Emerging Trends in Multicultural Education: Inclusion of Social Class in Multicultural Education

The complexity of the challenges posed by teaching staff who are not ready and do not understand multicultural education today has become a major obstacle, especially in the 4.0 era as it is today. In addition, materials and resources must be free from biases, such as social class, gender, ethnicity, religion, and urban bias. Thus, authors of sources, materials, need to use the perspective of multicultural education, democracy and human rights in Era 4.0 in terms of implementing Islamic education in Indonesia. The purpose of this study is to determine the urgency and reflection of multicultural education, democracy and human rights in Indonesia, where Islamic education today continues to experience its own complexities of challenges. The results of the study show that multicultural education can be implemented for teachers, leaders, school members and campus communities who have a multicultural attitude and have the ability to properly organize Islamic education in the era 4.0 which is full of challenges. This will also be a challenge, because schools in general cannot be separated from stereotypes and prejudices that stem from a sense of primordialism, ethnicity, religion and social class. There is the Islamic concept of Rahmatan Lil 'Alamin as a solution, and also a method of paying attention to the situation in the delivery of subject matter without disturbing the students' souls.

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Implementation of Multicultural Education in Unschooling and its Potential

International Journal of Multicultural Education ◽

10.18251/ijme.v20i3.1632 ◽

2018 ◽

Vol 20 (3) ◽

pp. 39 ◽

Cited By ~ 1

Author(s):

Sarah Lee Chase ◽

Kristan Morrison

Keyword(s):

Content Analysis ◽

Social Class ◽

Multicultural Education ◽

Social Action ◽

Early Years

Unschooling is a form of homeschooling in which parents allow children to self-direct their education. To determine if there was any evidence of unschoolers attending to the goals of multicultural education, we conducted a content analysis of a germinal resource—the 1977-1981 issues of Growing Without Schooling (GWS). Our analysis revealed that, in the early years, the content of this magazine depicted some degree of exposure to issues of oppression related to race, gender, and social class, but relatively rare engagement from the perspective of the marginalized, and minimal focus on taking social action to mitigate societal inequities.

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Lessons from Students on Creating a Chance to Dream

Harvard Educational Review ◽

10.17763/haer.64.4.4846361m306pl670 ◽

1994 ◽

Vol 64 (4) ◽

pp. 392-427 ◽

Cited By ~ 145

Author(s):

Sonia Nieto

Keyword(s):

High School ◽

Social Justice ◽

Social Class ◽

Young People ◽

School Reform ◽

Critical Pedagogy ◽

Multicultural Education ◽

Case Studies ◽

Curriculum And Pedagogy ◽

Educational Structures

For the most part, discussions about developing strategies to solve educational problems lack the perspectives of one of the very groups they most affect — students, especially those students who are categorized as "problems" and are most oppressed by traditional educational structures and procedures. In this article, Sonia Nieto uses interviews to develop case studies of young people from a wide variety of ethnic, racial, linguistics, and social-class backgrounds who at the time interviewed were attending and successfully completing junior or senior high school. By focusing on students' thoughts about a number of school policies and practices and on the effects of racism and other forms of discrimination on their education, Nieto explores what characteristics of these students' specific experiences helped them remain and succeed in school, despite the obstacles. In essence, these are lessons from students, and Nieto believes that in order to reflect critically on school reform, students need to be included in the dialogue. She sets about developing an understanding of multicultural education that is basic for everyone, and is anti-racist, comprehensive, pervasive in the curriculum and pedagogy, based on critical pedagogy, and rooted in social justice.

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Schottky diodes based on 2D materials for environmental gas monitoring: a review on emerging trends, recent developments and future perspectives

Journal of Materials Chemistry C ◽

10.1039/d0tc04840b ◽

2021 ◽

Author(s):

Minu Mathew ◽

Chandra Sekhar Rout

Keyword(s):

Gas Sensing ◽

2D Materials ◽

Schottky Diodes ◽

High Sensitivity ◽

Future Perspectives ◽

Working Temperature ◽

Emerging Trends ◽

Gas Sensing Properties ◽

Recent Developments ◽

Sensitivity And Selectivity

This review details the fundamentals, working principles and recent developments of Schottky junctions based on 2D materials to emphasize their improved gas sensing properties including low working temperature, high sensitivity, and selectivity.

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Medicaid 101: A Primer for Speech-Language Pathologists in Education Settings

Perspectives on School-Based Issues ◽

10.1044/sbi12.1.3 ◽

2011 ◽

Vol 12 (1) ◽

pp. 3-11

Author(s):

Janet Deppe ◽

Marie Ireland

Keyword(s):

State Level ◽

The State ◽

Speech Language Pathologists ◽

Inspector General ◽

Medical Necessity ◽

School Settings ◽

Speech Language Pathologist ◽

School Based ◽

Emerging Trends

This paper will provide the school-based speech-language pathologist (SLP) with an overview of the federal requirements for Medicaid, including provider qualifications, “under the direction of” rule, medical necessity, and covered services. Billing, documentation, and reimbursement issues at the state level will be examined. A summary of the findings of the Office of Inspector General audits of state Medicaid plans is included as well as what SLPs need to do in order to ensure that services are delivered appropriately. Emerging trends and advocacy tools will complete the primer on Medicaid services in school settings.

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