of Afro-Anglicanism in the Caribbean and in North America. The historic fictional religious narratives of the first section give a voice to the ecclesial and cultural adjustments of the Anglican Caribbean Diaspora in America. The second section is a compilation of the author’s sermons, addresses, and lectures that engage issues of multiculturalism, inclusion, and racism as a call to stimulate further conversations on a proposed way forward in the Ecclesia Anglica. As the Professor of Theology at Howard University School of Divinity, Kortright Davis’ book is a creative and educative gem that fills the void of Afro-Caribbean literature and is a good starting place for navigating the conversations on cultural diversity.

Pengaruh Pendidikan Multikultural terhadap Karakter Siswa dan Kecakapan Berwirausaha Peserta Didik

Education is an effort to equip students to have abilities that can benefit them in the life of society, nation and state. The diversity of cultures in Indonesia provides its own challenges in multicultural life, so concern and sensitivity to multicultural issues is needed. The purpose of this study was to determine the effect of multicultural education on student character and entrepreneurial skills. The technique in this study uses a survey-quantitative method to find the magnitude of the influence between variables. While the questionnaire is used as data collection. The influence between variables is proven by using the regression test. The results of this study indicate that there is a significant influence between multicultural education on student character and entrepreneurial skills.

Ethnocentrism in multicultural society: intrigues, challenges and way forward in the Nigerian society

This paper examines the challenges of ethnocentrism in a multicultural Nigerian society with the view to proffering solutions to the exacerbated issues orchestrated by the ethnocentric disposition. The paper adopted qualitative approach where seminar papers, articles, documents; interviews were all examined in relation to the issues of ethnocentrism and multiculturalism in Nigeria. The paper, therefore affirms that ethnocentrism poses a serious concern to national development and unity in Nigeria, hence, recommends the adoption of salad bowl model which promotes social relationship in the society. The study further recommends that prominent cultural traits of individual cultures in Nigeria should be adopted and adapted into the school curriculum in the school system.

The Nature of Contemporary Studies of Education: An Analysis of Articles Published in Leading Journals

ABSTRACT The article is based on a Keynote Lecture at the 2022 Colloquium of the Society for Educational Studies. It analyses the articles published in four leading journals in 2021 and compares these with the same journals 20 years earlier. Key findings include a considerable increase in authorship and multiple authorship and a very strong international dimension to authorship in current UK-based journals. Two-thirds of the papers were empirical, and by far the most common type of research design was qualitative interview studies, often of a very small-scale nature. Aspects of the teaching profession were the most common form of content, and there was also a focus on social class and multi-cultural issues.

A-66 Clinical Neuropsychology Journal Articles about Concussion from 2010-2020

Abstract Purpose Concussions are a major public health concern and are caused by falls, motor vehicle accidents, sports-related injuries, and assaults. Concussion research increased dramatically in recent decades, with 1,015 articles about concussion listed in PubMed in 2020, up from 30 in 2000. The focus of concussion research is evolving from assessment tools towards education, biomarkers, and intervention. Little is known about the topics of concussion research in clinical neuropsychology, but this knowledge might direct research efforts in the future. Data Selection We coded the content of titles of concussion articles published in 12 clinical neuropsychological journals from 2010-2020. This project is part of a study about the cultural and multicultural content of clinical neuropsychology articles. From this larger dataset, titles that included the terms concussion, sub-concussive, mild traumatic brain injury were collected (n=317). Data Synthesis Content in titles for concussions articles were, in order, sports (29.0%), children/adolescents (23.3%), emotion and personality issues (23.0%), post-concussive symptoms (12.9%), psychiatric symptoms (12.9%), military (15.8%), sex differences (2.5%), multiple concussions (2.5%), cultural or multicultural neuropsychology (2.2%), and older adults (1.3%). Conclusions Clinical neuropsychology research is proportionately over-focused on sports concussion to the exclusion of other causes of concussion. That said, sports concussion is easier to study than other causes of concussion and thus, this work has tremendous value for the field. Concussion research would best serve public health by focusing more on sex differences, multicultural issues, and other individual difference factors that alter risk for and recovery from concussion.

Integrating Multicultural Issues into Teaching and Learning: An English-Language Teacher's Experience with an International Baccalaureate Middle Years Program in Finland

Integrating Multicultural Issues into Teaching and Learning: An English-Language Teacher's Experience with an International Baccalaureate Middle Years Program in Finland

Multicultural Education in Private Universities Study at Nahdlatul Wathan University Mataram

This research is motivated by the existence of various kinds of ethnicities, religions, ethnicities, races and cultures in Indonesia. Diversity becomes a social force to build the strength of the nation. Conflicts that occur in several places in Indonesia as an illustration, how diversity can give birth to violence and defeat and unrest, especially in the world of education in universities. Therefore, multiculturalism education is important to be developed by UNW Mataram because UNW Mataram is a swatsa university located in the heart of the city of Mataram and was founded by national pahlwan, its presence as a private university to provide opportunities for all generations of nations of different races, tribes and religions to continue their education, UNW Mataram has the obligation to pay attention to multicultural matters in this university so that it is intertwined peace and success for the entire academic community. This study shows that the implementation of multicultural education at UNW Mataram runs well by adopting an inclusive learning approach, Enriching the curriculum with multicultural issues, Supporting and facilitating multicultural activities and organizations, Building partnerships or MOUs with government agencies, as well as private and universities within the region and abroad.