Book Review: Concept and Praksis multicultural Education (Konsep dan Praksis Pendidikan Multikultural)

Multicultural education is a strategic instrument for millennials to build the nation's spirit of nationality, unity, and integrity. The writing of this review aims to inspire various schools in Indonesia in shaping coexistence behavior in a multicultural society. The younger generation needs to get a broad knowledge of the importance of multicultural education to create a personality that reflects the spirit of nationalism and patriotism. This paper discusses multicultural education and its application to the foundation of Sultan Iskandar Muda (YPSIM) in Medan. The goal of implementing multicultural education in schools is students get the same opportunities to achieve their achievements without worrying about discrimination. Writing this review provides benefits to the reader in dealing with various social problems and symptoms due to differences in ethnicity, race, religion, and values in a society. Banks and Johnson said that there are five basic dimensions for transforming the structure of the school, namely (1) content integration, (2) an equity pedagogy, (3) empowering school culture and social structure, (4) prejudice reduction, and (5) a knowledge construction process.

Making the Case for Equity Pedagogy

This colloquy, by graduate-student-led collective Project Spectrum, attempts to map out existing discussions around inclusion and equity in music academia, with a specific focus on identifying and analyzing the structures in academia that work against minoritized and historically excluded scholars. Margaret Thomas takes us into the undergraduate music theory classroom, addressing one of the entry points into the music academia pipeline. Thomas proposes two educational theories to make our classrooms more inclusive: universal design for learning (UDL) and equity pedagogy. More importantly, she calls for music pedagogues to be proactive and to address the structural inequities that shape a student’s engagement in and out of the classroom.

Provocation to Dialog in a Third Space: Helping Teachers Walk Toward Equity Pedagogy

This study examines the conceptual basis of how teachers learn, including, importantly, how they learn to relate to social concerns of equity in their teaching, and makes this understanding experientially accessible using a live case of the “practical” (Schwab, 1969). The conceptual understanding emerges from questioning the assumptions behind the valorization in teacher education of “theory” over “practice” that has led to the “theory into practice”/“input–output” model of teacher education. An examination of the constraints posed by this monolithic model of teacher education to teacher learning, development, and change has provided the impetus to work toward a more pluralistic view of knowledge and the new understanding of the nature of teacher learning which ensues. This alternative formation, which is informed by insights from the sociocultural perspectives of Lev Vygotsky and Mikhail Bakhtin among others, has helped in constructing a view of teacher learning as taking shape in authentic social interaction in a “third space” through hybridization of diverse voices. Most importantly, the paper considers its implications for teacher education by abstracting from experience the nature of mediation that facilitates hybridization.

PROMOTING INCLUSIVE MATHEMATICS CLASSROOM PRACTICES IN THE SCHOOLS OF NEPAL: AN ETHNOGRAPHIC INQUIRY

The main aim of this study is to investigate the challenges faced by teachers while conducting inclusive mathematics classroom practices and to explore the possible ways for promoting inclusive mathematics classroom practices. The design of this study was in qualitative nature within ethnographic approach. I took interview with mathematics teachers and math educators as the research tools to collect the required data. I have maintained a dairy for the purpose of recording information at the time of interview with my key respondents. Every recorded data was transcribed, coded, build themes and triangulate themes. And, finally the study concluded with the findings: disengaged curriculum, non-participatory teaching/learning practice, follow monoculture practices in multicultural mathematics classroom, lack of technology integrated pedagogy, imbalance theory and practices were major challenges for implementing inclusive mathematics classroom practices. On the top of that, engaging students in the classroom, shifting from exams to diversified assessment, group work, use of technology appropriately, encouragement students to participate the learning process, using different strategies in teaching – learning mathematics in the classroom, teaching mathematics linking with students daily life context, implementing collaborative learning, implementing equity pedagogy in the mathematics classroom , teaching mathematics through dialogical approaches and comprehensive assessment system are found as the means for good inclusive practices.