Multicultural Education Practices Research Articles

Trends in Multicultural Education Research: A Five-Year Content Analysis of Turkish and ERIC Databases

This study aims to determine trends in research on multicultural education in Turkish and Eric databases, to compare and to discuss them. Within the scope of the study, research on multicultural education in the International Education Resources Information Center (ERIC) and ULAKBİM TR Index (Turkey National Academic Network and Information Center) databases were included. In the study, 308 articles reached in ERIC database and 60 articles in ULAKBİM database were analyzed using content analysis. As a result of the analysis, it was determined that there has been an increase in multicultural education publications in ULAKBİM TR Index since 2015 and a decrease in the ERIC database. In Turkey, it is seen that there is a tendency to determine attitudes, perceptions and opinions towards multicultural education with larger sample groups; nevertheless, there is a tendency to multicultural education practices and experiences with smaller groups in the ERIC database.

Missed Opportunities: Troubling the Waters of Social Justice Teaching in an English Methods Course

This case study of an English methods course examines how preservice teachers demonstrate knowledge, skills, and dispositions for social justice teaching. Qualitative analyses of participants’ performances on two signature course assessments, micro-teaching and unit planning, show how opportunities to demonstrate socially just teaching practices are both afforded and missed. The study and course design draw from theories and practices of critical multicultural education, culturally relevant teaching, and equity literacy. Findings indicate that despite our best intentions, course assessments did not fully support engagement with, or applications of, social justice principles.

Practices of Multicultural Education among the Faculty of Social Sciences and Humanities at University of Management and Technology Lahore

The aim of this research is to analyze practices in multicultural education among faculty of UMT, Lahore campus. To achieve the aim of study, the data was collected from 33 faculty members of the SSH department of UMT through purposive sampling. The closed-ended questionnaire with 5 Likert scale was used as an instrument to collect the data along with it a semi-structured interview was conducted to achieve the triangulation. Furthermore, the framework focuses on the different dimensions of multiethnic schooling created by Bank (2006, 2010). Data gathered through questionnaire was analyzed quantitatively while the data collected through semi-structured interview was analyzed qualitatively. The study revealed that the teachers are more focusing on content integration and equity pedagogy as compared the facts creation and prejudice reduction. As far as the empowerment of ethos and communal construction of UMT concerned with most teacher that are in favor of it.

Micro and Macro Practices of Multicultural Education in a Philippine University: Is It Global Integration Ready?

Multicultural education is an emerging world model amid the thickening of multicultural networks of educational exchange, interaction, learning and instruction. In the Philippines, no studies analyzed the status of multicultural education, both at the micro- and macro-levels of an institution. This dearth may impede one’s understanding of the status of multiculturalism, which may result in poor implementation of policies toward reconfiguration of higher education institutions. Using sequential mixed-mode methods, this study analyzed the English teachers’ micro-level and a local university’s macro-level practices of multicultural education. Using Banks and Banks’ (Multicultural education: Issues and perspectives, Allyn and Bacon, Boston, 1993) dimensions of multiculturalism, an intact group of 49 second and third year foreign students answered a questionnaire, and joined in a focus group discussion to share their experiences related to content integration, knowledge construction, prejudice reduction, equity pedagogy and strengthening school culture. Results show that the practices of multiculturalism are excellent, except for knowledge construction and strengthening school culture. Moreover, micro- and macro-level dimensions are statistically different, resulting in the tension between the two levels if we use an excellent rating as a yardstick of fully multiculturalism. That is, English professors may have attained excellent multicultural practices, but their classroom practices may not have been fully complemented and supplemented with a much more strengthened wider school culture. Although conducted at the parochial level of one university, implications for policy-making, instructional preparation, academic reforms, faculty loading, inter-university partnership, and local and international benchmarking are seen to be national and universal.

THE MULTICULTURAL EDUCATION IN THE WALISONGO MODERN ISLAMIC BOARDING SCHOOL (PESANTREN MODERN)

This paper discusses the concept and the practice of multicultural education at an Indonesian Islamic educational institution, the Pesantren Modern Walisongo. This paper employed a qualitative approach using a phenomenological type of research, and the technique of purposive and snowball samplings in gaining the data. Spradley model was applied to analyze the data; whereas the triangulation strategy and member check were implemented to gain data validity. This study concludes, the formation of the multicultural characters of santri uses the approach of integrating philosophical, spiritual, psycho philosophical, and socio religious-philosophical values.

TRANSLATING MULTICULTURALISM AT AN INDONESIAN PESANTREN

This paper discusses the concept and the practice of multicultural education at an Indonesian Islamic educational institution, the Pesantren Modern Walisongo. This paper employed a qualitative approach using a phenomenological type of research, and the technique of purposive and snowball samplings in gaining the data. Spradley model was applied to analyze the data; whereas the triangulation strategy and member check were implemented to gain data validity. This study concludes, the formation of the multicultural characters of santri uses the approach of integrating philosophical, spiritual, psycho philosophical, and socio religious-philosophical values.

PENDIDIKAN MULTIKULTURAL DI PONDOK PESANTREN SYI’AH (STUDI KASUS DI PONDOK PESANTREN DARUT TAQRIB JEPARA)

Shi’ah as a minority sect in Islam tends to be perceived negatively by majority group. However, sign of enmity between Sunnis and Shiites are never seen in Jepara. As one of the territory in Indonesia, Jepara is different from other areas that have been attacked by conflicts such as Sampang, Bangil, or Pekalongan. Sunni-Syhiites harmony in Jepara is certaintly not separated from the important role of da'wah and Islamic education conducted by Darut Taqrib Islamic Boarding School, Krapyak Jepara. This research intends to deepen the multicultural education practices conducted by the minority of Shiites in Jepara by taking the background in Shiites Boarding School Darut Taqrib. As the only institution of Shiite boarding school, Darut Taqrib always instills tolerance and multicultural values. Research data collection uses qualitative descriptive method with case study approach. The researcher attempt to collect data on the content of multicultural education, take the meaning, and understand it. The result of data analysis indicates that the existing multicultural education practice in Darut Taqrib are three kinds, open forum of tabayyun, harmonization of inclusive social interaction, and fostering of nationalism spirit among students.

Unity over diversity? Teachers’ perceptions and practices of multicultural education in Kenya

ABSTRACT The current paper analyses how multicultural education is perceived and practised by secondary school teachers in Kenya, an ethnically diverse African country with a history of inter-ethnic tensions. The authors have conducted a large-scale survey among 925 secondary school teachers in Nairobi, complemented by 68 in-depth follow-up interviews. They analyse five dimensions of multicultural education using quantitative and qualitative methods . Their approach and focus are empirically and methodologically innovative since most studies in the field of multicultural education remain qualitative in nature, analyse attitudes of pre-service teachers, and are predominantly conducted in the United States. While Kenyan teachers value multicultural education and to a lesser extent implement multicultural teaching strategies, their findings indicate that Kenyan teachers seem to attach more importance to promoting unity than to recognising and celebrating diversity at school.

Understanding Multicultural Education and Social Work Practice, & the Tao Complexity Tool Model in Relation to the Vietnamese Students' Social and Academic Success in Public School in the United states

Historically the United States has been a country open and very welcoming to immigrants from all over the world. Specifically, Vietnamese refugees were a significant population that entered the US after the fall of Saigon in 1975 during the Vietnam War. According to Zhou and Bankston (n. d.), in the early 1970s there were fewer than 15,000 Vietnamese in the US; by 1990, the group increased over 615,000, a 40-fold increase in just 15 years. Zhou and Bankston (n. d.) added that the sudden arrival of this new and sizeable population of Vietnamese refugees poses challenges to those who work with the American youth. The Vietnamese culture is vastly different from most long-lasting American cultures wherein Vietnamese parents hold a set of a cultural vales, norms, beliefs, behavioral standards, and expectations entirely seems at odds with those of the United States (p. 2). In this light, this reflection seeks (1) to highlight the positive effects of Multicultural Education theory (MET) and Multicultural Social Work Practice (MSWP) as pedagogical and sociological methodologies in coordination with the Tao Complexity Tool Model (TCTM) on the Vietnamese students' academic and social success; and (2) to highlight the effects of TCTM as an open system in inducing paradigm shift in policy-making in complementarity to systems thinking in addressing and resolving global issues, and explain global systems as open systems in the postmodern world as multicultural communities of practice. In doing so, (1) I define and explain TCTM as an open system and explain its utilization in inducing paradigm shift in policy-making, (2) clarify the interconnectedness and complementarity of TCTM to systems thinking and addressing issues, (3) explain thinking in open systems based on Fu and Kirk's (1999) perspective on open system in conjunction with Senge's (2006) work on systems thinking, (4) clarify the importance of helping the immigrant Vietnamese students attain success in American education system and the stabilization of their families' living conditions in the United States, (5) define and explain MET and MSWP as intervention tools in resolving the crucial issues shaping the learning process of the Vietnamese students through effective multicultural educational and social work practices, (6) review pertinent literature on the topic, and finally, draw my conclusion in this writing.

The effects of child-care techers’ multicultural acceptability and multicultural teaching competence on multicultural education practices

The effects of child-care techers’ multicultural acceptability and multicultural teaching competence on multicultural education practices

Diverging discourses on multicultural education in Finnish teacher education programme policies: implications for teaching

ABSTRACTThe necessity to include multicultural education policies and practices in schools and teacher education has been widely recognized both in Finland and internationally. However, terms such as ‘multiculturalism’ and ‘multicultural education’ have contested and vague meanings in educational discourse. This paper investigates discourses on multicultural education from critical multicultural education and postcolonial theoretical perspectives. The focus is on the teacher education policies of all the eight primary teacher education programmes in Finland. Discourse theory analysis revealed six diverging discourses within a framework of conservative, liberal and critical multicultural education. The results show that it should not be taken for granted that policies including multicultural education contribute to social justice in education and teacher education. Consequently, policy-makers need to question the rhetoric regarding multiculturalism and to focus on how inequality is reproduced and upheld in discourses in teacher education and schools, and how this can be challenged.

Elementary teachers’ beliefs about multicultural education practices

As the diversity of American schools is increasing, teachers should understand the role culture plays in the classroom and employ teaching practices that accommodate students from diverse cultural backgrounds. However, while more is known about pre-service teachers’ beliefs about multicultural education, less is known about what practices in-service teachers endorse and what factors influence those beliefs about practices. Specifically, the aims of the study were to determine (a) how teachers define culture, (b) what multicultural practices they endorse, and (c) what school-level factors (i.e. racial/ethnic demographics of the school) and teacher-level factors (i.e. multicultural professional development/coursework, grade level taught, comfort level facilitating multicultural discussions, and definitions of culture) are associated with teachers’ endorsement of multicultural practices. A sample of 45 elementary teachers (grades kindergarten to fifth) in three elementary schools completed a custom-developed survey. Findings indicated that teachers defined culture broadly with infrequent mention of specific identities and did not show strong endorsement of recommended multicultural practices. Teachers’ definitions of culture and their school of employment were associated with teachers’ beliefs about practices. Directions for future and implications for targeted professional development will be discussed.

Education for multicultural citizens in Indonesia: policies and practices

This paper examines how education in Indonesia can help create tolerant and multicultural citizens through the analysis of policies and practices. After the political shift in 1998, Indonesia issued education law No. 20 in 2003 which contains, though vague, a couple of articles that can underpin the development and implementation of multicultural education. This is a ‘spirit’ of multicultural education, which has been interpreted in subsequent regulations and decrees. In this paper, the author explores how these policies and school curricula have been translated into practices. The author conducted a series of ethnographic fieldwork in two provinces, Yogyakarta and Central Kalimantan, visiting six different schools: four religious (three Islamic and one Catholic), one state secular and one state vocational. The findings suggest that there were inconsistencies between policies and practices of multicultural education due to a lack of explicit policies and incapable education decision-makers and teachers.

New means and new meanings for multicultural education in a global–Italian context

In today’s multicultural world, digital tools may become a powerful means to building a culture of dialogue that supports ‘culturally responsive’ teaching within imaginative multicultural learning environments. Students can develop global competencies, learning more about others’ and their own culture as part of their personal development. Our paper presents the experience of Rete Dialogues, a network of Italian state schools that have created a professional learning community and enacted the international project Generation Global. Through technologies such as videoconferences and online communities, students, supported by their teachers, can meet peers from various cultures. After referencing the development of the notion of multiculturalism, we interpret our experience through the lenses of Banks’ five dimensions. We then focus on a ‘teamblogging’ initiative that involved 2000 students and over 200 teachers, discussing examples from students’ digital dialogues and brainstorming next steps in the practice of multicultural education.

Navigating the Meanings of Social Justice, Teaching for Social Justice, and Multicultural Education

This article uses well-received contemporary scholarship—works by Iris Young, Nancy Fraser, Morva McDonald, Connie North, and Geneva Gay—to illuminate a high degree of coherence among the substantive meanings of social justice, teaching for social justice, and multicultural education. Based on these relationships, the article suggests that social justice is an inherent feature and goal of multicultural education, and the discourses between teaching for social justice and multicultural education should be mutually associated with one another to more effectively promote social justice. The article closes by outlining personal literacy that has the potential to enrich research and practice in multicultural education.

Social Harmony and Diversity: The Affordances and Constraints of Harmony as an Educational Goal

Background/Context There is a pressing need to consider how citizens should live together, especially in societies that are increasingly ethnically and politically diverse. Even though multicultural education is constructed very differently and serves very different purposes in different national contexts, relatively little attention has been paid to how education systems of countries such as China, Singapore, and the United Arab Emirates give greater emphasis to the concepts of harmony and social cohesion. Purpose/Objective This study explores some of the ways in which multicultural education is defined and conceptualized in East Asian countries. This paper draws on the case study of Singapore to interrogate the concept of harmony, investigate the implications of the state incorporating this concept as an educational goal for the public education system, and examine teachers’ understandings of multicultural education. Research Design The study adhered to the qualitative case study design. The data consisted primarily of semistructured individual interviews with 24 Singapore secondary social studies teachers, as well as relevant curricular and political documents such as the national Social Studies curriculum, political speeches, and official government publications. Guided by the literature, the interviewers asked questions to surface the participants’ understandings of the definition, purposes, and practices of multicultural education. Subsequently, the interviewers used follow-up questions to probe further and elicit additional description of how the teachers arrived at these understandings. The data analysis, shaped largely by the constant comparative method, was data-driven and inductive. Conclusions/Recommendations By illustrating some of the affordances and constraints of incorporating harmony as an educational goal, this study offers multicultural education scholars and teacher educators an opportunity to better understand some of the ways in which multicultural education is conceptualized in East Asian countries with strong Confucian traditions. The findings from this study suggest that a focus on harmony as an educational goal may help facilitate a move away from programs that emphasize the development of individual students’ social and political competencies towards programs and policies designed to promote communal trust and social cohesion. Finally, this study illustrates some of the challenges teachers face when balancing the goals of building trust and harmony within society and interrogating entrenched interests, institutional inequality, and unequal power relations.

Multicultural Education Practices at Religiously-Based Schools in Malang

This study began with an assumption that multicultural education model is practiced in schools in a very limited scope. Therefore, through the subject of PPKN (Civics Education) in schools, multicultural education can be developed. In addition, the school as a laboratory of diversity at the scope of educational institutions is an important medium in the discourse of multicultural education. As a conceptual formulation that was built through the 2013curriculum, the instructional model of Civics education-based on multiculturalism was found to be able to stimulate students’ character building in a more effective, quick and strategic manner. The school, in addition to being an important laboratory of diversity, should also provide multicultural instruction in Civics education with the materials that aid the vision of Civics education instruction with a content of multicultural education in a productive, creative, innovative, and affective way as well as having an effect on the students so as to contribute to the social, civic life and more importantly to the process of building the character and attitude of tolerance among students in schools. Through multicultural education in schools, students learn to accept and understand the cultural differences that affect the differences in usage (how people behave); folkways (habits in the community), mores (code of conduct in the community), and customs (tradition of a community). With multicultural education, learners will be able to accept differences, criticism, and have a sense of empathy, tolerance for others regardless of class, status, gender, ehnic, religion and academic skills.

Perceptions and practices of multicultural education among Ethiopian secondary teacher education program officials, teacher educators and prospective teachers

This study explores the perceptions and practices of multicultural education among Ethiopian secondary teacher education program officials, teacher educators and prospective teachers. To that end, data were collected from secondary teacher education program officials, teacher educators and student teachers using questionnaire and interview. The data were analyzed by employing mixed methodologies. The study revealed that while Ethiopian secondary teacher education program officials and teacher educators have awareness about multicultural education, the prospective teachers’ awareness was found to be very low. Furthermore, there are inadequate practices of multicultural education in the secondary teacher education institutions. Suggestions which may enhance the implementation of multicultural education in the secondary teacher education program of the country and beyond are discussed in the article.

Public Pedagogy and the City

This paper seeks to contribute to the interdisciplinary discussion of the all-too-often- contested concept of multicultural education and, specifically, the way it is conceptualized and put into practice in city libraries, museums, cultural centers, and other emerging sites of public education. As the formal education system has so far been seen as the main venue for research on multicultural education, to date there is relatively little empirical inquiry exploring how the ideas of multicultural education play out outside the school settings. The study aims to address this gap and explore the educators’ perspective, the views of those who set the agenda for educational programs. Based on 10 in-depth interviews with the educators in Oslo and Moscow, two cities with extensive networks of public education, the study sheds light on how multicultural education is interpreted in this often-overlooked context. Drawing on the transformative approaches in multicultural education on the one hand and the concept of public pedagogy on the other, the discussion uncovers some of the potentials and limitations intrinsic to the practices of multicultural education in the settings of public education.

Pre-Service Teacher Multicultural Education in Russia: Problems and Responses

Background/Objectives: This paper deals with the problem of pre-service teacher multicultural education in Russia. It focuses on the goals, content and real practice of multicultural education in teachers’ training institutions. Methods/ Statistical Analysis: Theoretical research was supported with empirical procedure. The survey sample consisted of 200 pre-service teachers. The authors used both quantitative and qualitative methods: Structured questionnaires to identify pre-service teachers’ level of general, ethnic, social tolerance, and focused interviews with 8 respondents to investigate pre-service teachers’ knowledge, views and attitudes. Findings: Analyzing in comparative perspective modern standards of university education, teacher training programs and curriculum, we found out that multicultural education in Russia is defined in the context of ethnic, language and religious diversity. Multicultural dimension is implemented primarily within the framework of additive approach. The authors argue that under current reforms extra-curricular activities are the main resource of effective pre-service teacher multicultural education. The empirical research highlights the need for a revision of pre-service teacher multicultural education. The results indicate lack of practical training, such as skills development courses, master classes, case study. Almost 1/3 of pre-service teachers, participating in the research, demonstrate lack of relevant skills and confidence in their ability to work in culturally diverse classroom. Application/Improvements: The results are of pedagogical interest, it can help university staff to comprehend the problems of multicultural education faced in Russia and to activate necessary changes.