Multicultural Education Practices Research Articles

The Centrality of the Role of PAI Teachers in Multicultural Education Practices in Wonosobo Regency Public Schools

Indonesian society has various cultures, ethnicities, religions and different economic levels. Multicultural education and religious tolerance are very important amidst increasing religious intolerance in the educational environment. The role of PAI teachers is absolutely necessary to realize multicultural education in state schools. The research aims to reveal the centrality of the role of PAI teachers in the practice of multicultural education in Wonosobo Regency public schools. To achieve this goal, this research applies a qualitative approach to state schools in Wonosobo district. The findings of this research identify that PAI teachers have a central role in the practice of multicultural education within the scope of their school. These practices include: role modeling, habituation, and taking action against bullying and intolerant behavior at school. This research contributes to the promotion and practice of multicultural education in educational environments nationally and internationally. This study provides recommendations for a more in-depth investigation into how educators view and apply multicultural values in the scope of education to achieve a peaceful and harmonious life.

Insights into Multicultural Competence of Early Childhood Teacher Candidates in Indonesian Islamic Higher Education

This study investigates multicultural attitudes among 168 ECE teacher candidates from four state Islamic universities in Indonesia, using a quantitative descriptive design and the Multicultural Attitudes Survey for Teachers. Results indicate a high average multicultural attitude score of 74.12, with candidates demonstrating confidence in managing multicultural classrooms and promoting cultural pride among children. However, their attitudes are primarily based on personal interactions rather than formal coursework. Interviews with 27 respondents further explore multicultural education practices during teaching practicum, revealing a need for improved collaboration with parents and greater emphasis on multicultural education in both teacher education and ECE curricula. Practical implications include integrating multicultural education into teacher education programs, fostering experiential learning for attitude development, and expanding multicultural education coverage in ECE curricula to enhance children's multicultural awareness.

The Importance of Cared for Diversity through Multicultural Education at School Medan

Multiculturalism is a concept that is addressed to a society in the context of nationality to recognize diversity, pluralism, and diversity of races, cultures, ethnicities, and religions. The purpose of this study is to describe the model of multicultural education at the Sultan Iskandar Muda educational foundation school and to examine further the concepts and practices of holistic multicultural education. The type of research conducted is qualitative research using an ethnographic approach. Locations conducted during the study were in the area around Medan at the Sultan Iskandar Muda College Foundation, Jalan Sunggal, the informants were appointed by the Principal, Teachers, Students. The results of this study are that the application of multicultural education at YPSIM provides a belief and explanation that examines and assesses the importance of cultural and ethnic diversity in lifestyle, social experience, personal identity, educational opportunities of individuals, groups and countries. The concept of holistic multicultural education can be seen through the school's vision and policies, leadership and management, capacity and culture and school culture. So that later multicultural education can be integrated with existing subjects in schools to realize the values of tolerance, pluralism, nationalism and anti-discrimination.

Korean Middle School Teachers’ Perceptions and Teaching Practices of Multicultural Education: A Qualitative Case Study

Korean Middle School Teachers’ Perceptions and Teaching Practices of Multicultural Education: A Qualitative Case Study

Multicultural education as the supportive component of English language curriculum: a mixed-methods experimental design study at a Turkish University

ABSTRACT Multicultural education has emerged as a response to diversity in society, promising a more equal and inclusive opportunity for all citizens. As a country that has accepted a lot of migrants recently, Türkiye needs to adopt a multicultural approach in its educational settings. This study examines the integration of the multicultural education approach into English language teaching through an experimental practice using the Content Integration Model. The effects of this application on preparatory class English learners at a Turkish university in terms of respect for differences, critical thinking skills and understanding of democracy were analyzed. In this study, which used a mixed-methods experimental design, quantitative data were obtained through three different scales and analyzed with descriptive statistics and mixed-design ANOVA tests, whereas content analysis was used in the analysis of qualitative data obtained from focus group interview form, researcher's diary, and student products. As a result of the analysis of the quantitative data, it was seen that there was no significant difference between the pre- and post-test scores of the groups, however, the qualitative data revealed that the students showed improvement in areas such as intercultural skill development, communication, increasing self-consciousness and sharing their opinions through multicultural education practices.

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.

Role of Reflective Practice in Foreign Language Teaching and Learning via Multicultural Education

The purpose of this paper is to explore the role of reflective practice in foreign language teaching and learning (FLT) through the lens of multicultural education. The paper outlines three main objectives: (1) to provide an overview of reflective practice in FLT and its intersection with multicultural education, (2) to examine the methodology of using reflective practice in FLT within a multicultural context, and (3) to discuss key conclusions on the benefits of using reflective practice in FLT and multicultural education. The paper begins by providing an overview of reflective p ractice and its application in FLT, emphasizing the importance of reflective practice in enhancing learners' language proficiency, self-awareness, and metacognitive skills. The paper also highlights the role of reflective practice in promoting intercultural competence and understanding, which is a key component of multicultural education. Next, the article examines the methodology of using reflective practice in FLT within a multicultural context, discussing how teachers can incorporate reflective practice into their instructional practices, and outlining different approaches to reflective practice, such as journal writing, peer feedback, and group discussion. The paper also considers challenges that may arise when using reflective practice in multicultural FLT, such as overcoming language barriers or addressing cultural biases. Finally, the key conclusions explain the benefits of using reflective practice in FLT and multicultural education. It is argued that reflective practice can enhance learners' language proficiency and intercultural competence, as well as promote their motivation to learn. It is as well highlighted to see the potential benefits of using reflective practice for language teachers, such as improving their instructional practices and facilitating their professional development. In conclusion, it is proposed that reflective practice is an effective methodology for enhancing FLT and promoting intercultural competence within a multicultural context. It is recommended that FLT teachers incorporate reflective practice into their instructional practices, and that teacher training programs include training on reflective practice and multicultural education. Future research should focus on exploring the most effective approaches to using reflective practice in FLT and multicultural education, as well as investigating the potential impact of reflective practice on learners' long-term language proficiency and intercultural competence.

Implementasi Pendidikan Multikultural sebagai Adaptasi Pesantren Bali Bina Insani di Daerah Minoritas Muslim

There are non-Muslim teachers in the formal education institutions of the BBI Islamic Boarding School. Non-Muslim (Hindu) teachers pass their knowledge on to their students, all of whom are farmers, because the students live in boarding schools. So, in terms of human resources, these farmers do have a multicultural education in various religions. This multicultural education practice is clearly reflected in the management of human resources of the faculty, staff and other educational components. This research is a field study and the author uses a qualitative approach in this research. The authors set the research location in Tabanan, a boarding school in Bina Insani, Bali. The author chose this location because the Bina Insani Islamic Boarding School in Bali is an example of interfaith multicultural education. Based on an analysis of all available literature data, our results show that multicultural education at the Bina Insani Bali Islamic Boarding School aims to instill tolerant attitudes and behaviors among religious people. Pesantren also want to teach students the beauty of tolerance for other religions. Multicultural education at Pesantren Bina Insani (PBBI) Bali is characterized by the presence of elements of education that rely on students and educators as individuals or groups to represent (represent) the community. multiple cultures. Identity is related to the attitude of a person or group of people. They influence each other based on their identity, which includes interactions between different and different cultures .

A Case Study of Multicultural Music Education Practice in Primary Schools -Taking Nanjing Xiaoying Primary School as an Example

Under the influence of the development trend of global economic integration, the concept of multicultural music education has gradually attracted the attention and research of multinational music education circles. After summarizing relevant scholars’ literature on multicultural music education through literature research, I find out the research and practice status of multicultural music education at home and abroad, and forwards strategies for how can the education entering primary school. On this basis, after writing the course objectives, chapter arrangements and course content, I used the practice research method to take class four and five，grade six of Nanjing Xiaoying Primary School as the practice object, and conducted a 16-week teaching practice around multicultural music education from September 2021 to December 2021. It is concluded through practice that multicultural music education not only conforms to the development of the times, but also helps to enhance students’ interest in music learning, enriches the content of music teaching, and helps students establish a prototype of the world’s music context. In specific implementation process, students’ innovative ability should be affirmed, and the differences in singing ability among individuals and the acceptance of the depth and breadth of teaching content need to be adjusted in practice.

Indigenous language revitalization using TEK-nology: how can traditional ecological knowledge (TEK) and technology support intergenerational language transmission?

ABSTRACT Indigenous communities worldwide face threats to their linguistic and epistemic heritage with the unabated spread of dominant colonial languages and global monocultures, such as English and the neoliberal, imperialistic worldview. There is considerable strain on the relatively few Elders and speakers of Indigenous languages to maintain cultures and languages decimated by centuries of colonialism. One shared and common goal for Indigenous language revitalization initiatives is to reinvigorate intergenerational language transmission in the home, the community and beyond in as many ways as possible. How can technology support this nuanced process and existing initiatives? Following an Indigenous research paradigm, this article explores an immersive, community-led Indigenous language acquisition approach – TEK-nology (traditional ecological knowledge [TEK] and technology) – to support Anishinaabemowin language revitalization and reclamation (ALRR) in the Canadian context. The TEK-nology pilot project identifies (1) the impacts of centring Indigenous worldviews in technology, language learning and teaching; (2) how we can develop and co-create technology-enabled, culturally and environmentally responsive pedagogies and (3) the important implications of decolonizing language education for Indigenous and majority languages. The TEK-nology pilot project demonstrates how community-led, relational technology and immersive Indigenous language acquisition can support ALRR and foster more equitable multicultural and multilingual education practice and policy.

Building a collective multicultural consciousness

ABSTRACT Evidence indicates that old approaches to and paradigms of multiculturalism and multicultural education are struggling to meet the emerging needs of society. In response and drawing on international research, this essay presents two examples that seek to change how we do multiculturalism in order to build a collective multicultural consciousness in societies and in schools. The first example shows how social media is being used to end on-line, racist hatred by destroying the financial returns it generates. The second example shows how young people, in line with international research, are calling for schools to be transformed into social havens of belonging that support diversity, equity and social inclusion. Building a collective multicultural consciousness will inevitably involve multiple strategies, but these two examples testify to the growing momentum for educators and policy leaders to engage with the important conversations that are reframing contemporary multiculturalism and multicultural education policy and practice.

Does school bullying show lack of effective multicultural education in the school curriculum?

The negligence of implementing a decisive approach against bullying and victimization has caused schools and parents a lot of pain. Many scholars have argued that the school's lack of practical teaching of multicultural education can lead to an increased rate of school bullying, oppression, prejudice, assault, victimization, and discrimination, invariably causing grave catastrophes in the academic institutions such as shootings, sexual molestation, deaths, etc.The secondary data used for this current study was adopted from the Education statistics database (2015–2019) measuring specifically the issues of bullying and victimization of 6th -12th-grade students. A descriptive quantitative research methodology was applied in exploring the variables of the study, and SPSS software was applied in analyzing the data. The study revealed out of the 24,650,000 bullied and non-bullied students, male students were the most participants with 50.9%, and female students were 49.1% having the Mean, SD, and Variance for gender at 4.23, 0.223, and 0.174 respectively. For grade, Mean = 6.87, SD = 4.24, Variance = 2.54, race/ethnicity Mean = 2.97, SD = 3.05, Variance = 1.23, household income Mean = 2.7, SD = 3.86, Variance = 2.77.The result deduced that few bullied students reported their experiences due to the possible threats from the bullies. However, 20.2% of the reported bullying cases is considered abysmal given the total population of the bullied students at 4,986,000.Stringent punitive measures were highlighted by numerous scholars as means to control and eradicate assaults on the school premises. Nonetheless, multicultural practices and multicultural education were recommended as the perceived anti-dote to foster a healthy learning community that is free of victimization and oppression.In conclusion, the study posited that multicultural education practices can be a pedagogical tool to teach students the dangers of victimizing and bullying a fellow student.

Multicultural Educational Practice: Ethnography Study at SMP Tumbuh Yogyakarta Indonesia

Multicultural problems from the perspective of the Indonesian people, whose sources are from the diversity of the archipelago, are occurred for so many years. Multicultural awareness must be instilled and become a part of human consciousness in various aspects of life. One of the roles of education is to foster multicultural awareness as an effort to minimize the problems of school-age children. Multicultural education is an alternative to learning in the educational process that helps individuals grow and develop according to their cultural context and environment so that the learning process does not deprive individuals of the experience of everyday life. The purpose of this study was to explore multicultural education practices to foster a sense of respect for differences. The results showed some practice that influence the study were as follow: 1) Multicultural education emerged from the idealism of educators; 2) multiculturalism education in growing schools carried out through namely; 3) the contribution approach, the additive approach, the transformation approach, and the social action approach.

Multicultural Educational Practice: Ethnography Study at SMP Tumbuh Yogyakarta Indonesia

Multicultural problems from the perspective of the Indonesian people, whose sources are from the diversity of the archipelago, are occurred for so many years. Multicultural awareness must be instilled and become a part of human consciousness in various aspects of life. One of the roles of education is to foster multicultural awareness as an effort to minimize the problems of school-age children. Multicultural education is an alternative to learning in the educational process that helps individuals grow and develop according to their cultural context and environment so that the learning process does not deprive individuals of the experience of everyday life. The purpose of this study was to explore multicultural education practices to foster a sense of respect for differences. The results showed some practice that influence the study were as follow: 1) Multicultural education emerged from the idealism of educators; 2) multiculturalism education in growing schools carried out through namely; 3) the contribution approach, the additive approach, the transformation approach, and the social action approach.

The Practice of Multicultural Education at Majelis Taklim in Sitiung Dharmasraya, West Sumatra

<p>This article aims to describe the existence of the <em>majelis taklim</em> (Islamic forum) and how this <em>majelis taklim</em> strengthen its role in providing multicultural education for multicultural communities in Sitiung Dharmasraya, West Sumatra. In contrast to several studies which show that the <em>majelis taklim</em> is an agent of spreading intolerant narratives in society, this article tries to present the face of the <em>majelis taklim</em> that is friendly to diversity by strengthening multicultural education. This study uses a participatory action research method. Data were obtained through interviews, focus group discussion<em>, </em>observations, documentation, and actions or improvements through workshops in the July-November 2018 period at <em>majelis taklim</em> in Sitiung Dharmasraya, West Sumatra. The findings of this study indicate that the <em>majelis taklim</em> in Sitiung are attended by people who come from various elements and backgrounds and different mindsets, but the attitude of togetherness is maintained and synergized. In addition, the existing <em>majelis taklim</em> are used as a forum for increasing awareness of community members who are starting to feel the impact of modernization and globalization, and are starting to plunder solidarity and tolerance. The strengthening of multicultural education carried out through participatory action research in this study shows that the taklim assembly can function as a center for peace values, a center for change agents to become better Muslims, a community development center, communication and information center, a cadre center and a social control agent.</p><p> </p><p class="abstrak"><em>Artikel ini bertujuan untuk mendeskripsikan eksistensi majelis taklim dan memperkuat perannya dalam menghadirkan pendidikan multikultural bagi masyarakat multikultural di Sitiung Dharmasraya, Sumatera Barat. Berbeda dengan beberapa studi yang menunjukkan bahwa majelis taklim menjadi agen penyebar narasi intoleran di masyarakat, artikel ini berusaha menghadirkan wajah majelis taklim yang ramah keragaman dengan usaha memperkuat pendidikan multikultural. Studi ini menggunakan metode participatory action research. Data diperoleh melalui wawancara, focus group discussion, observasi, dokumentasi, serta aksi atau penguatan melalui workshop pada periode Juli-November tahun 2018 di majelis taklim yang ada di Sitiung Dharmasraya, Sumatera Barat. Temuan studi ini menunjukkan bahwa majelis taklim-majelis taklim yang ada di Kecamatan Sitiung diikuti oleh masyarakat yang datang dari berbagai unsur dan latar belakang serta pola pikir yang berbeda, namun sikap kebersamaan tetap terjaga dan bersinergi. Selain itu, kelompok majelis taklim yang ada dijadikan sebagai wadah untuk peningkatan kesadaran anggota masyarakat yang mulai merasakan dampak modernisasi dan globalisasi, serta mulai menjarah solidaritas dan toleransi. Penguatan pendidikan multikultural yang yang dilakukan melalui participatory action research dalam studi ini, menunjukkan bahwa majelis taklim dapat berfungsi sebagai pusat nilai perdamaian, pusat agen perubahan untuk menjadi umat Islam yang lebih baik, pusat pengembangan masyarakat, pusat komunikasi dan informasi, pusat kader dan agen kontrol sosial.</em></p>

Maltese Educators’ Perceptions of Democracy, Equality and Justice in Multicultural Education

The perceptions and attitudes of educators towards multicultural education are strongly correlated to the manner in which multicultural education is applied. Previous research indicates that culture undeniably has an effect on education, nonetheless, education administrators may not have enough knowledge about multicultural education practices. The aim of the study was to identify the perceptions and interpretations of multicultural teaching from seventeen respondents employed as educators. These educators were all Maltese, teaching Maltese as a second language to adult learners who originated from diverse cultural backgrounds and were living in Malta. The researcher used a qualitative case study design of online interviews to identify the practices that educators perceive to be the best in promoting effective multicultural education. Based on content analysis, the key concepts and activities defined as effective in maintaining multicultural education performance include equality, democracy and justice. Multi-ethnic teaching offers the opportunity to equitably consider and accept divergent viewpoints, which in turn allows proper cohesion not only among students but also educators. Indeed, multi-ethnic education is essential; individuals with varying backgrounds and experiences deserve equality, and community groups need proper representation. This research thus concludes that the majority of teachers agree that practices such as ensuring equality, democracy and justice for all learners regardless of their ethnic, gender, or religious context are of high significance in encouraging inclusion, multicultural education, and student success.

PERSEPSI GURU PADA PENDIDIKAN MULTIKULTURAL BERBASIS AGAMA DI SEKOLAH DASAR ISLAM TERPADU IQRA KOTA SERANG

Guru cenderung memiliki pengetahuan yang kurang dalam hal konseptualisasi pendidikan multikultural. Penelitian ini bertujuan untuk mengetahui persepsi guru pada pendidikan multikultural berbasis agama di sekolah dasar islam terpadu iqra kota serang. Penelitian ini menggunakan metode penelitian deskriptif kualitatif dengan melakukan pengumpulan data melalui observasi dan wawancara dengan guru di sekolah dasar islam terpadu iqra kota serang. Dalam penelitian ini mengungkapkan bahwa pendidikan multikultural dilaksanakan terintegrasi pada beberapa mata pelajaran seperti pada mata pelajaran PPKn dan Bahasa Indonesia. Penelitian ini merekomendasikan bahwa pendidikan multikultural harus menjadi bagian dari kurikulum dalam pendidikan. Guru perlu diberikan pelatihan tentang pelaksanaan pendidikan multikultural untuk memberikan pemahaman kepada para guru tentang praktik pendidikan multikultural pada sekolah berbasis agama.

URGENSI PENDIDIKAN MULTIKULTURAL DALAM MENJAGA NKRI

Multicultural education is the process of developing all human potential that respects their plurality and heterogeneity as a consequence of cultural, ethnic, ethnic, and religious (religious) diversity. Multicultural education emphasizes a philosophy of cultural pluralism into the education system based on the principles of equality, mutual respect and acceptance as well as understanding and a moral commitment to social justice. Multicultural education begins with the development of ideas and awareness about interculturalism after World War II.The emergence of interculturalism ideas and awareness is not only related to the development of international politics regarding human rights, independence from colonialism, racial discrimination, etc., also because of the increasing plurality in Western countries themselves as a result of increased migration from newly independent countries to America and Europe. Multicultural education is actually a caring attitude and want to understand (difference) or politics of recognition of political recognition of people from minority groups. Multicultural education looks at society more broadly. Based on the basic view that indifference and non-recognition are not only rooted in racial structural inequality, but the multicultural education paradigm includes subjects regarding injustice, poverty, oppression, and underdevelopment of minority groups in various fields: social, cultural, economic, education , and so forth.The purpose of Islamic education is not limited to filling students' minds with science and subject matter, but to cleanse their souls which must be filled with good character and values and be conditioned so that they can live their lives well. This is in accordance with the objectives of multicultural education, which is to create a harmonious life in a pluralistic society. As a country with a very diverse cultural, ethnic, linguistic andreligious background, Indonesia needs a strategic approach and instrument that can be used as a national movement to realize the unity, unity and integrity of the nation in order to become a sovereign and dignified nation. One of the instruments of its approach is through multicultural education.Multicultural education is a progressive approach to transforming education that holistically provides criticism and shows weaknesses, failures and discrimination in education. Multicultural education as an instrument of social engineering encourages schools to play a role in instilling awareness in multicultural societies and develop tolerance and tolerance to realize the needs and abilities to work with all the differences that exist.The practice of multicultural education in Indonesia can be implemented flexibly, not necessarily in the form of separate or monolithic subjects. The implementation of multicultural education is based on five dimensions: (1) content integration, (2) the process of compiling knowledge, (3) reducing prejudice, (4) equal pedagogy, and (5) school culture and empowering school structures.

Analysis of pre-school teachers training in HEI Belarus and Italian multicultural setting

In a globalised world, the school class is the mirror of a changing society. This research aims to identify the readiness of students of the specialty ‘Pre-school education’ in Belarus and students of the LM Science of Education in Italy to work in a multicultural environment. Comparative analysis of social land in Italy and Belarus, confrontation of curricula and higher education programmes from the standpoint of the tasks of forming linguistic, communicative, ethnocultural and multicultural competencies, and obtained results from the diagnostics of the culture of interethnic interaction allowed us to identify the possibilities of creative extrapolation of the existing positive experience in the national educational systems. The research materials can be used to improve the theory and practice of multicultural education, and the quality of preparation of pedagogical personnel of pre-school profile for work in a heterogeneous educational environment.
 Keywords: Intercultural education, multicultural competence.

Comparing multicultural education in China and Finland: From policy to practice

ABSTRACT Over the last several decades multicultural education has played a key role in many educational policies and practices internationally. In this article, the author examines multicultural education in the Chinese and Finnish contexts through a comparative study. The comparison includes the scope of diversity, the policy and practice of multicultural education, and what two distinct educational systems can learn from each other. A critical multicultural education framework and pluralistic unity nationality theory have been employed to discuss the policy and practice of multicultural education in both countries. The analysis clarifies commonalities and context-bound differences. Implications and suggestions for further development of multicultural education in both countries are also explored.