Multicultural Perspective Research Articles

A comprehensive approach to the multicultural environment and well-being from the People, Ethnicity and Culture approach in the Ecuadorian context

This study set out to analyze cultural ethnicity from a multicultural perspective, focusing on its role as a historical identity in the new Ecuadorian generations and its transcendence in their actions. We used a mixed methodology combining quantitative and qualitative techniques and expert opinion, in a descriptive research framework. To collect data, we used the survey technique and processed the results with IBM SPSS 25 software. This methodology was crucial to verify the basis of historical identity in the new Ecuadorian generations, standing out as a reference that incorporates the values of multiculturalism. In addition, it was identified that, as a cultural process, respect and autonomy in the expression of ethnic identity -considering its cultural, social and religious manifestations- represents a challenge for these generations. This finding emphasizes the importance of understanding and respecting the individual reality of each ethnic group in contemporary Ecuador

Exploring the interplay of environmental conservation within spirituality and multicultural perspective: insights from a cross-sectional study.

The need to protect and sustain environmental resources for future generation remains sacrosanct in global sustainability agenda. This study was aimed at exploring the interplay between environmental conservation and spirituality from a multicultural perspective. While studies on "spirituality" have monumentally gained global attention, a growing number of evidence underscore the critical role of spiritual resources available for ensuring environmental stewardship. In this present study, attempt was made to respond to some critical questions: Is there any significant association between spirituality and environmental responsibility? What is the impact of spiritual leadership on environmental conservation? What key messages do spiritual leaders need to prioritize to encourage environmental conservation? And what are some of the spirituality-related predictors of willingness to engage in global environmental conservation efforts among the respondents? To determine this nexus between spirituality and environmentalism, a cross-sectional study design was adopted. Primary data were collected by means of a validated and adapted instrument from various literature searches. Data collected from a sample of 1,438 respondents were entered on Excel spreadsheet and eventually exported on SPSS version 21 for further analysis. Every segment of the instrument used yielded a Cronbach's alpha reliability test result of no less than 0.70. Descriptive statistics and ordinal logistics regression analysis were employed. The findings revealed that majority of respondents expressed a high level of spirituality (p value < 0.05). Majority (70%) of the respondents believe that everyone has a duty of care toward nature. More than two-third (> 60.0%) would be more inclined to observing environmental conservative measures if their spiritual leaders would continue to give exemplary teachings on environmental conservation. While a few indicators of spirituality yielded direct correlation with the willingness to engage in global environmental conservation efforts, most of the selected indicators reflect willingness. Some of these (predictors) include how often respondents pray, meditate, and fast; caring about people, animals, and the planet; being just happy to be alive; etc. In conclusion, this study reasoned that spirituality could indeed serve as a foundation for environmental conservation campaigns and could reinforce pro-environmental behaviors.

CONSTRUCTION OF ISLAMIC CHARACTER EDUCATION MULTICULTURAL PERSPECTIVES AT TEBUIRENG ISLAMIC BOARDING SCHOOL JOMBANG

The issue of character education and morality for the Indonesian generation entering the era of society 5.0 has received serious attention from all circles, both from the government and the community. This is motivated by the fact that there are a number of cases concerning morality and national character which are increasingly showing a shift and need to be improved immediately. Pesantren Tebuireng is well aware of this phenomenon. This pesantren has implemented character education for a long time, and even since the first time this institution was founded. The view that has always been used as a guide for this pesantren is al-muhafadzatu 'ala al-Qadimi al- Salih wa al-Akhdu bi al-Jadidi al-Ashlah.`The purpose of this study is to uncover, describe, analyze, and then provide an interpretation of the research findings; 1) Exploration of the Value of Multicultural Perspective Character Education 2) Practice of Multicultural Perspective Character Education and 3) Construction Model of Multicultural Perspective Character Education. The theory used in the value exploration aspect uses the Grand Theory of multiculturalism offered by Abdullah Aly. Meanwhile, in the construction and practical aspects, Peter L. Berger and Thomas Luckman, Imam al-Ghazali, James A. Banks, and Thomas Likona's theories are used. This research method is categorized as qualitative research while the approach is a case study. Data collection techniques were carried out through, a) observation, b) in-depth interviews c) document analysis. The data source was selected through a snowball pattern (snowball sampling). While the data analysis technique refers to the interactive model of Miles, Huberman, and Saldana, namely through; (1) data condensation; (2) presentation of data, and (3) drawing conclusions. Confirmability is carried out through data collection, data reconstruction. Checking the validity of the data is done through extension of participation, persistence of observation, and triangulation. The results of this study indicate that: 1) the exploration of the character values of the multicultural perspective that grows and develops in this boarding school there are 22 values which are conceptually grouped into three parts: a) the values of nationalist characters, b) values of social character, c) religious values 2) the praxis of educational learning is implemented through activities and various dimensions or approaches. 3) Thus, the findings of the new model in this study are a multiculturalist spiritual construction model and a transformative construction model: Traditional &amp; Modern integration.

From the Queen's English to reclaiming indigenous languages: An African poetic perspective

From the Queen's English to reclaiming indigenous languages: An African poetic perspective

A critical analysis of Vietnam-produced English textbooks for high school students: intercultural and multicultural perspectives

ABSTRACT In the twenty-first century, language users’ communicative competence needs to include a new dimension –intercultural and multicultural literacy – necessary for communication in multilingual and multicultural settings. This article aims to present a study answering the central research question ‘How are interculturalism and multiculturalism reflected in a series of Vietnam-produced English textbooks for high school students?’ In order to answer this question, a cultural content analysis was conducted with the foci on cultural knowledge and skills in intercultural communicative competence. The study found that interculturalism (inclusion of source cultures, international cultures, and target language cultures and of comparisons and contrasts among them) and multiculturalism (ethnic diversity, globalization, mutual understanding, and non-ethnocentrism and non-Western-centrism) are reflected in the textbooks, albeit with certain limitations. The study provides a sample cultural analysis framework and suggestions for English language teaching writers in the Expanding Circle in an era of interculturalism and multiculturalism.

The Implementation of Islamic Religious Education with A Multicultural Perspective at SMA Piri 1 Yogyakarta

This research article discusses the implementation of Islamic Religious Education (hereafter abbreviated as IRE) with a multicultural perspective at the High School (SMA) of PIRI 1 Yogyakarta. This study is field research with a qualitative approach. The data were collected through observation, documentation, and interviews. The results of this study indicated that: First, IRE learning at SMA PIRI 1 Yogyakarta has matched the criteria of IRE with a multicultural perspective because SMA PIRI 1 Yogyakarta has: (1) created a diverse academic environment; (2) engaged multicultural IRE’s teachers; (3) made IRE learning fun, inclusive, and inspiring. Second, IRE learning with a multicultural perspective taught at SMA PIRI 1 Yogyakarta can change students. This change involves their mindset and understanding of students and students' behavior towards different Islamic groups and followers of other religions. Another finding was that teaching IRE at SMA PIRI 1 Yogyakarta applied a principle of rahmatan lil alamin, which was illustrated by the teacher’s behavior and the diversity in teaching staff in the school. Last but not least, this is quite different from learning in the past, in which they were unfairly prejudiced against followers of other religions.

A Multicultural Approach on Islamic Religious Education

This article aims to discuss Islamic religious education from a multicultural perspective in Indonesia. The research method uses a literature review with content analysis. The study results show that the diversity of the Indonesian nation in various ethnicities, religions, and races is a nation's wealth asset. However, it can lead to conflict when pluralism needs to be appropriately maintained. Plurality has the potential for conflict with religious issues, which is the forerunner of societal divisions. The article contributes to providing knowledge related concepts and ideas about Islamic religious education with a multicultural insight perspective to realize the world of Islamic religious education that is Rahmatan Lil Alamin.

Wordless but not silent: Unlocking the power of wordless picture books

AbstractTeaching literacy skills that require critical reading and linguistic output can feel like an insurmountable challenge when presented with students of varying language proficiencies. One valuable but often unused tool to surmount these challenges is wordless picture books (WPBs). WPBs can be used to develop literacy skills more equitably among learners with varying language proficiencies, even when in class with native‐speaking peers. They transcend language and cultural barriers often found in traditional literature and can be a tool for exploring multicultural perspectives. However, WPBs are often underrated and misunderstood by teachers and students, and frequently relegated to classrooms with young, pre‐emergent readers. We argue for the power of WPBs for literacy development among English learners (ELs) of all ages by addressing common misconceptions, highlighting unique benefits of WPBs to ELs, and suggesting practical pedagogical implications.

Ethnocultural Pluralism and Multiculturalism in Contemporary Montenegro: Lessons to Learn

The paper discusses successful management of ethnocultural pluralism in the context of Montenegro, viewed from the perspective of multiculturalism as a normative-legal model that this state adopted in relation to ethnic and national communities that inhabit its territory. Particular emphasis is placed on three different levels at which ethnocultural pluralism can be discussed, and the paper elaborates the issue of successful management at each of those levels. On the basis of available data, obtained by conducting relevant research and analysis of the applied model of multiculturalism, the paper delves into the key challenges of the process of transformation of Montenegrin society in the context of dominance of ethnonationalism.

Stereotypical Images of Ukrainians and Russians in a HumanitarianCrisis: Multicultural Perspectives

RESEARCH OBJECTIVE: This article aims to map the stereotypical image of Ukrainians and Russians from a cross-cultural perspective in the context of the ongoing armed conflict.&#x0D; RESEARCH PROBLEM AND METHODS: The research problem concerns the cultural differences that are revealed in the perception of representatives of the two nationalities that are involved in the armed conflict. Since stereotypical judgements are most often revealed in language, an adjective check list was used for the study. A sample of 92 Polish and Slovenian students took part in the study. The collected linguistic material was used to analyse and compare cross-cultural stereotypical judgements about Ukrainian and Russian citizens.&#x0D; THE PROCESS OF ARGUMENTATION: The argument begins with theoretical perspectives on the concept of stereotyping and the process of stereotyping. The role of language in the stereotyping process is analysed. An analysis of the results and conclusions is presented.&#x0D; RESEARCHRESULTS: In general, Polish students attribute fewer positive adjectives than Slovenian students to both Ukrainians and Russians. The analysis revealed significant statistical differences as well as similarities between the researched groups of Polish and Slovenian students in terms of the stereotypical image of Ukrainians and Russians.&#x0D; CONCLUSIONS, INNOVATIONS, RECOMMENDATIONS: Empirical evidence shows that Polish and Slovenian students have more in common in their perception of Russians, while they perceive Ukrainians quite differently. The linguistic characteristics obtained in this study provide a general insight into the perceptions of the two nationalities involved in the war. It should also be noted that these characteristics of Ukrainians and Russians may constitute socially important knowledge on the negative stereotypes about these nationalities. This knowledge may be useful in challenging counteracting or disseminating such judgements, which may be harmful and lead to prejudice or discrimination against people from the nationalities studied.&#x0D;

다문화·융합적 관점에 기초한 초등사회과 해양교류교육의 실행 방안 탐색

Objectives This study presented the necessity and specific action plans for maritime exchange education according to the perception that marine exchange education is insufficient in elementary social studies in the era of increasing marine exchange. Methods Since Korea has three sides of the sea, it has been developing maritime exchanges with various countries for a long time. Therefore, in this study, how Korea has developed maritime exchanges from the past to the present was examined through various literature. In this process, I looked for what is easy to present to elementary school students. In addition, the maritime exchange section presented in the current elementary social studies textbook was analyzed and problems and alternatives were presented. Results Currently, there is no content related to marine exchange in elementary social studies textbooks. The textbook identifies the ocean with the topography of the sea. Accordingly, the focus is on the lifestyle of people living in the sea. Through this, students cannot find the importance and meaning of marine exchange. Accordingly, the specific steps and methods of marine exchange education in the elementary social studies department were presented from the perspective of marine ethics, multicultural perspective, convergent thinking ability cultivation, and recognition of regional identity in the historical transformation process. In addition, the specific steps and methods of marine exchange education presented were presented and generalized by presenting cases of applying them to international exchange classes. Conclusions With globalization, maritime exchanges are increasing. Accordingly, elementary social studies departments should actively include contents related to marine exchange education in textbooks. However, the field does not know what marine exchange education is and how to practice it. Therefore, in this study, the necessity of marine exchange education and specific practical steps were presented. In addition, it was possible to generalize by showing actual practice cases according to the research results. It is meaningful that this research is the first attempt in the elementary social studies department, and we hope that complementary research will be actively conducted in the future.

Babürşah ve Küreselleşen Hindistan

Zahir ud-Din Muhammad Babur Shah Ghazi, one of most important rulers of Turkish and Islamic history, but little known in some countries, is an exceptional person who changed the flow of history. If it is expressed from today’s point of view, Babur Shah, the founder of the Baburs, is a lead-er, a person carrying “global characteristics”. He is a ruler, statesman, ad-ministrator, soldier, commander, writer, poet, calligrapher, musician, com-poser, Sufi and a good family head. With the state that he established, he changed not only political but also the socio-cultural structure of Indian geography. He carried the knowledge, wisdom, politics, state, technique, material and spiritual accumulation of the Ma wara’un-nahr to India. He had a forward-looking, multi-cultural perspective and a consciousness of living together. He was a distinguished personality and leader who success-fully carried out this thought and understanding. Babur Shah conceived the state and society as a mixture with Turkish, Mongolian, Persian and Indian Culture in Islam crucible. The Baburs succeeded that. This mixture extended to Anatolian geography. It is possible to see that Babur Shah laid the foundations of a state having global features in India, this state lived for four centuries and affected Asia and the world, and that changed the history of Asia. In this respect, some Western historians stated that Babur Shah was an exceptional leader in the world history, and they examined his life in every aspect. The founding Prime Minister of India, Nehru having intellectual features clearly stated that Babur Shah had an important place in the history of India in many ways. This historical truth can be a source of inspiration and a roadmap for today’s Indian State in the process of glo-balization.In our study, we will try to deal with Babur Shah’s personal characteristics, political stance, position, decisions and practices from a global perspective. We will evaluate the global heritage and characteristics of the civilization that the Baburs established in India in his presence.

Razvitie muzykal'nogo obrazovaniya v kontekste mul'tikul'turalizma

Based on the multicultural perspective, this paper elaborates the development concept, dimension trend and countermeasures of music education in today's multicultural perspective from three aspects: its inevitable connection with the development of music education, its relationship with the development dimension of music education and its relationship with the development and promotion of music education.

Islamic/Arabic names and their implications for cultural identity in Ghana

This paper examines the implications of Islamic-naming and cultural identity from a multi-cultural perspective, using someGhanaian experiences. This exploration is rooted in the contemporary social and religious transformation in the Ghanaian,particularly, Muslim societies. The activities of Muslim revivalists, who have sought to Islamise African societies at the expense of the indigenous culture and heritage, question the future of the African traditional worldview and heritage. More so, the rapid spread of Western education is accelerating the pace of globalisation, leading to further Westernisation of Muslim societies. Undoubtedly, the youth of today see themselves, more than ever before, as part of a new world order that is at variance with their indigenous traditions and values. This study explores how a Muslim could maintain an Islamic identity without an Arabic name, the cultural value of a name, and the role of cultural diversity with respect to names in Islam. Analysis of scriptural texts such as the Qur’an, Hadith, historical sources, and oral interviews revealed that the philosophy and process of naming new-born children in Ghanaian, particularly, Akan settings are not different from Islamic processes and motives of naming. The study also argues that the supposed “Islamic” names are more of Arabised racial identities which predate the advent of Islam. Thus, we conclude that, technically, “Islamic” names do not necessarily need to be in Arabic, but even when they do, they may still portray deep indigenous philosophical and religious beliefs.

Concepts of Family Support in Stuttering: A Multicultural Perspective

Purpose: The aim of this study was to identify how people who stutter (PWS) from racially/ethnically diverse backgrounds describe and perceive the types of stuttering support they received from their family members. Method: A qualitative research paradigm was adopted for data collection and analysis procedures. A group of 36 participants from racially/ethnically diverse backgrounds were asked to respond to an online survey about their perceptions of family support. Data were investigated using thematic analysis procedures. Results: The data gave rise to 12 major themes. Types of familial support that were perceived as positive included families being patient, offering support in general, listening empathetically, seeking outside resources, and providing varying degrees of attention to their family member's stuttering. Familial support that participants described as negative included families passing judgment, teasing, and punishing their family member who stutters. Participants also negatively perceived family members telling them to slow down, finishing their sentences, and not openly discussing their stuttering. Instances of participants experiencing no positive or no negative forms of stuttering support from their families were also reported. Conclusions: Two primary types of stuttering support captured in the findings of this study were conversation-based and reaction-based support, both of which represented family members' actions that were perceived as positive and negative by participants. Clinical implications include the need for culturally appropriate client–parent education and for the consideration of individuals' preferences for stuttering support.

Research on the Reform of College English Teaching from a Multicultural Perspective

Research on the Reform of College English Teaching from a Multicultural Perspective

Contextualizing discourses of climate delay: a response to Lamb et al. (2020)

Non-technical summary Individuals and institutions seeking to delay climate action use a variety of new discursive strategies, emphasizing the downsides, spreading fatalism, or betting on technological fixes. This commentary highlights the importance of context when investigating discourses of climate delay. Depending on who holds them and why, some discourses can take on different meanings, hinder or enhance climate action. Technical summary In this commentary, we propose a review of ‘Discourses of climate delay’ by Lamb et al. (2020). While we agree that discursive strategies of climate delay are taking new forms, we argue that such analysis should go beyond discourses and investigate the context in which they are enunciated to avoid oversimplifying the complexity of the debate about climate (in)action. Discourses, and the context in which they are enacted, hold an important place in climate deliberations and should be carefully analyzed from a multicultural perspective, open to social diversity. Social media summary Are all discourses of climate delay discourses of delay? Context matters when debating whether a discourse promotes (in)action.

Multicultural Curriculum in India

By applying the concept of a multicultural curriculum and approaches to it as advocated by James Banks, this paper critically analyses the presence and absence of a multicultural curriculum in Indian text books after NCF 2005 through the case study of the “Vasant Part II” (Hindi text book for 7th Std). A multicultural curriculum is the need of the hour in contemporary India to create a learning environment for people from diverse cultures and backgrounds so that they can access education free from all insecure feelings and have fair chances of learning. NCF 2005 calls for an epistemological shift in the curriculum that accommodates multiple ways of imagining the Indian nation. The analysis of the case study clearly presents a different picture away from this call. The majority of the units propagate mainstream Hindu culture instead of taking along multicultural perspectives. The non-transformative and uncritical representations of women, minorities, and differently abled people often lead to a reinforcement of stereotypes and misconceptions. In this gloomy picture a couple of units send rays of hope for a multicultural curriculum in the future, so that our future generation may be a generation with transformed attitude and convictions to form a better citizenry.

Welcome the Unwelcoming: Exploring Social Justice in School Pedagogies

This article emphasizes looking for social justice in school pedagogies and practices to welcome students coming from other than the mainstream cultural background. The article utilizes the qualitative research design under which the narrative interview was carried outwith a single student coming from an ethnic minority background in one of the rural schools situated in the Kathmandu district. The goal was to explore their experiences about the mainstream school’s practices in which Nepali language as a medium of instruction, uniformed pedagogy, and centralized curriculum are the dominant approach. To understand the experiences of children with diverse socio-cultural backgrounds, the article employs the multicultural perspective as a lens.The article argues that most of the classroom management, teachers’ teaching skills and manners, school culture, and subject matters in the curricula and text are the most unwelcoming aspects to welcome children coming from different socio-cultural, linguistic, and ethnic backgrounds. The article explores many unexplored areas that concern the several gaps between entire schooling processes and ethnic/indigenous students’ socio-cultural backups. School culture, pedagogy, and classroom management have not well fostered thewillingness to nurture and support cultural competence, interconnectedness, inter-reciprocity, and mutual understanding to welcome the unwelcoming in school. The article, therefore, warrants an immediate initiation to bringing an entire improvement in school culture in a way that addresses every need and expectation of linguistically, culturally, ethnically, economically, geographically, and religiously diverse children.

TRANSMISSSION OF CULTURE AS A GOAL OF MODERN LANGUAGE EDUCATION

The article deals with one of the modern global trends – the transition from a monocultural to a multicultural perspective in social interaction. It focuses on the reflection of this trend in language education (both in native and foreign language). The problem is to reintegrate the cultural dimension into learning languages. The author of the article argues that the purpose of intercultural language education lies in the construction of an intercultural awareness as the ability of language users to act as representatives of certain cultures, be ready to accept the "otherness" of each other, respect the right to cultural difference, exhibit tolerant attitude to other’s values and behaviour patterns, counteract stereotypes and bias, and to rethink their own cultural luggage. The study of a language is considered as an intercultural language education. The result of the intercultural approach in language education is viewed as the multicomponent intercultural competence – the unity of knowledge of one’s own and other cultures; skills of discovery, interaction, and interpreting; curious and open attitude to one’s own and another culture and country; critical cultural awareness. Dialogue of cultures is positioned as one of the key principles of intercultural foreign language education. It means readiness to listen to and understand multiple perspectives, products, practices, and cultural norms in one’s own and other countries, even those with which you disagree, to have critical attitude towards stereotypes and prejudice, to be open for exchange of ideas based on mutual understanding and respect for cultural diversity. The modern language textbooks should be multicultural in their content, and contain information about not only the target language culture, but also offer materials on other cultures for visual and mental perception, discussion and comparison.