Multicultural Nature Research Articles

Opportunities promoting social inclusion in elementary school learning context: study of Merdeka Curriculum the Indonesian policies on GEDSI (Gender, Disability, and Social Inclusion) framework

Social inclusion is an effort to improve the dignity of disadvantaged individuals so that they can engage in social life. This research explains how the Merdeka Curriculum can direct students as social beings who have character and can accept various roles in the surrounding community. In essence, social inclusion is beginning to take shape and play a crucial role in education. The purpose of this research is to examine the potential of the Merdeka Curriculum policy in promoting social inclusion in the elementary school learning context. Bibliometric analysis is employed to examine publication trends using the Google Scholar database from 2013 to 2023. A total of 760 articles gathered from Publish or Perish are then subjected to data visualization analysis using a VOS viewer to obtain network, overlay, and density visualization. The research findings indicate that studies related to the Merdeka Curriculum significantly increased in 2023 in line with its implementation, but studies addressing social inclusion were relatively scarce. Based on network visualization, 59 terms are grouped into 9 clusters. The term 'Multiculturalism' exhibited a relatively high link strength in connection with terms such as 'new curriculum,' 'modern,' and 'national curriculum' in the current context of the Merdeka Curriculum policy. Other terms found include 'diversity,' 'social inclusion,' and 'social cohesion.' The co-authorship analysis identified 1543 contributing authors. Given Indonesia's multicultural nature, characterized by diversity in various dimensions, Researchers focus the findings of this research as a guide for educators to consistently provide inclusive, comprehensive, and interesting teaching approaches to all students.

Comparative Study of Intercultural Awareness Between Indonesia and Ghana in ELT

The globalization of education and increasingly multicultural nature of the classroom, English teachers must develop intercultural awareness and competence. However, comparative studies that specifically focus on the experiences of foreign English teachers are limited. Thus, the research aims to investigate and compare the similarities and differences of the intercultural awareness and practices of Indonesian and Ghanaian English teachers in the context of English language teaching. As well as the strategies of teaching materials and techniques they employ to promote intercultural understanding among their students. This research used qualitative methods within the framework of a comparative study design and data were collected through semi-structured interviews. The participants were 2 EFL teachers from Ghana and Indonesia. The researcher analyzed it to identify patterns by organizing, coding and summarizing the data into themes. The study's findings indicated the critical importance of integrating intercultural awareness in English teaching, emphasizing the recognition and value of cultural diversity. This motivates teachers to foster an inclusive, tolerant environment using culturally appropriate teaching materials and techniques, ensuring all students feel valued. The Ghanaian teacher in international schools promotes global cultural acceptance or called as intercultural awareness, blending diverse cultures into lessons, while the Indonesian teacher prioritizes local culture or basic cultural awareness in English teaching. However, this research has limitations on the application of integration, teaching materials and techniques in intercultural awareness in English language teaching. So that future research can explore these aspects more broadly and varied.

The Pengayaan Literatur dan Implementasi Nilai Pancasila pada Anak Usia Dini di SDN Suci 5 Jember

Introducing Pancasila from an early age is crucial to fostering a sense of love for the homeland, starting with education at the primary school level. This socialization activity was conducted by university students at SDN Suci 5, located in Desa Suci, Kecamatan Panti, Kabupaten Jember, due to many students lacking an understanding of the importance of learning Pancasila. The goal of this socialization is to help students internalize and apply the values of Pancasila in their daily lives, considering that Pancasila is the foundation of Indonesia, a multicultural nation characterized by diverse ethnicities, races, religions, and cultures. This diversity is reflected in Pancasila's motto, "Bhineka Tunggal Ika," which means "Unity in Diversity." As the nation's foundation, Pancasila should guide the behavior of every citizen. Instilling Pancasila values from an early age is expected to strengthen Indonesia's resilience in facing various challenges. Therefore, implementing Pancasila in daily life is essential to showcase a dignified and culturally rich national identity

Culture, Paralanguage, and Learning Spanish as a Foreign Language During Pandemic

In general terms, globalization has greatly contributed to a wider diffusion of languages, religions, and traditions, as well as a better understanding of the multicultural nature of countries around the world. It also highlights the importance of cultural diversity in the integration processes within contemporary societies. Motivated by this reflection and to analyze the importance of nonverbal communication in communicative interaction and the inclusion of functional tasks in the learning of Spanish as a foreign language during the pandemic, this research has adopted a qualitative approach framed under the ethnographic method. This study utilized in-depth interviews and participant observation as techniques to collect information from online classes and workshops. Through the present analysis, the significance of paralanguage in communicative interaction and, consequently, in the learning processes was affirmed. Specifically, it was found that the communicative interferences reported by students when interacting with both the teacher and their classmates are largely explained by deficiencies in the use of paralanguage. These deficiencies contribute to the appearance of communicative interferences, which constitute causal factors of erroneous interpretations and incorrect messages when certain speakers interact with others. Among the preventive measures to address this scenario are the following aspects: improving the explanations provided by teachers and implementing processes of experimentation and practical application of what has been learned in real situations.

Starting conversations about mental health and wellbeing in Australian culturally and linguistically diverse communities.

Australia is a multicultural nation with nearly 30% of the population born overseas. Migrants' mental health can be impacted by discrimination, racism and experiences relating to asylum and immigration. These can be compounded by low help-seeking caused by stigmatized beliefs and poor mental health literacy. My Mind, My Voice (MMMV) is a co-designed program aiming to promote awareness of mental health and wellbeing for people with a culturally and linguistically diverse (CALD) background. This research project explored the perceived impacts and value of MMMV and processes leading to those impacts. A mixture of internal quantitative and qualitative evaluation surveys (n = 32) and researcher-conducted semi-structured interviews (n = 9) were conducted with CALD organization and community members who attended training workshops, presented MMMV events or attended an event. Data were analysed using a reflexive thematic analysis approach. Five themes were developed: culturally relevant and respectful, cross-cultural connections, the importance of language, increasing confidence and literacy and the potential to change attitudes. Being involved with a co-produced program that was culturally relevant and respectful was a positive experience that enhanced people's confidence and literacy. Feeling respected, valued and validated helped participants feel empowered to develop and deliver mental health and wellbeing education in their community. Open, honest conversations are an important way to break down stigma and start conversations about mental health and wellbeing in CALD communities. Evaluation outcomes demonstrate the success of MMMV's collaborative approach, which can inform the development and evaluation of CALD mental health promotion interventions.

The Intimate Other: Screening North Korean Defectors in Multicultural South Korea

ABSTRACT This article considers two South Korean films, Wedding Campaign (Hwang, 2005) and Secret Reunion (Jang, 2010), to better understand the evolution of cinematic representations of North Koreans within the context of the multicultural South’s approaches to North Korean arrivals. I focus on how the two films construct North Korean defectors in relation to other ethnic groups. After considering governmental approaches to North Korean defectors and other foreign migrants, I examine how the films are distinguished from both Cold War tropes that present North Koreans as the dangerous Other and the narratives of the Sunshine era that embrace North Koreans based on shared ethnicity. I argue that these films’ depiction of North Koreans in relation to multiculturalism manifests neoliberal nationalism within a highly transnational, multiethnic South Korea, as well as the paradoxical nature of South Korean multiculturalism, which emphasises assimilation rather than cultural difference. Ultimately, these films demonstrate changing narratives of South Korea as a multicultural and globalising nation with an increasing emphasis on the latter.

Presence of ‘ARABIC’ in Kuala Lumpur’s multilingual linguistic landscape: heritage, religion, identity, business and mobility

ABSTRACT Due to its strategic location and previous colonial history and as a result of globalisation, Malaysia has been a diverse multilingual and multicultural nation, where such languages as Malay, English, Chinese and Tamil are spoken. While LL has been widely explored in a European and North American context, LL is relatively less investigated in the Global South, that is, developing countries in Asia, Africa and South America, etc. To bridge this gap, this empirical study explores the superdiverse Kuala Lumpur’s ARABIC-scape or the capital city’s linguistic landscape pertaining to ‘ARABIC’, drawing on a corpus of authentic photographed texts (n = 246) extracted from a range of real-life settings. Despite Malaysia’s long-standing religious, linguistic, and cultural contacts with the Islamic world, ARABIC (understood in a scriptal and broad civilisational sense that includes not only various forms of Arabic but also other languages using the Arabic script) has remained significantly under-explored from a sociolinguistic and linguistic landscape perspective. This article starts with an introduction to the country’s ethnolinguistic profile and languages evidenced in Kuala Lumpur’s LL in general, before focusing more specifically on ‘ARABIC’ in this multilingual city. This study shows that ‘ARABIC’ (still) manifests itself saliently in various forms, settings, contexts and calligraphic styles for various religious, symbolic, cultural, signposting, marketing and communication reasons, despite a lack of native speakers and official status for Arabic and the trend to replace the Arabic-based Jawi script with the Latin script for writing Malay in Malaysia.

Knowing rape: Turning ethnoracialized victims into moral citizens in post‐apartheid South Africa

AbstractIn South Africa, a disparate coalition of law enforcement, human rights workers, health officials, and activists claim that women don't know they have been raped. Claims of misrecognition typically follow from the observation that most women who experience gendered violence in South Africa do not report to the police and are especially leveled at Black women living in rural areas under the judicial authority of customary leaders. This article examines this assertion about not knowing gendered violence and the interventions it inspired. Dwelling on the story of one survivor's search for justice in Thohoyandou, South Africa, I argue that in the years following the transition from apartheid to democracy, a consensus coalesced around Black Indigenous women, who were seen as key political agents in post‐colonial nation‐building. During this time, knowing rape was touted as a gendered civic duty, one that enacted moral citizenship for the sake of a more orderly, democratic and vigorous multicultural nation. In spite of the consensus around knowing rape, “rape,” I suggest, remains an ambivalent sign for both those who encourage its recognition and for survivors. Amidst these disjunctures, survivors’ demands for justice often go denied.

Development of Multiculturalism Values in Religious Education and Its Implications for Multicultural and Democratic Student Ethics

Objective: The purpose of this study is to describe and analyze multicultural content; multicultural content implementation strategy; multicultural content cultivating strategies; and the implications of multicultural content in PAI on the multicultural nature of students at SMAN 4 Magelang. Method: This research uses a qualitative descriptive method with a case study approach. The data collection procedure is carried out in a natural setting, with the primary data source of PAI teachers. The data collection technique is more with passive participation observation, in-depth interviews with school principals, PAI teachers and learning documentation studies in schools. Data analysis was carried out following the Miles and Huberman model, which included three activities, namely data reduction, data presentation, and data verification. Result: The results showed that the content of multicultural values in the PAI book at SMAN 4 Magelang was explicitly and implicitly stated. Multicultural values extracted from PAI materials include Religious Moderation, Equality, Democracy, Justice, and Tolerance (MB-KDKT). The school added the value of courtesy and integrity (SI) which was extracted from local wisdom. So that all values when acronymized become MB-KDKT-SI. Conclusion: The approach used for the implementation of multicultural content in PAI by adapting James A. Banks' theory of multicultural dimensions and the application of hidden curricula. The practice is packaged in the form of developing a learning culture that integrates intracurricular, co-curricular, and extracurricular learning activities in conceptual, operational and internalization levels or dimensions. The cultivation of multicultural values refers to Thomas Lickona's moral domain theory which is packaged in the form of homestays in people's homes for a certain period, joint camps between religious believers and modelling by teachers and school leaders. The implications of multicultural content in PAI are reflected in the form of multicultural content of learners. His findings, theoretically, are in the form of a formal formulation of Multicultural Adab. Practically (its manifestation) is in the form of moderate attitudes and behaviours in religion, as well as equality, democracy, justice, tolerance, courtesy and integrity in the learning process and social interaction.

NASIONALISME MULTIKULTURAL DALAM PENDIDIKAN MUSIK

Multicultural nationalism is a paradigm or perspective that may affect the aspects of cognitive, affective, and conative behaviour to build and shape students’ characters through the framework of music education. Along with raising aesthetic awareness, the aim of multicultural nationalism in music education is also leading the Indonesian students to be more tolerant and respectful of other cultures in cultural diversity. The Indonesian nation, comprising various cultures, should be able to learn the thoughts on cultural diversity and construct scientific concepts fruitful for the creation of a national education system, particularly the scheme of music education in Indonesia. Conceptual study on this issue concludes that multicultural nationalism in music education is an integrated perspective of cultural diversity to achieve altogether goals in music education.

Confronting or incorporating middle-class nation-building? Right-wing responses in the pan-Canadian context

ABSTRACT Canada is often praised for successfully integrating ethnically diverse immigrants into its multicultural nation, so successful indeed that the country has been considered an exception to the twenty-first-century right-wing populist wave. The recent ascent of political mobilization associated with right-wing populist repertoires across Canada, however, has exposed the need to revisit the exceptionalism thesis. With this goal in mind, our article examines the contemporary right-wing responses to the Liberal Party of Canada’s (LPC) post-2015 discourses and policies on immigration and multiculturalism. Building on existing scholarship, we first characterize the LPC’s approach as a nation-building project with strong middle-class partialities that emphasize high skills and human capital. We then explore how right-wing parties oppose or embrace this ‘middle-class nation-building’. Qualitatively analyzing the platforms of center-right parties and those further to the right at the federal and provincial levels (Alberta and Québec), we observe three prevalent response types: those that follow a cultural logic to prioritize identity and values, an economic logic to underline merit and contribution, or a combination of the two. Besides modulating the Canadian exceptionalism thesis, our findings complicate the assumed dichotomy between market-based and cultural forms of nationalism, as political actors can merge them in various permutations.

Precarious Multiculturalism: The Racialized Experience of Asian In/Exclusion in Australia

Within Australia’s reputation as a successful multicultural nation, we explore what it means to be Asian in Australia. We trace how this racialized group has been socially excluded under the White Australia Policy that existed for much of the 20th Century, included in the Asian Century adopted as government policy in 2012, re-excluded during the COVID-19 pandemic, and tentatively re-included in its aftermath. We examine the cursory and contingent nature of racial inclusion in Australia in light of the contention that surrounds the concept and practice of multiculturalism as a political program. The racialized experience of Asians in Australia demonstrates the pernicious nature of white supremacy, even while this settler-nation seeks to consolidate a glowing image of diversity to redeem its racist past. We conclude by proposing that Australia go beyond multiculturalism to adopt systemic inclusion as a basis for a more equitable and sustainable future.

Development of Multiculturalism Values in Religious Education And its Implications for Multicultural and Democratic Student Ethics

Objective: The purpose of this study is to describe and analyze multicultural content; multicultural content implementation strategy; multicultural content cultivating strategies; and the implications of multicultural content in PAI on the multicultural nature of students at SMAN 4 Magelang. Method: This research uses a qualitative descriptive method with a case study approach. The data collection procedure is carried out in a natural setting, with the primary data source of PAI teachers. The data collection technique is more with passive participation observation, in-depth interviews with school principals, PAI teachers and learning documentation studies in schools. Data analysis was carried out following the Miles and Huberman model, which included three activities, namely data reduction, data presentation, and data verification. Result: The results showed that the content of multicultural values in the PAI book at SMAN 4 Magelang was explicitly and implicitly stated. Multicultural values extracted from PAI materials include Religious Moderation, Equality, Democracy, Justice, and Tolerance (MB-KDKT). The school added the value of courtesy and integrity (SI) which was extracted from local wisdom. So that all values when acronymized become MB-KDKT-SI. Conclusion: The approach used for the implementation of multicultural content in PAI by adapting James A. Banks' theory of multicultural dimensions and the application of hidden curricula. The practice is packaged in the form of developing a learning culture that integrates intracurricular, co-curricular, and extracurricular learning activities in conceptual, operational and internalization levels or dimensions. The cultivation of multicultural values refers to Thomas Lickona's moral domain theory which is packaged in the form of homestays in people's homes for a certain period, joint camps between religious believers and modelling by teachers and school leaders. The implications of multicultural content in PAI are reflected in the form of multicultural content of learners. His findings, theoretically, are in the form of a formal formulation of Multicultural Adab. Practically (its manifestation) is in the form of moderate attitudes and behaviours in religion, as well as equality, democracy, justice, tolerance, courtesy and integrity in the learning process and social interaction.

Dance teaching in HE: further thoughts on the possibilities of artistic citizenship for decolonial practice

ABSTRACT Building on my argument in a recently published book chapter, ‘Toward Decoloniality and Artistic Citizenship’ (2023), this article discusses how the concept of artistic citizenship could create a conceptual space for decolonial thinking for dance teaching within the Higher Education (HE) curriculum. This interrogation is informed by my role as a lecturer who teaches dance practice based on African dance styles and principles in UK HE. I argue that making artistic citizenship an explicit part of the critical framework for dance pedagogy creates a common vantage point for students of all cultural backgrounds and better conditions for their development as culturally literate artists who will work in globalised contexts. The concept of citizenship in relation to artistic practice can be used to generate a theoretical context for existing hybrid dance training in HE, which in Britain has evolved to reflect the multicultural nature of society. This theoretical context will support the research and practice of Black students and those of global majority heritage who require conceptual maps delineating how dance practices that draw on their cultural heritage have existed as part of professional practices, as well as enhancing the cultural literacy and political awareness of the whole student body.

Identity, Political Culture, and Democracy Naivety in Indonesia

Since the transition of Indonesia from the authoritarian New Order era to the more democratic Reformation Order in 1998, significant changes have occurred in leadership recruitment at the national and regional levels. There have also been substantial transition in the pattern of voter mobilization, specifically the increasing prevalence of identity politics. This study showed that each region had a different approach to incorporating identity in electoral politics. Even with the Indonesian multicultural nature and a diversity of identities, every region has unique political cultures, and acknowledges the significance of identity-related issues for achieving electoral success. Also, there was a tendency for inconsistent and double-standard positioning of identities, which biased the stance on identity and lacked neutrality. Moreover, Indonesian democracy was still perceived as naive, with identities remaining a primary electoral tool.

Intercultural competence of teachers: Training and development in the modern educational context

In the contemporary educational landscape, the concept of intercultural competence among teachers has garnered significant attention due to the increasingly multicultural nature of societies worldwide. This abstract explores the training and development of intercultural competence among teachers within the modern educational context. It examines the theoretical foundations of intercultural competence, emphasizing its relevance in fostering effective communication and understanding across diverse cultural backgrounds. The abstract reviews current practices and strategies employed in the training of teachers to enhance their intercultural competence, including experiential learning, cultural immersion programs, and pedagogical approaches that promote cultural sensitivity. Furthermore, it discusses the challenges and opportunities faced in integrating intercultural competence into teacher education curricula. The abstract concludes by highlighting the importance of continuous professional development and institutional support in equipping teachers with the necessary skills to navigate and thrive in multicultural educational environments.

Essence of religion, culture and indigenous language in a unified sexuality education system

Sexuality education is fundamental in higher and tertiary education institutions (HTEIs). Evidence suggests that its effective education is through translations into the first language of learners. However, in global and multilingual cultural communities such as HTEIs, the foundations for these translations are still a researchable area. Notably, in HTEIs adolescents, young adults and adults co-exist and therefore, any translations must be toned to balance across these groups. The aim of this study was to establish strategies that could enable sexuality educators to effectively transfer information that is steeped in indigenous language, religious and cultural meaning without precipitating stigma and taboo issues. The study setting was the National University of Science and Technology where a cross section of indigenous cultures, languages and religions co-existed with other global cultures. A University Community-based Participatory Research (CBPR) methodology was administered by the researchers using a Delphi research approach to students and staff. Multilingual, multilayered, multireligious, and multicultural nature of the setting presented serious challenges that compromised the prevention of stigma and taboo issues when dealing with sexuality education. We recommend that the strategy to present sexuality education in indigenous languages to the generality of HTEIs population should, in the first instance, involve systematic identification of appropriate interventions that are religious, cultural, and language-specific.Contribution: This research reveals paramount ethical and religious violations that have a potential to precipitate opportunistic sexual relationships that may lead to impediments in capacity building for learners. This research can be utilised by academics on the field of Practical Theology, specifically youth ministry and pastoral care.

‘Unspeaking the empire’: disentangling the colonial legacy of English education in Australia

ABSTRACT In post-invasion Australia, English has been a key instrument of colonisation. English education was tasked with producing subjects both loyal to the Australian nation and the British Empire with little recognition given to people from other languages and cultures, least of all First Peoples. Despite Australia now being considered a successful multicultural nation, it remains haunted by the ‘white possessive’ of the Frontier. In this essay we interrogate the tensions between language education policy, curriculum, and practice arising from Australia’s incapacity to come to terms with its colonial wounds: an incapacity starkly revealed by the failure of the 2023 ‘Voice’ to parliament referendum.

NILAI KARATER FILM NUSSA DAN RARA DALAM PERSEPSI GURU SD NEGERI KECAMATAN BLADO KABUPATEN BATANG

The context of this research is to develop the basic potential to have a good heart, think well and behave well to build a multicultural nation. The process of instilling character education in students is not only through formal or non-formal schools, but the instilling of character education can be carried out using different educational media such as mass media, print and electronic media which includes audio, visual and audiovisual media. This research aims to determine the character values ​​in the animated film Nussa and Rara, and through this video it is hoped that it can educate students' characters so that they match the national character. The research was carried out in 28 elementary schools in Blado District, Batang Regency with 28 class III teachers. This research was conducted via WhatsApp chat by sending a video of the Nussa and Rara film episode "Good Is Easy" and a questionnaire to the class III teacher. From the research results obtained in the Nussa and Rara film episode "Good Is Easy" there were five values ​​of character education, namely religious, respect for achievement, curiosity, environmental care, social care. And 28 teachers from 28 Elementary Schools in Blado District, Batang Regency agreed regarding the value of character education contained in the Nussa and Rara films, because the film contains many character education values ​​that students can imitate and emulate.

Культурно-исторический контекст понимания здоровья: анализ мнений и традиций народов мира

This article analyzes the opinions and traditions of the peoples of the world in the context of understanding health. Theauthors investigate cultural and historical factors influencing the idea of health and methods of health improvement, including tra-ditional medicine, cultural practices and beliefs. The article describes different approaches to understanding health, including Western medicine, traditional Chinese medicine, Ayurveda, and other traditions, and examines factors influencing acceptable health treatment and care practices in different cultures. The findings may help health professionals better understand the multicultural nature of under-standing health and develop more effective strategies for treating and preventing disease.