Multicultural Perspective Research Articles

Multicultural Islamic Religious Education Learning to Build Religious Harmony

This research analyzes the Multicultural Islamic Religious Education Learning (MIREL) at SMKN 1 Poso in building religious harmony as a conflict resolution. Conflict socio-religious become a critical problem regarding diversity in schools and society. Meanwhile, Islamic religious education provided in schools does not prioritize a multicultural perspective, which includes the practices of different religions and other cultures. This study uses qualitative field research with a case study approach and data analysis, according to Miles and Huberman. Results show that this school carries out the MIREL formally-textual and informally-textual. Learning formally-textual is held through three stages. At the beginning stage, teachers contextualize the values of example and self-control through exemplary stories from the prophets. In the main stage, the teachers integrate the values of tolerance, harmony, democracy, unity, concern, and justice by presenting material that includes faith, morals, jurisprudence, and the history of Islamic culture. Teachers instill multicultural values of cooperation and responsibility in the closing stage by assigning group tasks. The school holds informally textual learning through the Religious Saturday program collaboration in cross-cultural, socio-religious, and humanitarian activities. This research has implications for strengthening the MIREL in schools to build sustainable religious harmony among students and society in the post-conflict area.

The ninth art, tells the story of cultural China and the world: Cultural interaction in cross-cultural video game communication-based on 'Genshin Impact' YouTube comments.

China has attached increasing importance to the overseas dissemination of traditional culture as it continues to strengthen its comprehensive national strength and develop globalization initiatives. The electronic game, as the 'ninth art', with its booming development and inherent cross-cultural communication platform attributes, has taken on the important task of taking culture abroad. This study selects 'Genshin Impact', a game highly praised and well-received globally, which contains an abundance of Chinese cultural elements and cultural elements from various regions of the world, to study cultural interaction in cross-cultural communication of electronic games. This study conducts text sentiment analysis and semantic network analysis on the comments of 'Genshin Impact' videos on the overseas video platform YouTube and studies the cultural interaction in the cross-cultural communication of the 'ninth art', telling the cultural stories of China and the world from a multicultural perspective. The study found that games and derivative videos triggered positive emotional responses from audiences both at home and abroad. While experiencing pleasure and surprise, audiences also arouse deeper emotions such as admiration, identification, and expectation. Meanwhile, in the complex art form of the 'ninth art', audiences can absorb the cultural elements of different cultures, resonate with the elements of their cultural circle, and even trigger further profound thinking. Finally, this study provides constructive suggestions on using the 'ninth art' to better 'tell China's stories and disseminate China's voice'.

Exploring the Integration of Chinese Music in Western Musicological Literature: Trends, Gaps, and Multicultural Perspectives

The purpose of the article is to analyse Western musicological literature to identify key trends and gaps in existing research on Chinese music as an integral part of the contemporary multicultural educational space. The research methodology is based on content analysis, comparative analysis, and bibliographic review. The primary method is content analysis, involving a systematic review of academic articles, monographs, reviews, and other publications on Chinese music in Western musicological literature. Comparative analysis is used to compare Western research on Chinese music with scholarly work from China and other countries. Bibliographic review helps to identify scientific gaps and trends in Chinese music research. The scientific novelty of the study lies in the comprehensive analysis of Western musicological literature on Chinese music to reveal key trends and gaps in existing research. The use of content analysis, comparative analysis, and bibliographic review allows for the first systematic organisation and comparison of approaches to studying Chinese music in different cultural contexts. The study also provides new insights into the role of Chinese music in the contemporary multicultural educational space, contributing to its integration and popularisation. Conclusions. Over the past three decades, publications on Chinese music within the context of multicultural music education have been irregular. Although the number of studies is not large, it shows moderate activity in the 1990s and early 2000s, with a noticeable increase after 2007 and periods of decline between 2010 and 2014. This indicates the need for further analysis of the reasons behind this dynamic and a deeper exploration of the integration of Chinese music into the Western educational context. The literature review shows that research covers a broad range of educational contexts, from early childhood to higher education and teacher professional development, indicating the potential for integrating Chinese music at various levels of formal education. The review also reveals that research on Chinese music often has a Eurocentric approach, evaluating it through the lens of Western music theory. This limits the full understanding and integration of Chinese musical traditions, highlighting the need for a deeper and more comprehensive approach that would foster an understanding of Chinese music in its own context.

Integration of Multicultural Principles in Elementary Madrasahs: A Systematic literature review

The discussion related to the application of multicultural values through Madrasah Ibtidaiyyah educational institutions aims to describe what valuescan be applied and how. The research method used is the library research method using descriptive analysis techniques. Democracy, tolerance and harmony are some of the values summarized in the concept of multicultural values. These three are essential values for society to understand in the process of becoming a nation and state. All three will be able to be understood and actualized when implemented well. One of the factors for implementing multicultural values is through an educational process that has a multicultural perspective. The educational process to apply these values should be carried out through all lines of education, both regular educational institutions and community educational institutions. One institution that deserves attention is the Ibtidaiyyah madrasah. This institution is a flexible institution and is also an institution that is in the community environment. In this way, this institution develops into an institution that is ready to transform multicultural values. Some things that must be done are (a) reorganizing the curriculum and learning; (b) preparing superior teaching staff, (c) creating an agenda for cross-religious and cultural harmony, and (d) making the public aware of the importance of madrasah ibtidaiyah.

Multidimensional Approach to Curriculum Transformationin Increasing Multicultural Appreciation

The need for curriculum transformation in Indonesia to support multicultural education is increasingly evident. This study focuses on how a multidimensional approach to curriculum transformation can effectively enhance students' appreciation of multiculturalism. This approach fosters tolerance and respect for cultural, ethnic, and religious diversity. This study used qualitative methods. Data were collected through in-depth interviews and documentation. Data analysis using thematic coding and triangulation techniques to ensure data validity, consistency, and reliability of findings. Curriculum transformation at State Junior High School I Medan integrates cognitive, affective, psychomotor, and socio-cultural dimensions to foster multicultural appreciation. Key changes include shifting the curriculum's focus from academic achievement to developing tolerance and respect for cultural diversity. Teaching materials now incorporate multicultural perspectives, and project-based participatory learning methods actively engage students in cultural activities. Classrooms are organized to promote gender and religious balance, and assessments are more holistic, evaluating students' academic performance and involvement in multicultural activities. This transformation creates a more inclusive and culturally responsive educational environment, helping students develop the academic and socio-emotional skills needed to live in a diverse society. This approach prepares students to be more tolerant and inclusive, positively impacting their interactions in an increasingly globalized world. This research provides valuable insights for educators and policymakers on increasing multicultural appreciation among students.

On place, privacy, and ethics

ABSTRACT The personal and often highly individualized relationship with places leads to a number of questions related to privacy and ethics. This article addresses both privacy and ethics by arguing that location privacy needs to be considered a proxy for place privacy; that place-making exposes several inherently ethical dimensions, such as the participation in the place-making; and that equitable participation in platial information is an important component of ethical action in relation to places themselves. Building on this, corresponding need for further research is outlined, specifically concerning power relations acting on places and multicultural perspectives in research about place.

Re-envisioning corporate social responsibility education from a multicultural perspective: From pyramid to hourglass

While contemporary capitalist society is stimulating corporate social responsibility (CSR) and related themes such as sustainability, with the UN SDGs and ESG as dominant narratives, educators have voiced concerns about the actual issue of how to integrate these emerging phenomena into management education. This study adopted a sequential explanatory design using responses collected from international business school students in Asia over a 6-year period to examine this gap. Their perceptions were analyzed by matching them against Carroll's four-part definitional framework, the pyramid of CSR, to gauge the degree to which CSR theories are received by students. The results revealed that the majority of Asian students understand CSR differently from the mantra “CSR is about responsible business”. Depending on the context, Carroll's CSR pyramid is negatively perceived by students in Asia as many are aware that CSR is a culturally hypersensitive subject. The study proposes three recommendations for developing inclusive CSR education in multicultural settings: 1) emphasizing the “changing” role of business in the world and contemporary capitalism; 2) emphasizing the necessity of blending Western CSR theories with sustainable development issues in other nations; and 3) adding more details about cultural sensitivity in our use of CSR.

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.

Weaving Indigenous Knowledges into the Classroom as a Tool to Combat Racism

Two years after the introduction of the new Teaching Quality Standard in Alberta, Indigenous and non-Indigenous researchers from eight teacher education programs came together to examine how teachers were weaving Indigenous knowledges into their classrooms. The fifth competency of the standard requires that all Alberta teachers possess a foundational knowledge of First Nations, Métis, and Inuit and apply that knowledge in the classroom. Two hundred and forty-seven teachers, both non-Indigenous and Indigenous, responded to a survey, and another 30 participated in follow-up interviews. Results point to challenges and successes that teachers have experienced, the people that support their work, and how the integration of Indigenous knowledges acts as a tool to combat racism against Indigenous Peoples. Although teachers reported increased efficacy in applying a foundational knowledge of Indigenous Peoples, a multicultural perspective prevented some from understanding the unique nature of racism against Indigenous Peoples.

Humanities as a Means to Understand Social Inequality: A Multicultural Perspective

This article examines the role of humanities education in understanding social inequality through a multicultural perspective. The main issue of this research is how the humanities can bridge the gap in understanding social inequality in a culturally diverse society. The aim of the study is to explore how humanities disciplines, such as literature, philosophy, and history, can provide deep insights into social inequality as well as how multicultural perspectives can enrich this understanding. The research method used is a qualitative approach with literature study and library research. Data is collected from a variety of primary and secondary sources that include academic articles, books, and research reports relevant to the topic. The results of the study show that humanities education offers a critical analysis of the social and cultural structures underlying inequality. A multicultural perspective in the humanities helps identify the different forms of inequality that arise in different cultural contexts and provides tools for more inclusive and holistic analysis. These findings underscore the importance of integrating humanities theories in educational curricula to increase social awareness and empathy for issues of inequality, as well as to encourage more just and equitable action in a multicultural society. This research makes a significant contribution to understanding how humanities education can be an effective means of combating social inequality.

The curious case of seemingly incurious children

English-language teachers are increasingly recognizing the pedagogical value of using children’s literature that authentically represents diverse multilingual learners, including children who have sought refuge. This study analyses representations of children who have experienced displacement and sought refuge in picture books. Framed by a critical multicultural perspective of children’s literature, critical refugee studies and critical race theory, the study investigates how children’s emotions and agency are represented in focal stories. Our findings suggest that, contrary to the complex intellectual and emotional ways children and youth process displacement, picture books about seeking refuge tend to represent child protagonists as incurious about why they are forced to flee. Such representations construct legally scripted narratives associated with refugee status that normalize war and violence. These narratives ultimately mask colonialism, imperialism and racism that contribute to refugee flight around the world. We discuss how policies for seeking refuge influence picture books and invite educators to critically evaluate literature for their classrooms, directly engage families to foreground generative perspectives and develop comprehensive multilingual environments that affirm learners’ agency

The effect of religiosity, materialism and self-esteem on compulsive and impulsive buying behavior

Purpose This study aims to explore the global issues of impulse buying, compulsive purchasing and materialism. It examines how materialism relates to self-esteem and the tendencies for impulsive and compulsive buying. In addition, the study delves into the impact of religiosity on self-esteem and materialistic values in an Islamic country. Design/methodology/approach Enumerators visited universities, distributing 415 questionnaires and receiving 397 in return. Due to the unavailability of a sample frame for the target population, the study used nonprobability sampling for statistical analysis, which included assessments of normality, reliability, validity and bootstrapping for the structural model, the researchers used Smart PLS. Findings The study confirmed 13 hypotheses while rejecting four. The unsupported hypotheses are: (i) materialism negatively impacts impulsive purchasing behavior, (ii) impulsive purchasing does not mediate the relationship between materialism and compulsive purchasing, (iii) materialism does not mediate the relationship between religiosity and impulsive purchasing and (iv) in an Islamic country, neither materialism nor impulsive purchasing significantly mediates the relationship between religiosity and compulsive purchasing. Research limitations/implications This study was conducted in a city within a developing Islamic nation, focusing on college students. It suggests that future research could include more cities, a diverse population segments and multicultural perspectives. The research primarily examined the direct relationships between religiosity and factors such as self-esteem, materialism and impulsive purchasing. Future studies could explore religiosity as a mediating factor. This study highlights that materialism (M), impulsive buying (IB) and compulsive buying (CB) are not only closely interconnected but also adversely affect individual, family and societal well-being, raising global concerns. While occasional impulsive behavior is common among individuals in Islamic nations, repeated indulgences in the same behavior could lead to an obsession with excessive purchasing. Practical implications This study holds significant implications for consumers and retailers. Excessive and unnecessary spending can increase financial burden and adversely affect family welfare. Often, families and acquaintances inadvertently teach children to engage in extreme purchasing behaviors. To combat this, families and religious leaders should educate individuals about the detrimental effects of impulsive and compulsive purchasing. In addition, colleges and other institutions should organize seminars and workshops to address these issues. Retailers, whose sales largely depend on impulsive and compulsive consumers, should employ interpersonal influencers and brand advocates to connect with this customer segment effectively. Originality/value This study examined the relationship between religiosity, materialism, self-esteem and impulsive and compulsive purchasing behaviors. This study thoroughly tested 17 hypotheses, encompassing direct, mediating and multimediating relationships. The findings reveal that materialism’s impact on impulsive behavior is negligible compared to previous research, corroborating the findings presented in the cited literature.

Analysis of the Effect of Islamic Character Education, Multicultural Learning, and Extracurricular Activities on the Character Building of Pesantren Students in Central Java

This study explores the influence of Islamic character education, multicultural learning, and extracurricular activities on the character building of students in Islamic boarding schools in Central Java. A quantitative research design was employed, utilizing a survey method to collect data from 150 students. The data were analyzed using Structural Equation Modeling with Partial Least Squares (SEM-PLS). The results indicated that Islamic character education, multicultural learning, and extracurricular activities all had significant positive impacts on character building, with path coefficients of, respectively. The model explained 52% of the variance in character building. These findings underscore the importance of integrating religious teachings, multicultural perspectives, and extracurricular engagement in educational curricula to foster the holistic development of students. The study offers valuable insights for educators and policymakers in enhancing character education programs within Islamic boarding schools.

Implementasi Multikultural Siswa Dalam Pembelajaran Pendidikan Agama Islam di Sekolah Dasar Negeri Cipayung 04

This study aims to analyze the implementation of Islamic religious education with a multicultural perspective in elementary schools. The research was conducted at Cipayung 04 Public Elementary School. The research method used a qualitative case study. Sources of data teachers, principals, and students. The research instrument used interviews, observation and documentation. Data analysis techniques include: data collection, data reduction, data verification and data display. The results of the multicultural-based implementation of Islamic religious education research through: 1) The new student admission policy does not discriminate between ethnicity, race and religion; 2) Implementation of learning upholds the values ​​of mutual respect, openness, compassion, conflict resolution and reconciliation and violence; 3) Realizing tolerance in religious life in life between all members of the community in daily life in the school environment. Multicultural values ​​are a process of acquiring knowledge, developing attitudes and behavior to live in mutual respect, tolerance, full of peace, mutual assistance and non-violence. Islamic religious education is education that focuses more on improving the mental attitude that is manifested in actions, both for the needs of oneself and others, both theoretically and practically. This research focuses on three studies, firstly all forms of multicultural values ​​in learning Islamic religious education at Cipayung 04 Public Elementary School. So it is related to efforts regarding multicultural-based learning so far because the school does not have multiculturalism, the school places more emphasis on character education. One of education, cultural education can be in the form of mutual cooperation, mutual respect, responsibility, discipline. So character education is very important to achieve quality education for students. If the character has been formed early on in order to make quality and qualified students. And in practice learning is also more respectful and tolerant among peers, in learning it emphasizes Pancasila values ​​in respecting diversity.

Reviving Religious Moderation for World Peace from the Religious Moderation House in Indonesia

Religious moderation was revived to mediate attacks on exclusivism and extremism that destroy human diversity. In the name of God, exclusivism and extremism continue to desecrate humanity. This paper describes the urgency of reviving religious moderation through the establishment of a house of religious moderation in three questions. Will the house of religious moderation contribute to a future of peace in Indonesia? How is the model of religious moderation practiced in the house of religious moderation? Why is religious moderation needed for world peace? With a multiculturalism perspective, the results of the study show that social recognition is an attitude that creates tolerance in religious moderation that contributes to the future of peace in Indonesia with the essence of religion to maintain human dignity. Its contribution can be seen in the practice of the religious moderation house which rests on the thoughts and movements of religious moderation. Thinking with values ​​(fair and balanced, cooperation, tolerance, compassion and kindness) and movement (nationality, tolerance, anti-violence and local culture) are models of religious moderation in Indonesia for world peace.

Retelling of Indian Mythological Stories Through Gender and Multi-Cultural Perspective and Analysis of Retelling

The research delves into exploring Indian mythology through gender and multicultural perspectives, employing a multidisciplinary approach to analyse contemporary retellings of myths. It evaluates how these retellings reinterpret traditional narratives, characters, and themes from diverse cultural and gender viewpoints. Data collection involves secondary analysis of literary works and primary data through interviews, using a purposive sampling method. The study aims to uncover socio-cultural, psychological, and ideological implications within these retellings. By examining diverse perspectives, the research argues that such reimaginations enrich cultural heritage and foster a more inclusive society. This exploration serves as a springboard for further discussions on storytelling’s significance in shaping societal norms. In conclusion, analysing retellings of Indian mythology through gender and multicultural lenses challenges traditional narratives, fostering inclusivity, and shaping a progressive understanding of our shared cultural heritage.

Improving the Quality of Teaching and Learning English from a Multicultural Perspective

Improving the Quality of Teaching and Learning English from a Multicultural Perspective

Family-school cooperation in multicultural schools: a missing piece in teacher education in Norway

ABSTRACT Teacher education must remain responsive to social and cultural changes in order to empower teachers to better understand, support, and collaborate with families with transnational backgrounds. Current research demonstrates that the needs and concerns of transnational parents in relation to the educational experiences of their children can be unmet or misunderstood by teachers in monolingual and monocultural contexts. In Norway, further research is needed to more critically understand how teachers are being prepared through teacher education programmes to cooperate with families of a transnational background, who continue to increase in numbers in most areas of the country. Based on a critical multicultural perspective, this study examined the experiences and perspectives of twelve student teachers from four teacher education programmes in Norway concerning family-school cooperation. Findings illustrate that a component focused on this topic is largely missing from teacher education curricula and that student teachers need more and better support through theory and practice on how to initiate, facilitate, and build on family-school cooperation with parents with transnational backgrounds. Without such a component, future teachers may miss out on opportunities to support families with transnational backgrounds and to counter deficit-oriented perspectives on diversity.

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.

Patient and Family Experiences of Adverse Events in Pregnancy in Canada from a Multicultural Perspective

Patient and Family Experiences of Adverse Events in Pregnancy in Canada from a Multicultural Perspective