Multicultural Perspective Research Articles

‘문화적으로 반응하는 교수법(CRP)’에 대한 성찰이 우리나라 다문화 교육과정에 주는 시사점 탐색

Objectives The purpose of this study is to introduce the meaning, core content, and practical logic of culturally re sponsive pedagogy (CRP), and to explore its implications for Korea's multicultural curriculum. Methods To this end, this study diagnosed the problems of multicultural education in Korea from the critical multi cultural education theory perspective. After that, the meaning, core content, and practical principles of culturally responsive pedagogy (CRP) were reflected. Results Culturally responsive pedagogy is interpreted as a flow of ‘asset-based pedagogy’, providing conceptual and methodological tools to understand the structural problems of inter-cultural inequality according to back grounds or cultures that still exist in multicultural education in school education and to suggest alternatives. At the same time, culturally responsive pedagogy are attempting to suggest alternatives to the practical problems of crit ical multicultural education pedagogy by seeking connection with competency-based education to solve their practical blind spots in recent years. This enables changes to a new multicultural curriculum that overcomes the mass production of cultural discrimination against minority students in multicultural education. Conclusions This study urged the need for a multicultural curriculum in Korea to pursue students' cultural critical competencies and play the role of ‘mirrors and windows’ that accurately reflect and reveal students themselves and the culture around them, based on holistic human relationships. Through this, this study can provide an alter native to overcome the reality of Korea, which is an important problem facing multicultural education but is not getting practical effects.

Future development of peace education in Bali: Lessons from a critical analysis of the peace education curricula of Hiroshima

This study explores the necessity of promoting peace education in Bali through a critical analysis of the peace education curricula in Hiroshima, identifying lessons that can enhance Bali's efforts in fostering harmony and conflict resolution. By investigating the ideologies, power structures, and socio-political settings influencing Hiroshima's framework, the research employs qualitative methods, including expert interviews and detailed curriculum analysis, to examine its effectiveness and inclusiveness. The findings reveal that Hiroshima's peace education is deeply rooted in its historical trauma, emphasizing anti-war narratives and collective harmony, but it faces challenges in integrating multicultural perspectives and addressing environmental peace. For Bali, the study highlights the potential of incorporating local philosophies like Tri Hita Karana to create a culturally resonant framework that balances global and local issues, fostering inclusivity, sustainability, and social justice. The implications suggest that a localized, participatory, and environmentally integrated approach to peace education can empower students and communities in Bali to actively contribute to a more peaceful and equitable society.

잠재프로파일을 활용한 다문화가정 어머니의 문화적응 스트레스, 사회계층, 진로지원 행동의 분류와 다문화가정 자녀가 느끼는 진로 장벽 요인 차이 검증

Objectives The purpose of this study is to identify how multicultural family mothers' socioeconomic status, acculturation stress, and levels of career support behavior for their children can be categorized into latent profiles. By analyzing the sub-factors influencing these latent profiles, the study aims to comprehensively understand the career barrier issues experienced by multicultural family mothers and adolescents and propose practical and policy-oriented alternatives. Methods To achieve this, data from the ninth wave (2021) of the Multicultural Adolescents Panel Study (MAPS) were used. A total of 1,001 pairs of multicultural mothers and their children were analyzed using Latent Profile Analysis (LPA). LPA is a useful method for categorizing participants into subgroups based on shared characteristics. In this study, the variables included mothers' socioeconomic status, acculturation stress, and the level of career support behavior for their children. The analysis was conducted using Mplus 8.3, assessing the characteristics of each latent profile and the main factors influencing them. Furthermore, differences in the level of career barriers among adolescents belonging to each latent profile were analyzed using BCH difference testing. Results The analysis identified six latent profiles based on mothers' socioeconomic status, acculturation stress, and levels of career support behavior. These profiles ranged from groups with high social resources to those with low resources, groups experiencing significant difficulties with acculturation, and groups with active career support behaviors. Additionally, there were significant differences in the level of career barriers among adolescents belonging to each profile. Notably, children of mothers with low social resources and high acculturation stress tended to exhibit higher levels of career barriers. Conclusions Multicultural family mothers can be divided into several subgroups, and understanding their characteristics is essential. It is important to move beyond the stereotype that multicultural family mothers experience high acculturation stress or are insufficient in supporting their children’s career development. Instead, the diversity within these groups should be understood from a multicultural perspective, and support strategies should be explored accordingly. These findings provide significant implications for developing tailored policies and practical alternatives that address the unique characteristics of multicultural families.

Educators’ Voices Of Culturally Responsive Pedagogy In Elt Context: Revealing The Dominant Characteristics And Praxis

When teaching English in a multicultural setting, culturally responsive pedagogy (CRP) becomes even more important. It promotes diversity by recognizing the impact of students' different backgrounds and experiences on their identities. Teachers can increase student engagement, foster critical thinking, and improve language acquisition by incorporating culturally relevant materials and teaching strategies. This method respects students' cultural backgrounds and enhances their ability to understand and empathize with individuals from diverse backgrounds. The purposes of this mixed-method study with an explanatory design were to 1) find out what English language teachers think are the most important aspects of CRP and 2) find out how they use CRP to keep students interested. The participants (N = 95) are majoring in English from elementary, secondary, and higher education levels. The researchers used an online questionnaire and a semi-structured interview to gather the data from respondents. The researchers analyzed the questionnaire using the adjectival rating of a four-point Likert Scale and analyzed the interview using the verbatim technique. The findings revealed that the dominant key characteristics of CRP were care and empathy. Therefore, the interview results indicated that practicing CRP successfully boosted student engagement since their involvement and motivation appeared as well since teachers were 1) using relevant contexts and examples, 2) incorporating multicultural perspectives, 3) encouraging student-driven material selection, and 4) making personalization of content.

DIVERSE VOICES OF MENOPAUSE: STUDY RESULTS OF US WOMEN AGES 35 AND OLDER

Abstract AARP conducted a bimodal study gauging the impact of menopause symptoms on women and their treatment preferences. The focus groups included 36 women ages 40 and older from a mix of race/ethnicity, education level, and income. The survey of 1,510 U.S. women ages 35 and older included racial/ethnic oversamples of Black/African American (B/AA), Hispanic/Latino (H/L), and Asian American, Native Hawaiian, Pacific Islander women (AANHPI). Three unique multicultural perspectives emerged: 1) symptoms varied by race/ethnicity. For instance, more Black/African American women than other racial/ethnic groups, experience hot flashes (B/AA: 71%; White: 63%; AANHPI: 61%; H/L: 60%); more Hispanic/Latino women than Black/African American or Asian American, Native Hawaiian, Pacific Islander women report mood/emotional swings (H/L: 55%; B/AA: 44%; AANHPI: 36%; White: 49%;); 2) half (49%) all women say symptoms have a negative impact on day-to-day life with more Hispanic/Latino women feeling this way than White or Black/African American women (negative: 63%, 54%, 51%, respectively); 3) more White women than other racial/ethnic groups take psychotropic medications (White: 30%; B/AA: 24%; H/L: 21%; AANHPI: 14%) and more Black/African American, Hispanic/Latino, and Asian American, Native Hawaiian, Pacific Islander women than White women, take vitamins and supplements (B/AA: 57%; H/L: 57%; AANHPI: 57%; White: 47%). HRT use is consistent across racial/ethnic groups. Focus group verbatims, aligned with survey results, provide meaningful insights of the impact of menopause on women.

한국 코미디 프로그램을 활용한 다문화 감수성 향상 교육 방안 연구

This study explores strategies to enhance multicultural sensitivity using Korean comedy programs. In contemporary society, multicultural sensitivity is an essential competency for fostering mutual respect and social integration. In Korea, where the transition to a multicultural society is rapidly progressing, it has emerged as a critical educational agenda. This study selected the Korean comedy program Nitong’s Human Theater as its analytical focus, transcribed six episodes, and categorized stereotypes based on multicultural situations and interactions among characters. The analysis identified five prominent stereotypes related to appearance, behavior and personality, self-esteem, cultural understanding, and language abilities, which were found to potentially hinder viewers’ development of multicultural sensitivity. In response, this study proposed educational approaches such as critical viewing, role-playing, and alternative narrative creation. These activities were discussed as effective strategies for critically reflecting on stereotypes, fostering multicultural perspectives, and promoting attitudes of respect toward other cultures. The findings demonstrate that comedy programs, beyond their entertainment value, hold significant potential as tools for multicultural sensitivity education. This study anticipates that the integration of comedy programs into educational practices will contribute to fostering mutual respect and harmony in multicultural societies.

Co-addressing Wicked Problems through Science Education and Culture: Insights from Ukraine, Estonia, Turkey, and Bangladesh

In dealing with wicked problems, such as pandemics, war, economic inflation, refugee influx, and natural disasters such as earthquakes or floods, culture is seen as playing a strong role in determining peoples’ responses. While school science education seeks to promote an awareness of, and even preparedness towards, dealing with wicked problems, the isolation of school science from culture can result in promoting an image of science within students as unaccounted for and unaffected by cultural experiences. In reducing this gap between science education and culture, this study seeks to identify science teacher perceptions towards a combined role to be played by both science education and culture in co-addressing wicked problems. In so doing, this qualitative study takes into consideration four wicked problems – the current war in Ukraine, the recent earthquake in Turkey, a refugee influx into Estonia, and the reoccurring floods in Bangladesh. Through semi-structured interviews with five volunteer science teachers from each country, the study explores science teacher perceptions towards the roles played by culture and science education separately, and possible ways to combine these so as to promote a culturally relevant, responsive and adaptive science education orientation. The findings of the study suggest ways to promote awareness, preparedness and enhance emotional acceptance through both science education and cultural practices. The significance of this study lies in the multicultural nature of the research, seen as allowing the researchers to gain multicultural perspective from science teachers with first-hand experience related to wicked problems.

Multicultural perspectives on building instructional capacity for multilingual learners: synergy of teachers, community members, and academics

ABSTRACT This design-based research study explored the feedback process, resulting actions, and changing instructional perspectives involving teachers, community members, and researchers leading to enhanced professional development offered to K-12 teachers of multilingual students. Specifically, the feedback from a community advisory council and teachers significantly shaped researchers’ approaches to designing and adapting a literacy course to address the needs of multilingual students’ caregivers. The findings underscore the importance of a holistic approach to professional development and highlight the multicultural perspectives that academics can discover by involving both community stakeholders and teachers in promoting impactful practices for multilingual learners.

Pendidikan Agama Kristen dalam Perspektif Multikulturalisme di Sekolah

Christian Religious Education (CRE) in Indonesia plays a crucial role in shaping the character and morality of students. Considering the cultural and religious diversity in Indonesia, Christian religious education needs to be delivered with a multicultural perspective that emphasizes values of tolerance and respect for differences. This article aims to explore the implementation of Christian religious education in schools within the context of multiculturalism, and how this can help strengthen attitudes of tolerance and interfaith harmony. This study also discusses the challenges in implementing multicultural-based Christian religious education and how practical solutions can be applied.

Strategi Pendidikan Islam Dalam Membangun Karakter Multikultural Pada Peserta Didik

Islamic education has a strategic role in shaping the character of students who are able to live harmoniously in a multicultural society. Islamic values ​​such as tolerance, mutual respect and cooperation must be taught to promote harmony amidst cultural, ethnic and religious differences. Although Islamic teachings support inclusivity and respect for diversity, its practice is often faced with challenges. Therefore, an Islamic education approach with a multicultural perspective is needed to teach students to understand that differences are God's decree and must be seen as a social force. This educational concept needs to prioritize human values, moderation and openness, as well as integrating diversity in learning. Through education that emphasizes multiculturalism, it is hoped that a generation that not only adheres to religion but is also able to maintain social harmony can be formed. This research also identifies challenges in implementing multicultural education in Islamic schools and offers strategies to overcome these obstacles.

Enhancing Islamic Education with Multicultural Perspective Through Surah Al-’Ankabut

Enhancing Islamic Education with Multicultural Perspective Through Surah Al-’Ankabut

Relating in a refugee setting

"Can Gestalt therapy be applicable in direct interventions on frontlines of humanitarian crises and situations? Can the I-thou relationship be established within a multifaceted and recurring field of trauma, inequality, and discrimination, and support a counselling relationship? This article – from an inclusive, multicultural perspective – discusses and explores various ways in which the notions of I-thou relating can be realised in a refugee setting. Additionally, this article delves into the role and inclusion of an interpreter within the dyadic counselling relationship. The author shares her journey as both a case worker and a therapist in a refugee setting, highlighting the shared process experienced. Through clinical examples, the author suggests that fostering an environment of I-It relating can enable the potential for an I-Thou relationship to emerge and flourish. Furthermore, the author shares insights into her approach to providing counselling support and maintaining a therapeutic presence when confronted with repetitive and ongoing trauma, while emphasising her commitment to adopting an inclusive and affirming approach throughout the process. Keywords Gestalt therapy, refugees, I-Thou relationship, I-It relating, multiculturalism, inclusion, confirmation, interpreters, shared process."

Circumplex Model of Family Dynamics in Turkish Families: A Comparative Typological Perspective

Circumplex Model of Marital and Family Systems is a major systemic theory that aims to define the balanced and extreme psychological patterns of family systems with a multicultural perspective. The aim of this study was to examine the validity of the Circumplex Model-based family typology in a collectivistic Eurasian country. Data obtained from 807 college students agreed to participate in the study. Latent profile analysis was performed to examine the validity of the proposed typology, and a series of linear trend analyses were performed to test whether family functioning and psychological outcomes differ significantly across family types in proposed models. Circumplex Model-based family typology emerged with unique profiles, and the analyses produced theoretically extreme but culturally normative typology for the collectivistic Turkish family system. Current findings supported the fundamental hypothesis of the Circumplex Model, in that even families with optimal functionality may not be completely free of unbalanced structural dynamics.

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'.

Conceptualizing RRI from a Global South perspective through Indigenous innovation practices in Aotearoa New Zealand’s high-tech science sector

ABSTRACT The dominance of a ‘North-Centric’ approach to RRI has made invisible a range of practices and stakeholders observed in the Global South that provide a multi-cultural perspective to aligning science with society. We use a practice theory lens and a three-part model of materials, competence, and meanings to examine RRI as a sci-tech management approach operating at the interface of western and Indigenous science. We present a case study of New Zealand’s high-tech science sector whereby local Indigenous (Māori) knowledge, expressed in a specific national policy called Vision Mātauranga (VM) is driving RRI in practice. The findings show a set of micro-practices, including open innovation, capacity development and absorptive capacity as necessary to initiate and sustain RRI collaborations with Māori. We conclude that a decolonized RRI process extends responsible innovation’s application beyond the EU, giving rise to the development and practice of new modes of science organizations and governance in RRI.

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.