scholarly journals Cultural Diversity and Integrated Multicultural Education

2012 ◽  
Vol 7 (2) ◽  
pp. 163-168 ◽  
Author(s):  
Xing Teng
Keyword(s):  
Multicultural Education ◽  
Cultural Diversity

Urgensi Implementasi Pendidikan Multikultural di Sekolah

1970 ◽  
Vol 12 (2) ◽  
pp. 220-233
Author(s):  
Iis Arifudin
Keyword(s):  
Multicultural Education ◽  
Cultural Diversity ◽  
Learning Process ◽  
Social Conflict ◽  
New Order ◽  
Plural Society

Indonesian nation consist of many kind of culture, ethnic, race, religion, etc. At one side that diversity is a treasure of Indonesian, but at other side it triggers social conflict. Conflict that happens about three decade of New Order power is because our education always teaching similarity (uniformity) and averse plurality. Therefore, this paper suggested multicultural education as solution to this problem. Multicultural education has to be implemented on learning process at school. It not necessarily became separated lesson, but can integrated to every lesson . Multicultural education is a process to cultivating attitude to respect each other, honest, and tolerant to cultural diversity that exit on the plural society. With multicultural education we hope there’s toughness and flexibility of this nation to face the clash of social conflict.

scholarly journals Understanding Multiculturalism in Saudi Education: A Case Study of Two Schools in Mecca

2020 ◽  
Author(s):  
◽  
Mohammed Alharbi
Keyword(s):  
Professional Development ◽  
Saudi Arabia ◽  
Multicultural Education ◽  
Cultural Diversity ◽  
Research Question ◽  
Arabic Language ◽  
Western World ◽  
Equity In Education ◽  
Different Levels

Problem This research investigated the understanding and perceptions of Saudi educators toward multiculturalism and multicultural education in Saudi Arabia. The research had three broad questions. The first question was, "What are Saudi educators’ conceptions of culture and multicultural education?" The second research question was, "What practices do educators employ concerning multicultural education?” The third research question was, "How do educators implement multicultural education for their students at schools with different levels of cultural diversity?" Method In this study, I used the qualitative multiple case study research design to explore the understanding and the attitudes of Saudi educators regarding multiculturalism and multicultural education. The study was applied in the Holy city of Mecca in Saudi Arabia, which is one of the most highly diverse cities in the whole country. The participants of this study were selected from two elementary schools with different levels of cultural diversity. The participants were varied in their school positions, teaching subjects, and levels of education. To collect the data of the study, I developed the interview protocol and conducted semi-structured interviews for teachers and administrators to understand Saudi educators' attitudes and perceptions regarding multicultural education. Interpretations The findings of the study were categorized into four themes. First, culture was defended into three different ways: a gained knowledge, customs and traditions, and an integrated life system. Second, the relationship between culture and education was seen from three different perspectives: the cultural background influences students' learning, the family's background influences students’ learning, and the school’s culture influences students’ learning. Third, participants' perspectives regarding multiculturalism and multicultural education were divided into three viewpoints: multiculturalism empowers the community and it improves students’ achievements at schools, multiculturalism empowers the teacher's performance in the classroom, and multiculturalism and multicultural education participate in losing the Islamic and Arabic identities for Saudi students. The fourth theme was related to teachers’ professional development. All participants agreed that training programs provided form the Educational Training Department did not reach their desired needs. Implications of the Study The findings of this research have implications regarding multiculturalism and multicultural education in Saudi Arabia. First, the meaning of multicultural education used in the western world was not compatible with the culture of Islamic societies, including Saudi people. Therefore, there is a need for developing a multicultural education philosophy for Arab and Muslim societies that take into account the Arabic and Islamic identities. Second, equity in education is the backbone of the education system in Saudi Arabia. However, Saudi teachers need to be informed about equity in education and students' rights to empower all students to succeed. Third, there is a need for developing an Arabic language learning program for non-Arabic speakers. The fourth implication is that teacher professional development programs need to be developed to prepare teachers to participate in building the future of the country.

scholarly journals Biculturalism and Multiculturalism: Competing Tensions in Visual Arts Education in Aotearoa-New Zealand

2010 ◽  
Vol 12 (2) ◽  
Author(s):  
Jill Elizabeth Smith
Keyword(s):  
New Zealand ◽  
Multicultural Education ◽  
Cultural Diversity ◽  
Visual Arts ◽  
Art Teachers ◽  
Multicultural Society ◽  
Visual Arts Education ◽  
Aotearoa New Zealand ◽  
Multicultural Art Education ◽  
Postcolonial History

New Zealand has become an increasingly multicultural society since the 1990s. But multicultural education is complicated in this nation by its position on biculturalism, a commitment founded in its postcolonial history. The finding of an investigation in secondary schools, which showed that national and visual arts curricula emphasize biculturalism over multiculturalism, was reflected in art teachers’ pedagogies. In this paper I discuss how multicultural art education could be strengthened within the existing bicultural framework. Bridging the gap between policies and practices would require art teachers to review their practices and implement strategies which take into account the cultural diversity of students to enhance understandings of their own and other multicultural societies.

Individual and class room predictors of same-cultural friendship preferences in multicultural schools

2014 ◽  
Vol 39 (3) ◽  
pp. 255-265 ◽  
Author(s):  
Elisabeth Stefanek ◽  
Dagmar Strohmeier ◽  
Rens van de Schoot
Keyword(s):  
Multicultural Education ◽  
Cultural Diversity ◽  
First Generation ◽  
Individual Level ◽  
Generation Immigrant ◽  
Class Level ◽  
Class Room ◽  
The Individual ◽  
High Level ◽  
First And Second Generation

This study was an investigation of individual and contextual predictors for same-cultural friendship preferences among non-immigrant ( N = 125), Turkish ( N = 196) and former Yugoslavian ( N = 256) immigrant youths ( M age = 14.39 years) in 36 multicultural classes. At the individual level age, gender, cultural group, number of friends, and acculturation variables, such as immigrant status, cultural pride and racist victimization were investigated. At the class level, predictors drawn from contact theory such as cultural diversity and multicultural education were analyzed. Multilevel analyses have revealed that being a former Yugoslavian first and second generation immigrant, being a Turkish first generation immigrant, having fewer friends, a high level of cultural pride and a high level of cultural diversity in classes are related to more same-cultural friendship preferences. The present findings highlight the importance of acculturation-related and contextual factors for same-cultural friendship preferences.

scholarly journals Pendidikan multikultural-religius untuk mewujudkan karakter peserta didik yang humanis-religius

1970 ◽  
Vol 1 (1) ◽  
pp. 89
Author(s):  
Zainal Arifin
Keyword(s):  
Multicultural Education ◽  
Cultural Diversity ◽  
Religious Education ◽  
Educational System ◽  
Religious Values

The term of multicultural education, religious education contains of two conceptscombined, i.e between multicultural education and religious education. Multiculturaleducation as the basis of education values cultural diversity. Whereas, the religiouseducation is as a basis of education on religious values to produce religious men. The combination of these two concepts of education aims to make an educational system that integrates from both of them, or reduce the advantages, especially to produce religious humanist students in a good character.Istilah pendidikan multikultural-religius mengandung dua konsep pendidikanyang dipadukan, yaitu antara pendidikan multikultural dan pendidikan agama.Pendidikan multikultural sebagai basis pendidikan yang menghargai kemajemukan budaya sedangkan pendidikan agama sebagai basis pendidikan yang bersumberkan pada nilai-nilai keagamaan untuk melahirkan manusia-manusia religius. Perpaduan dua konsep pendidikan ini bertujuan untuk dapat membangun sistem pendidikan yang dapat mengintegrasikan dari keduanya atau mengurangi kelemahannya,khususnya untuk mewujudkan karakter peserta didik yang humanis dan religius.

scholarly journals Promoting appreciation of cultural diversity and inclusion with the Stephanie Alexander Kitchen Garden Program

2015 ◽  
Vol 9 (1) ◽  
pp. 2-9 ◽  
Author(s):  
Karen Block ◽  
Lisa Gibbs ◽  
Susie Macfarlane ◽  
Mardie Townsend
Keyword(s):  
Multicultural Education ◽  
Cultural Diversity ◽  
Focus Groups ◽  
Culturally Diverse ◽  
Evaluation Study ◽  
Children And Families ◽  
Content Type ◽  
Kitchen Garden ◽  
Diversity And Inclusion ◽  
Diverse Groups

Purpose – The purpose of this paper is to present emergent findings from an evaluation of the Stephanie Alexander Kitchen Garden (SAKG) Program showing that the program promoted appreciation of cultural diversity and inclusion of culturally diverse groups. Design/methodology/approach – The findings reported here are from the qualitative component of a mixed-method, nonrandomized, pre- and post-comparison evaluation study. Focus groups and interviews were held with school principals, teachers, program specialist staff, parents, volunteers and children at the program schools. Findings – In a culturally diverse school, the program enhanced the school’s capacity to engage and include children and families from migrant backgrounds. In less diverse settings, the program provided opportunities for schools to teach children about cultural diversity. Research limitations/implications – Assessing the program’s impact on multicultural education was not a specific objective of this study, rather these findings emerged as an unanticipated outcome during interviews and focus groups that explored participants’ views on important changes to schools associated with the program. Thus, the quantitative component of the evaluation did not assess the extent of this program impact and further research is recommended. Practical implications – The program may have particular value in culturally diverse schools, providing benefits in terms of engagement of children and families and potentially, in the longer term, associated improvements in learning outcomes. Social implications – These findings suggest that the program can help to promote social equity and inclusion for culturally diverse groups. Originality/value – This paper highlights critical equity implications associated with school-based programs’ capacity to include culturally and linguistically diverse groups.

scholarly journals The School and Cultural Diversity: Notes on Multicultural Education in Portugal

2006 ◽  
Vol 14 ◽  
pp. 15
Author(s):  
José Carlos Pina Almeida
Keyword(s):  
Multicultural Education ◽  
Cultural Diversity ◽  
Education System ◽  
Equality Of Opportunities ◽  
Portuguese Society ◽  
Political Project ◽  
The Ideal ◽  
The Way

Multiculturalism, as a political project, has captured much attention in recent decades. Multicultural education, in particular, has been often viewed as the ideal way to facilitate interaction between cultures and to achieve more effective equality of opportunities and, therefore, a fairer society. But it has also been involved in much controversy. We start this article by reviewing some of the debates around the multicultural paradigm. We will then turn our attention to the Portuguese case. In particular we will explore the way the view of the Portuguese history and culture as a humanist, universalist and non-racist one, has influenced the way the education system deals with the growing cultural diversity in the Portuguese society.

scholarly journals Classroom Pedagogy and the Accomodation of Students’ Cultural Diversity

2016 ◽  
Vol 4 (10) ◽  
pp. 40-52
Author(s):  
PREM JOTHAM HEERALAL HEERALAL ◽  
Francis Muchenje
Keyword(s):  
Multicultural Education ◽  
Cultural Diversity ◽  
Moral Education ◽  
Primary Schools ◽  
Classroom Interaction ◽  
Data Gathering ◽  
Sampling Technique ◽  
School Curriculum ◽  
Cultural Backgrounds ◽  
Primary School Curriculum

The study explored teachers’ views on classroom pedagogy and the accommodation of cultural diversity in primary schools in Zimbabwe. The study was carried out in five selected primary schools in Chegutu district. Qualitative research was selected as the research method with phenomenology as the research design. The sample comprised twenty teachers (10 male and 10 female) selected through purposive sampling technique. Data gathering instruments consisted of unstructured in-depth interviews and focus group discussions. The study found out that teachers accommodate cultural diversity in a number of ways. Teaching methods employed in the classroom accommodate all learners in terms of varying ability levels. In the teaching of the languages particularly Shona cultural diversity is catered for through providing pupils with equivalent terms in different dialects as well as examples. The teaching of religious and moral education was seen as an area where cultural diversity is addressed through the adoption of a multifaith approach. Teachers were also found to be sensitive to pupils’ diverse cultural backgrounds through utilisation of conducive teacher pupil classroom interaction. The study recommends that accommodation of cultural diversity should transcend all subjects in the primary school curriculum. Teachers need to be sensitised on the ideals of multicultural education through the hosting of seminars and workshops. Book publishers should make an effort to accommodate cultural diversity through provision of examples from a variety of cultures. There is need for teachers to carry out adequate research on pupils backgrounds so as to accommodate all pupils.

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