Metode Cultural Responsive Teaching dalam Pendidikan Agama Islam: Studi Kasus Tindak Xenophobia dan Rasisme di Tengah Bencana Covid-19

This article would like to explain the Cultural Responsive Teaching (CRT) approach in the learning of Islamic religion as an alternative effort to overcome the increase in xenophobia and racism action in the midst of the Covid-19. The method of extracting data is based on a literature review sourced from books, journals, mass media, and various expressions of racism and xenophobia that emerge on the homepage of Facebook, Twitter, WhatsApp groups, and other social media accounts. This paper will explain several important things, including CRT as an approach to see the diversity of cultures, ethnicities, religions, and groups; the meeting point of the CRT approach to the implementation of Islamic religious learning, and the elaboration between the two in voicing the importance of avoiding narratives based on racism and xenophobia.

Pre-Program Education Students' and Teacher Educators' Understandings of Teaching and Learning Within a Bilingual Community

This qualitative case study explores ways in which three teacher educators and three pre-program education students' understanding developed while working with students in an after-school literacy program within an immigrant community. The theoretical lenses guiding the study were funds of knowledge, translanguaging, and cultural responsive teaching. The results of the study show that teacher educators' understanding of pedagogy was shaped as they theorized about their own teacher preparation. The pre-program students were able to gain invaluable strategies for working with the children within their own community. Their learning included not only understandings about pedagogy, but also about the experiential realities of students' lives, outside of their cultures.

Students’ Perception of Diversity in an International Classroom

<p class="CenteredTextSingleSpace"><strong> </strong></p> <p class="CenteredTextSingleSpace">This paper presents students’ perception of diversity in an international classroom in one international university in Thailand. The aim of this exploratory study is to better understand students’ perception of diversity to better meet their learning needs. By conducting a survey among students enrolled in bachelor’s and master’s international programs, this study explores how students perceive their classmates’ diversity, such as, but not limited to, cultural, language, and knowledge differences. How does diversity affect students’ learning in an international setting? What kind of diversity is the most disturbing for learners? Some recommendations grounded in the conceptual framework of cultural responsive teaching are derived from the results.</p>