Multicultural Perspective Research Articles

EFFECTIVE METHODS OF DEVELOPING MEDIA COMPETENCES OF UNDERGRADUATE STUDENTS

This article explores effective methods for developing media competences among undergraduate students. In today's digital era, media competences are essential for students to navigate the complex media landscape. The article discusses the importance of media literacy education, active learning strategies, collaborative learning, integration of emerging technologies, and multicultural perspectives. These methods enhance students' critical thinking, media analysis, creativity, technological proficiency, and multicultural awareness. By implementing these approaches, educators can equip undergraduate students with the necessary skills, knowledge, and attitudes to engage with media critically, create meaningful content, and become responsible participants in the media ecosystem.

Digital transmission of intangible cultural heritage based on empirical modal analysis in a multicultural perspective

Abstract This paper firstly investigates the empirical modal decomposition image fusion technique, uses the empirical modal decomposition algorithm to calculate the instantaneous frequency to obtain the intrinsic modal function, and uses the two-dimensional implicit modal function to obtain the image features of intangible cultural heritage. Secondly, based on the digitization of paper-cutting art by image fusion technology, the pixel-level image fusion method is applied to fuse the paper-cutting paper with the designed Peking Opera face pattern, to maximize the original information of the paper-cutting paper, to realize the digital transmission of intangible culture by constructing an auxiliary paper-cutting design system, and to empirically analyze the research of paper-cutting intangible cultural heritage based on the empirical modal analysis method. The results show that in the analysis of the paper-cutting industry in Ui County, the ratio of time to 1917 exceeds 2.22 and reaches 3.00 by 1925 until 1943, when it reaches a peak of 3.25. The paper-cutting culture spread within the villages during this period, and the villagization characteristics of paper-cutting in Ui County are formed. This study digitizes intangible cultural heritage and contributes to the preservation and transmission of paper-cutting cultural heritage resources.

Integrating Critical Content into an Undergraduate Research Methods Course to Support Student Learning Outcomes

Background Undergraduate students have reported low utility for research. Drawing from the literature about motivation and culturally relevant and responsive education, we framed psychological research methods as a social justice tool to enhance learners’ understanding of racial inequality and valuing of course content. Objective Two instructors infused critical methods content throughout their undergraduate psychological research methods courses to increase students’ perceptions of systemic racism in research, multicultural perspective taking, and motivation toward the course. Method Undergraduate students’ attitudes were measured at the beginning and end of the semester using an anonymous online survey. The critical research methods content was integrated throughout the semester. Results Effect sizes provided marginal support for increased awareness of systemic racism in research and multicultural perspective-taking. Results also indicated that students who more strongly perceived research as a social justice strategy reported greater valuing of research, and those who perceived higher value reported greater intentions to pursue research in the future. Conclusion Results provide proof of concept for critical methods content in facilitating undergraduate students’ critical awareness and engagement with psychological research methods. Teaching Implications Teachers can utilize critical content to support students’ critical engagement and goal setting within their learning contexts.

An exploration of faculty perspectives towards interprofessional education and collaborative practice during international electives in health professions training institutions in Africa

Background Faculty perspectives are key drivers of learning during international electives (IEs). However, in Africa, there is limited literature on these perspectives on interprofessional education and collaborative practice (IPECP) during IEs. Therefore, this study explored faculty perspectives toward IPECP within an international elective context from selected African institutions. Methods This was an exploratory qualitative study. The study participants included faculty from four health professional training universities in Africa. Thematic analysis was used to analyze the data. Common codes were identified and grouped to create subthemes and major themes. Results Four themes were identified: (i) The importance of IPECP during IEs, (ii) Approaches to IPECP during IEs, (iii) Perceived key barriers, and (iv) Perceived institutional support for IPECP during IEs. Most of the participants perceived IEs as a platform that can be used to cultivate IPECP with a multicultural perspective while promoting cross-border partnerships to advance health care. Suggested teaching approaches included case studies, joint clinical ward rounds, and simulations, among others, with an openness to having an online, blended, or physical mode of delivery. A framework to guide the implementation of IPECP during IEs was considered important, and most participants thought that their institutions had the infrastructure to support IPECP-IEs. Conclusions Faculty reported enabling perspectives of IPECP during IEs, emphasizing the need for a framework to guide and structure implementation. IPECP-IEs were perceived as a unique platform to cultivate IPECP skills with a multicultural component.

Reflections on the Design of English-Medium Instruction Courses in Nursing

In line with the Taiwan government's 2030 bilingual national policy, nursing education must emphasize the importance of enhancing English proficiency, developing international competitiveness, and fostering global literacy. English is used as the medium of instruction (EMI) in nursing education with the main goal of conveying professional knowledge and skills through effective communication and linguistic awareness. The achievement of this goal may be enhanced by the use of artificial intelligence (AI) technology and software to assist teachers and students improve their linguistic awareness. EMI curricula provide to students of different nationalities opportunities to learn and appreciate multicultural perspectives, allowing them to practice respect for different cultural perspectives, cooperate in international learning environments, and build global competence.

The Problem of Memory in the Assassin's Creed Series (2007–2020)

The purpose of this paper is to examine how History and Memory are depicted in the video game series Assassin's Creed from 2007 to 2020. These games aim to recreate various historical periods by immersing the player's character from the present into the memories of their ancestors’ using technology. Assassin's Creed portrays the past through specific means: a narrative conveyed through events, spatially explorable environments, and, most importantly, the ability to interact with these elements. The series presents a supposedly multicultural perspective by offering its own interpretations of “historical truth” and collective memory. I argue contend that cultural products, when reinterpreted in the context of contemporary discussions and their own unique format, significantly influence the perception of certain historical moments in the collective imagination.

Understandings and misunderstandings of gua sha: A discussion from the perspective of scientific multiculturalism

As a traditional therapeutic practice, gua sha (刮痧) has been controversial because of its differences from the theoretical understandings of modern Western medicine. This paper presents an analysis of the historical evolution of the concept, treatments and theoretical origins of gua sha based on previous studies and examines the practice of gua sha from the perspective of scientific multiculturalism. It stresses that the body concept and the medical theory represented by this therapy are also parts of science in a diversified and broader sense. The resolution of disputes about gua sha requires a change in people's conservative mindset to adopt a position of scientific multiculturalism.

Higher education staff's commitment to implementing multicultural perspectives curriculum in Eastern Ethiopia

This inquiry sought to determine academic staff’s commitment to implementing curriculum from the perspective of multiculturalism in Eastern Ethiopian Higher Education. A descriptive survey research design was employed. A sample consisting of 151 academic staff selected using a simple random sampling technique was used. Data was collected through a self-administered questionnaire and analyzed using descriptive and inferential statistics. The study results revealed the implementation of a multicultural curriculum, the commitment of academic staff was found at a low level. There is no mean difference between males and females in implementing the multicultural curriculum. Based on the findings it is concluded that if academic staff were hard-working, committed, appreciated, and respected diversity, embraced a positive attitude, used culturally responsive pedagogy, and used strategies properly, the execution of the philosophy curriculum would have been ensured. Therefore, recommendations are forwarded to concerned stakeholders. Keywords: Commitment; curriculum; higher education; multiculturalism; multicultural perspectives.

From Mulberry Street to Market Street: childness matters

In 2016, Last Stop on Market Street, an American picturebook by Matt de la Pena, won the Newberry Medal, a Caldecott Honor, and a Coretta Scott King illustrator honor. In March 2021, Dr Seuss Enterprises, after working “with a panel of experts, including educators,” decided to cease publishing And to Think I Saw in on Mulberry Street (1937) along with five other books that “portray people in ways that are hurtful and wrong.” Both decisions seem to have been motivated by a strong commitment to a contemporary critical multicultural perspective (Yenika-Agbaw, 2022). In this paper, I will explore another perspective through which we might assess the quality and potential impact these and other texts might have on child readers. Drawing on Peter Hollindale’s (1997) contention that a children’s book acts as the vehicle for a reading event during which readers form or reform their ideas of the social construction of childhood and their place within that construction, I will examine how these books portray “childness,” defined by Hollindale as both a distinguishing property of a text and what a reader brings to the reading. As these texts offer snapshots of what it means to be a child in two different times and contexts, I argue that the constructions of childhood in children’s books have changed significantly in the twenty-first century. I will use multimodal discourse analysis and critical content analysis to query the degree to which these texts are “childly” (a term of respect for Hollindale, as opposed to childish) by focusing on notions of the imagination, diverse representation, and adult/child relations.

Literary Works as Literary Learning Media Oriented to the Concept of Multiculturalism Education: A Study of Indonesian Metro Pop Novels

The introduction of multiculturalism values can be applied through education. One of the models offered is utilising literary works as a medium for instilling the values of multiculturalism education. This study explains how literary works, particularly Indonesian metro pop novels, can be used as literary learning media oriented to multiculturalism education. The method in this study is literary research. Literary research aims to reveal various phenomena by making literary works as research objects. The literary works used as sources of research data in this study were eight Indonesian metropop novels published in the 2000-2020 period, which were selected using a purposive sampling technique. The data were collected using reading and note-taking techniques. Data were analyzed by content analysis method. The study results show that the diversity of culture, ethnicity, language, religion, race, ethnicity, gender, socio-economic class, customs and social traditions in Indonesia places multicultural education as essential. Educational efforts with a multicultural perspective are very necessary to avoid social conflicts because of diversity.

Nilai-Nilai Pendidikan Multikultural Pada Budaya Sakai Sambayan Dalam Menumbuh Kembangkan Sikap Toleransi Masyarakat Lampung Pepadun

The value of education with a multicultural perspective contained in the Sakai Sambayan culture, is used as a reference to develop the norms of life for the people of Lampung Pepadun in educating the nation's character and creating an attitude of tolerance. This is because of the rapid development of social media or mass media which is almost felt by all groups by providing its own pampering and having an effect on the emergence of a negative culture, lifestyle, individualistic attitude, and a low sense of help. So the Sakai Sambayan culture must be instilled in the minds of every community to form a society that is social and tolerant. This study shows that the values ​​of multicultural education in the Sakai Sambayan culture in developing a tolerance attitude of the people of Lampung Pepadun are: 1) Can increase a sense of unity and integrity, 2) Can strengthen brotherhood ties, 3) Able to create voluntary attitudes, help, and togetherness among community members, 4) Able to ease and accelerate work in the community, and 5) Establish and maintain social relations and harmony among community members. The implications or application of the Sakai Sambayan culture in developing the tolerance attitude of the people of Lampung Pepadun are with the following activities: 1) Hioh sumbay activities, 2) Deliberations to reach consensus, 3) Mutual cooperation activities in the agricultural sector, 4) Activities at weddings, and 5) Activities community (building places of worship and cleaning Tiyuh).

STRATA: The Research Process in the Making of a Performance-Based Film

Does a performance-based film as a creative artifact contribute new knowledge on the topics it adresses partly through its practice and outcomes? The focus of this article is on the performance-based film project STRATA. Under the direction of artist duo Verena Stenke and Andrea Pagnes (VestAndPage), STRATA brings together artists, performers, scholars, and researchers from the humanities and social sciences through collaborations and interdisciplinary processes. Locations featured in the film include the Swabian Jura caves in Germany, which were used for shelter by Ice Age humans forty thousand years ago. VestAndPage intend to open up a contemporary discourse on the past by engaging performing artists as they confront the concept of deep time and layers of memory in human history. They investigate the human body as a site that exists in continuity with the geological, rather than cut away from it, undertaking site-specific/site-responsive performances within caves and grottos. Working from the a priori assumption that everything in the world is interconnected and coexists with its environment, they take ecological thinking as an entry point to enliven an emerging corporeal epistemology to inform a more holistic and multicultural perspective. In the article, the authors attempt to trace continuities between their research activity on performance, filmmaking, sound and light design practices, and the methodological differences between practice-based research in moving images and academic research in film and image studies. They recount the evolution of their thinking, sensations experienced, practice-based artistic research, and working methods, which draw largely upon phenomenology and heuristic processes.

The Broadening of Art Perspectives in an Art Course of Non-Art Major Students through a Korean Art Teacher’s Asian Art Viewpoint

This research explores how Multicultural and Asian art affects college students in a U.S. university. The students did not major in art, and they chose art as elective subjects. The art course consisted of art theory and practice based on DBAE(Discipline-Based Art Education). In the art class, some non-white students always enrolled in the course. The researcher found that DBAE was satisfactory but sometimes inappropriate because DBAE is rooted in Western high art. The researcher changed the art studio class with a multicultural perspective, especially Asian art because he wanted to introduce a new art style to the class and give them a chance to appreciate non-western art. Qualitative action research and arts-based research methods were used to conduct this project. The result revealed that the students of color showed more confidence and actively participated in the class. The works of students of color were changed and improved. Second, women became more aware of social issues and expressed their feelings and emotions in their works. It seemed that the women students would become social activists and voice their opinions by making their art. Third, some students, especially Hispanic and Asian students showed their identity through their artworks. Forth, some Korean students did not make much progress. By including multicul-tural art in art classes, more students could broaden their perspectives on art and understand diversity through their artworks.

Experiences from Muhammadiyah on Practices of Multicultural Education: Analysis Through Bourdieu's Concept of Social Capital

This article aims to answer the question of whether a multicultural perspective has been implemented in higher education. Muhammadiyah, an Islamic organization, has a strategic role in building and developing multicultural education in Indonesia. Ethnic, cultural, and religious diversity is critical for Muhammadiyah Education, so a multicultural perspective becomes the center of attention. Until now, the education practice organized by Muhammadiyah tries to practice a multicultural perspective so that it does not reject students from non-Muslim religions, diverse ethnicities, and varied cultures. All students are treated equally without being differentiated because they come from different religions and do not even have a Muhammadiyah background. This research is an analytical qualitative method with case studies approach. Therefore, teachers or lecturers, in providing knowledge and transferring values, need to understand clearly the diversity of students or students they face. Hence, a multicultural perspective becomes one of the requirements for lecturers or teachers to understand. This article used the perspective of social capital theory from Pierre Bourdieu to analyze the capital used in multicultural education at Muhammadiyah Universities, such as Universitas Ahmad Dahlan and Universitas Muhammadiyah Yogyakarta.

Adventures from the road: A summer study away course that embodies the multicultural perspectives of our nation

Abstract: When students talk about university, one of the often elusive but most fondly remembered opportunities is study abroad. It is considered cost prohibitive and, with international flights, can exclude students for a variety of reasons. This, compounded with the global COVID-19 pandemic, required revisiting the purpose of a study abroad experience and adapting that to a study away adventure. This article shares the experiences of this inclusive alternative to study abroad and the multicultural perspectives with which students engaged during their summer study away.

Twelve tips for creating a multicultural mindfulness-based intervention in diverse healthcare settings

High levels of stress and burnout, low help-seeking behaviour and unhealthy coping in healthcare professionals (HCPs), are a critical concern globally. Mindfulness-based interventions (MBIs) reduce stress, are a healthy coping mechanism and have become increasingly popular among HCPs, especially during the Covid-19 pandemic. Nevertheless, HCPs’ busy schedules require the intervention to be accessible, pragmatic, and context specific. Key to this goal is approaching mindfulness from a multicultural perspective, especially in diverse settings such as Africa. This paper aims to provide practical tips to ensure that the MBI offered is effective with multicultural HCPs during intense stress. Four tips each discuss the curriculum, implementation, and sustainability, respectively. The tips are elucidated by practical examples of regulating stress in healthcare settings and to offer a guideline to help structure future MBIs to be culturally and context appropriate.

PANDANGAN MAHASISWA STKIP YAPIS DOMPU TERHADAP NILAI-NILAI MULTIKULTURALISME DALAM PROGRAM PERTUKARAN MAHASISWA MERDEKA

Indonesia, with its complex level of pluralism, is always challenged to find new ways to instill citizens' awareness of the reality of the existing pluralism. Educational institutions are tasked with carrying out social engineering in creating a harmonious and peaceful society amidst the various differences that exist. Even though the number is small, the existence of non-Muslim minority students at STKIP Yapis Dompu still requires the cultivation of awareness and values of multiculturalism as the responsibility of the world of education. The participation of STKIP Yapis students in the Independent Student Exchange (PMM) activities in 2022 provides important experience in viewing the reality of pluralism both on campus and in society. The Nusantara module is one of the program materials that aims to provide participants with a multicultural perspective. In this module students are invited to visit various houses of worship, destinations and historical sites in the destination campus area. For students, this experience gives a different impression, especially for those who grew up in a homogeneous environment. PMM will also encourage campuses to formulate inclusive and protective policies to prevent the "Three Sins of Higher Education" from acts of bullying, sexual violence and intolerance. This policy is a response to create an atmosphere and educational environment that is safe and respects differences. Therefore, it is important to know the views of STKIP Yapis students regarding the spirit of diversity so that it can be used as best practices in building social harmony. This qualitative research uses data collection techniques through document study and descriptive data analysis. This study concluded that the PMM program gave a positive impression to STKIP Yapis students in responding to differences and fostering a spirit of brotherhood and nationalism.

Implementation and Strengthening of Multicultural Islamic Education in Public Schools

The rise of exclusive attitudes and the lack of understanding of differences, diversity, religious tolerance and moderation have led to the fading of multicultural values ​​in schools. In addition, the influence of the epidemic has at least damaged the character and character of students who tend to ignore the values ​​of (cultural) diversity and tolerance in the school environment. Multicultural Islamic education is taught in public schools with an emphasis on acknowledging and respecting the differences that are inevitable for people of any religion and improving from a strong emphasis on the cognitive domain to the affective and psychomotor domains as well as improving the quality of teachers both from the point of view of their understanding of their religion. themselves and other religions, so that they themselves have the right perspective of multiculturalism. Therefore. multicultural Islamic education is taught in public schools. This is important so that students have an understanding of differences, diversity, tolerance, mutual respect and mutual acceptance in every difference in life. The methodology used is observation, interviews and documentation and is supported by various relevant references so that it has scientific value in research. This paper attempts to provide an offer or solution on how Multicultural Islamic Education is taught in schools so as to form an inclusive (open) pattern of religious understanding and tolerance in students.

Conflicting experiences and identity development of Arab novice social workers in the stage of entering social welfare offices in Israel

ABSTRACT The entry into professional life is a critical stage in the professional identity development of social workers; it is a particularly sensitive milestone for Arab novice social workers in Israel. Novice social workers must deal with the gap between the universal, predominantly individualistic social work approaches taught in Israeli educational establishments, and the collectivistic values, which they encounter in social work practice within the Arab community. In addition, they encounter the practical and culturally-sensitive knowledge of experienced social workers in welfare offices in Israel. This gap is intensified due to novice workers’ unresolved identity conflict as members of an indigenous minority, experienced during and since their academic socialization. Despite these critical issues, the challenge has rarely received scholarly attention. This article presents findings from a qualitative study that has examined the conflicting experiences of Arab novice social workers Vis-à-vis their professional identity development and incorporation into Israeli welfare bureaus. It is based on thirty in-depth retrospective interviews with Arab social workers with at least ten years of experience in the field of family and child welfare. Findings are analyzed from a critical multicultural perspective on social work. They show that integration of Arab novice social workers into the Israeli welfare offices is characterized by ongoing tensions and inner conflicts. Findings raise awareness of the need to implement critical multicultural programs in social work education which emphasize cultural sensitivity in order to support Arab novice social worker’s professional identity formation and incorporation into social work practice in the Israeli welfare bureaus.

The Communication Between Doctor and Vulnerable Groups from a Multicultural Perspective

Abstract In a world where population is growing and the percentage of vulnerable groups is increasing, cultural sensitivity requires very special attention. It is not surprising that cultural factors play a very important role in the healing process, outlining the response to disease and treatment. From Hippocratic Oath to the Romanian legal texts, all argue for a conduit for patients regardless of culture, race, ethnicity, religion. The vulnerable groups are: minorities, people with disabilities, pregnant women, children, whose self-image, and whose hole life is affected, the more they are under the influence of a medical context. We are the richest when we have health, and we are entitled to it, all of us, regardless of where we come from and where we are headed. In this context, medical communication with vulnerable groups has its specificity, given both the professional ethics and the cultural traditions of those concerned.