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Park, Jae-Ok, and Wan-Jeong Lee. "The Effect of an Integrated Multiculturalism Education Program on Children's Multiculturalism Acceptance." Journal of Korean Home Management Association 31, no. 3 (June 30, 2013): 93–112. http://dx.doi.org/10.7466/jkhma.2013.31.3.093.
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Fozia, Qurat ul Aein. "Multiculturalism, Muslims and Citizenship: A Thereotical Debate." ICR Journal 12, no. 1 (June 30, 2021): 114–32. http://dx.doi.org/10.52282/icr.v12i1.812.
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Over the last few decades, the term ‘multiculturalism’ has been in debate. This is not only because of issues surrounding cultural diversity, racism, or ‘the minority versus the majority’, but also because of religious differences, especially regarding Muslims in the West. Many queries have been raised about the inclusion of Muslims in European society as they seem to be barbaric and alien, especially after the events of 9/11 in the USA and 7/7 in London. This paper discusses the various complex debates surrounding the term ‘multiculturalism’ in the work of political philosophers like Tariq Modood, Bhikhu Parekh, Will Kymlicka, and others. It first introduces the term ‘multiculturalism’ as interpreted by different scholars and discusses the reasons for its current retreat. Multiculturalism is said to be challenging for religious groups, especially Muslims, because of its incompatibility with liberalism, considered to be the key element of Western civilisation. Therefore, this paper attempts to describe multiculturalism’s relationship with citizenship and the long-term effect of national identity on civil society. It also discusses some basic concepts, like equality and dialogue, in relation to multiculturalism and tries to bring out the differences between liberal equality and the equality experienced under multiculturalism. This paper concludes with some policy recommendations for the adjustment of illiberal minorities (Muslims) within liberal societies (Europe) in the present world of super-diversity.
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Haj, Habil Syahril, and Imron Rossidy. "Implementasi Nilai-nilai Multikulturalisme dalam Pembelajaran Pendidikan Agama Islam di SMAN 1 Kota Batu." ISLAMIKA 6, no. 3 (July 1, 2024): 1380–91. http://dx.doi.org/10.36088/islamika.v6i3.5152.
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This research explores the application of multiculturalism values in the teaching of Islamic Religious Education at SMAN 1 Kota Batu. Considering that Indonesia is a country with diverse ethnicities, nations, and religions, an inclusive educational strategy is needed to enhance tolerance and respect for differences. This research's primary focus is on the planning and implementation of multiculturalism values in the teaching of Islamic Religious Education. With a case study methodology, this research employs a qualitative approach. Observation, interviews, and documentation were used to gather data. The findings of the study indicate that the planning aligns with the profile of Pancasila student reinforcement and the application of a contextual approach, teaching that includes cultural diversity, collaborative activities, and character education, thereby providing a positive effect on multiculturalism values in the teaching of Islamic Religious Education.
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Akkaya, Sumeyra, Seda Sahin, and Burcu Gezer Sen. "An Investigation of the Relationship between Prospective Teachers’ Attitudes towards Multiculturality and Refugee Students." Shanlax International Journal of Education 9, S2-Sep (September 15, 2021): 164–74. http://dx.doi.org/10.34293/education.v9is2-sep.4381.
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Multiculturalism refers to the existence of different social groups in society. Multiculturalism advocates a society in which no culture is dominant. Multiculturalism is a fact of life for many people. Multiculturalism and globalization affect how people organize the world around them and how they see themselves and others. Multicultural education offers an educational program that concerns not only specific minorities but also all social groups. Today, with the effect of globalization, teachers and students can participate in educational activities all over the world. This situation requires educators to approach multicultural education positively in order to ensure equality of opportunity in education. In this study, it is aimed to examine the relationship between prospective primary school teachers and pre-school teacher candidates’ attitudes towards multiculturalism and refugee students. The article summarizes the information on multicultural education, which is one of the reflections of globalization on education, and refugee students and equal opportunities in education. The research was carried out with the relational survey model, one of the quantitative research methods. In the study, it was determined that the sum of multicultural attitudes increased the general level of attitude towards refugee students. Another result of the research is that the sum of multicultural attitudes increases the level of communication, adaptation and efficiency. In the study, the communication scores of the preschool teaching department were also found to be higher than the communication scores of the primary school teaching department.
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Jung, Byongsam. "Effects of Multiculturalism Education for KOREAN MILITARY CADETS." J-Institute 1, no. 2 (December 30, 2016): 7–18. http://dx.doi.org/10.22471/terror-ism.2016.1.2.07.
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Jung, Byong-sam. "Effects of Multiculturalism Education for KOREAN MILITARY CADETS." J-Institute 1, no. 2 (December 30, 2016): 7–18. http://dx.doi.org/10.22471/terrorism.2016.1.2.07.
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Atun Sakurina, Imro, and Khuriyah Khuriyah. "PAI TEACHER DESIGN TO DEVELOP MULTICUTURALISM EDUCATION AT MADRASAH ALIYAH." Ilmuna: Jurnal Studi Pendidikan Agama Islam 5, no. 2 (September 26, 2023): 170–85. http://dx.doi.org/10.54437/ilmuna.v5i2.846.
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this research is aimed describe how PAI teacher design in developing educational multiculturalism at MAN 1 Karanganyar. This research used descriptive qualitative approach and PAI teacher of the school as informants. In collecting data, the researcher used observation, documentation, and interview. The research results are the teachers have an understanding of diversity, multiculturalism, and hold on to human principles and values to develop educational multiculturalism. When the teaching and learning process the teachers mostly has used various approaches, strategies, and methods in accordance students’ characteristic that is implementing Negotiated Blended Learning. The teachers also avoided discriminatory effect by asking class administrator such as chairman and vice, also male and female students as gender representative. PAI teachers considered that the students as individual, who are from different backgrounds and characteristics, so that the teachers are able to foster awareness of mutual tolerance, respect each other. It was done by selecting learning model which cause to emerge cooperation and harmony that is cooperative learning. In creating equity for students, the teachers rolled students’ seats, and all students male and female were given equal opportunity to ask, and express their opinion. The next, the teachers has integrated learning materials with tribes, races, religions, cultures, ethnicities, and customs diversity in Indonesia.
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Pin, Kang Yi, and Chong Yew Yoong. "Effects of Multiculturalism: Piano teaching in Chinese Universities." Environment-Behaviour Proceedings Journal 7, SI9 (October 30, 2022): 305–10. http://dx.doi.org/10.21834/ebpj.v7isi9.4279.
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Driven by today's international trend of multicultural education, the change from a single to a diversified music education curriculum in Chinese universities has become one of the most urgent issues to be improved and solved in Chinese music education. This paper analyzes the history of multicultural music education and its development status in Chinese college piano teaching. Finally, it puts forward new research suggestions to improve the quality of piano teaching in colleges and universities and promote the development of multicultural music education in China's colleges and universities.
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Premazzi, Viviana. "Internationalisation and Multiculturalism in Schools." Malta Journal of Education 1, no. 1 (September 16, 2020): 74–81. http://dx.doi.org/10.62695/vgrm6089.
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The increase in the population of foreigners residing in Malta and subsequently in ethnic, cultural and linguistic diversity has had multiple implications, particularly with regard to the social composition of the community and its effect on social cohesion. The number of foreign minors has increased in the Maltese education system in the last few years, stressing the deep structural and socio-cultural changes in the Maltese society. This is a distinctively Maltese situation: this rate is not comparable with other countries where the “transformation” took a longer time. Another important aspect is the so-called polycentrism (i.e. the presence of a number of different nationalities within the classrooms). This is a peculiar element which intervenes in the daily life of schools, where managers and teachers have to develop strategies for managing a plethora of different socio-linguistic backgrounds in each classroom.
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Maslakcı, Ahmet, Harun Sesen, and Lütfi Sürücü. "Multiculturalism, positive psychological capital and students' entrepreneurial intentions." Education + Training 63, no. 4 (February 4, 2021): 597–612. http://dx.doi.org/10.1108/et-04-2020-0073.
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PurposeGlobalisation has made higher education increasingly multicultural. Although multicultural university students' attitudes and interactions with different cultures affect their academic success as well as entrepreneurial intentions, only a few studies have analysed this topic. Therefore, this study examined the assumption that positive psychological capital (PsyCap) mediates the relationship between attitudes towards multiculturalism and entrepreneurial intentions.Design/methodology/approachA model was proposed and empirically tested 564 university students in Northern Cyprus. Data were analysed using SPSS 23 and AMOS 18 using the PROCESS Macro and Bootstrap methods.FindingsThe results indicated that improving university students' attitudes towards multiculturalism will have a beneficial effect on their entrepreneurial intentions. Moreover, PsyCap is a mediator variable on the relationship between multicultural attitudes and entrepreneurial intentions.Research limitations/implicationsThis study contributes to the literature by theoretically and empirically examining how attitudes towards multiculturalism and PsyCap impact university students' entrepreneurial intentions. Its limitations can be overcome through future research.Practical implicationsThe study's findings are valid in two areas: (1) assisting policymakers, researchers and academics to better understand the critical influence of university students' attitudes towards multiculturalism on their entrepreneurial intentions, particularly since this topic had not been extensively studied; (2) advancing theoretical discussions by examining the positive effects of internal factors such as PsyCap in terms of multicultural attitudes and entrepreneurial intentions.Social implicationsThe study provides empirical evidence that academics and university administrators should pay attention to multicultural attitudes to increase university students' entrepreneurial intentions. Hence, it focused on the relationship between multicultural society, entrepreneurial intentions, and PsyCap.Originality/valueAttitudes towards multiculturalism influence students' entrepreneurial intentions through PsyCap. The context of cultural values and multiculturalism determines the premises of entrepreneurial intentions. This study is unique and innovative as it brings a new focus to academic literature.
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Galkin, Dmitriy V., Nataliya V. Pogukaeva, Vera V. Ageeva, and Anastasia M. Nikolaeva. "Intercultural environment as a competitive advantage of higher education system." Contemporary Educational Researches Journal 5, no. 2 (January 15, 2016): 55. http://dx.doi.org/10.18844/cerj.v5i2.235.
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The article discusses the development of a multicultural environment as a factor of improving the well-being context and competitiveness of the higher education system. The authors believe that the scale of what is happening today in the world at different levels leads to a substantial change in national structure of Russia. An extensive review of the Russian and international literature on multiculturalism is presented in the article. The concepts of interculturalism, polyculturalism and multiculturalism were reviewed. The authors also argue that the formation of the elite and the content of the state national policy are interrelated. We believe that it is the level of higher education institutions, the results of their research and technology development activities, determines not only their place in the international rankings, but also the dynamics of economic and innovative development of individual territories and entire countries. In the process of forming new paradigm to develop the role of higher education system, there are many factors which effect on this process especially in some countries like Russia and Belarus. Keywords: intercultural environment, higher education system, international relations, institutionalization, human capital, polyculturalism, national policy
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Groce, Nora Ellen, and Irving Kenneth Zola. "Multiculturalism, Chronic Illness, and Disability." Pediatrics 91, no. 5 (May 1, 1993): 1048–55. http://dx.doi.org/10.1542/peds.91.5.1048.
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To gain at least an initial understanding of the underlying beliefs and attitudes in a cross-cultural situation, we believe that the three key points discussed in this paper should prove a significant point of departure: 1. Traditional beliefs about the cause of chronic illness or disability will play a significant role in determining family and community attitudes toward individuals with a disability and will influence when, how, and why medical input is sought. 2. The expectation of survival on the part of parents and community will have an effect on the amount of time, energy, and cooperation shown by family and community for the individual who has an impairment.16 3. The expectations by family and community for the social role(s) an individual with a chronic illness or disability will hold will affect a broad range of issues, including education, social integration, and independence. Furthermore, although chronic illness and disability are often considered as issues distinct from the full range of problems encountered in society for immigrant and minority groups, in fact, these issues could not be more closely tied. The frequently discussed concerns within the ethnic and minority community about the role of the family, integration and acculturation, social articulation with the greater American society, stress, cross-cultural misunderstanding, and outright prejudice can all compound the problems encountered for the chronically ill or disabled individual in a multicultural society.
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Jones, Jr, Plummer. "Advocacy for Multiculturalism and Immigrants' Rights: The Effect of U. S. Immigration Legislation on American Public Libraries: 1876-2020." North Carolina Libraries 78, no. 1 (2020): 3–16. http://dx.doi.org/10.3776/ncl.v78i1.5376.
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The American Library Association (ALA), founded in 1876, demonstrated its advocacy for immigrants' rights and multiculturalism in adult library services, from 1918 to 1948 in the Committee on Work with the Foreign Born (CWFB), which served as a clearinghouse for Americanization (assimilation) services within a philosophical framework of cultural pluralism, now known as multiculturalism. The ALA CWFB throughout its existence depended on grants from the Carnegie Corporation from 1911 to 1961 through the American Association for Adult Education (1915-41), and the Ford Foundation, through its Fund for Adult Education (1951-61). Beginning in 1956 with the Library Services Act, the federal government began to fund libraries, including programs for immigrants, African Americans, Native Americans, and adult illiterates. Since 1972, the Reference & User Services Association (RUSA) has provided literacy training for foreign- and native-born adult illiterates; and the Public Library Association (PLA) has supported programs to prepare New Americans for citizenship. Since 1983, the ALA Ethnic and Multicultural Information Exchange Round Table (EMIERT) has encouraged access to multicultural publications and collaborates with ALA affiliates for various ethnic and minority groups. The ALA advocates for the rights of DACA recipients and supports the need for a DREAMER (Development, Relief, and Education for Alien Minors) Act.
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Koçak, Orhan. "How Does the Sense of Closeness to God Affect Attitudes toward Refugees in Turkey? Multiculturalism and Social Contact as Mediators and National Belonging as Moderator." Religions 12, no. 8 (July 23, 2021): 568. http://dx.doi.org/10.3390/rel12080568.
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Turkey has been the country hosting the highest number of refugees globally with the immigration of Syrians after the civil war in Syria. There have been no major problems between Turks and Syrians in the past ten years. Although Syrians have a financial burden of 71 billion USD to the Turkish state, Turkish society has not reacted significantly due to common religious, cultural, and humanitarian values. This study was conducted with 1743 individuals of different age groups, and it tried to understand the effect of Turkish society’s spirituality in attitudes and behaviors towards Syrian refugees. This relationship was investigated with regard to whether the multiculturalism and contact frequency acted as mediators and national belonging acted as moderator. Gender, age, education, family income, marital status, and whether participants have Syrian neighbors were used as control variables. As a result of the analysis, it was found that the spirituality of the Turkish people was associated with their attitudes towards Syrian refugees, with the mediator effect being multiculturalism and social contact and the moderator effect being national belonging in this relationship.
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Arif, Akhmad, and Maulana Amirul. "Does Multicultural School Leadership Foster a Multicultural Teacher Culture?: The Mediating Role of Multicultural Inspiration, Personality, and Attitude." European Journal of Educational Research 11, no. 4 (October 15, 2022): 2387–99. http://dx.doi.org/10.12973/eu-jer.11.4.2387.
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<p style="text-align: justify;">Multiculturalism in the school environment is challenging for all educational systems. This study examines the effect of multicultural school leadership on multicultural teacher culture and determines mediating effects of multicultural inspiration, personality, and attitude. A quantitative research approach using a cross-sectional survey was used for this study. The population and sample of this study were school principals and high school teachers in Central Java Province, Indonesia. The participants were a total of 357 individuals. Data analysis was done by structural equation modeling (SEM) using the software AMOS 24. The results show that multicultural school leadership directly influences multicultural teacher culture. This study also highlights multicultural inspiration, multicultural personality, and multicultural attitude as factors that mediate the effect of multicultural school leadership on multicultural teacher culture. This study makes a practical and theoretical contribution, especially by providing data to support the improvement of multicultural teacher culture and the importance of multicultural leadership of school leaders in influencing these factors through multicultural inspiration, personality, and attitude.</p>
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Miyashita, Hiroshi. "Critical Analysis of English Education Policies in Japan Focusing on Two Discourses: Developing Human Resources and Nurturing Japanese Identity." World Journal of English Language 7, no. 2 (June 25, 2017): 10. http://dx.doi.org/10.5430/wjel.v7n2p10.
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A growing body of research reports negative results, such as widening economic disparity, due to English educationreform influenced by neoliberalism. Japan is no exception. Linguistic instrumentalism is intensifying in Tokyo,which is scheduled to host the Olympic and Paralympic Games in 2020. This article critically analyzes policydocuments issued by the largest business lobby in Japan (Keidanren), Japan’s Ministry of Education, Culture, Sports,Science and Technology (MEXT), the Tokyo Metropolitan Government (TMG), and the Tokyo Metropolitan Boardof Education (TMBOE) within Japan’s social and political context. All of the documentary data are official-publicand open-archival. The study reveals that two discourses, developing human resources and nurturing Japaneseidentity, are repeated throughout the policy documents. While MEXT, TMG, and TMBOE stipulate their intention toaccelerate Japan’s internationalization, their policy documents have potential to lead students in an opposingdirection with an emphasis on fierce competition and pluralist multiculturalism, which dichotomizes the self andothers by simplifying differences. In the discussion section I suggest implementing pedagogical practice based oncritical multiculturalism to multiply the effect of these top-down measures. Ultimately, EFL teachers could form abottom-up powerbase by critically analyzing the official policies and by implementing practice that fits to theparticular setting.
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Li, Tengcong. "Advocacy of Northern Education in the Context of Multiculturalism and Religion." Lecture Notes in Education Psychology and Public Media 11, no. 1 (October 26, 2023): 220–26. http://dx.doi.org/10.54254/2753-7048/11/20230744.
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With the development of the global economy and communication, the world has become a whole. The exchange and integration of different cultures will inevitably lead to higher requirements for education in the new era. In the face of increasingly complex cultural exchange phenomena and the emergence of new cultural phenomena, the formulation and research of educational policies under this background are of great significance. This paper analyzes and recommends educational policy, educational focus, and teacher training programs in the new era from the perspectives of multicultural education and religious education. This paper emphasizes the viewpoint of religious education in the context of multiculturalism and advocates for corresponding educational policy. The development of the teaching force, the creation of educational policy, and the challenge of educational equity are the key issues that governments of all nations face in the face of cultural interactions and collisions in the context of globalization. Applying the concept of diversity in practice, placing a high value on the effects of various cultural differences, and developing diverse, individualized, and localized policies and procedures are important components of the solution.
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Verkuyten, Maykel, and Jochem Thijs. "Multicultural Education and Inter-Ethnic Attitudes." European Psychologist 18, no. 3 (January 1, 2013): 179–90. http://dx.doi.org/10.1027/1016-9040/a000152.
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Despite the recent retreat of multiculturalism in various European countries, forms of multicultural education are favored and practiced in many of these countries. These educational practices are considered desirable and necessary for the development of positive inter-ethnic relations. After considering conceptions of multicultural education, we discuss multilevel quantitative research on perceived multicultural education and its effects on inter-ethnic attitudes among early adolescents in the Netherlands. The positive effects of multicultural education are interpreted in terms of children’s improved cultural knowledge and understanding, and the establishment of anti-racism norms within the classroom. These two theoretical mechanisms can explain the positive impact of multicultural education on children’s inter-ethnic attitudes. The review of the research is concluded by providing directions and suggestions for future research.
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Lovin, Daniel, Alexandru Căpățînă, and Denis Bernardeau Moreau. "Adaptation, integration and acculturation of foreign athletes in sports organizations in Romania and France." Quality in Sport 7, no. 2 (June 7, 2021): 7–23. http://dx.doi.org/10.12775/qs.2021.007.
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We live in an increasingly globalized and culturally diverse society, in which individuals with different cultural backgrounds, different education, different personalities and different values must work together and achieve optimal results. Moreover, these cultural differences are noticeable even within a group of people of the same nationality. At the same time, lately there are more and more bicultural individuals, who belong simultaneously to different cultures. Nowadays, sport has an enormous impact on society, being an extremely popular phenomenon on a global scale and which has become a business in which huge sums are spent. Sport can have both a unifying effect, bringing together different individuals, but at the same time it can emphasize cultural differences and deep ethnic differences. All these arguments justify the increased interest in multiculturalism in general, and in multiculturalism in sport in particular. Using SPSS software, this study proposes a quantitative comparative analysis of how the country in which athletes evolve, namely Romania and France, influences adaptation, self-confidence, team integration and market share of athletes.
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Jung, Christina D. "Bilingual Proficiency Development and Translanguaging Practices of Emergent Korean-English Bilingual Children in Korea." Journal of Language Teaching and Research 13, no. 6 (November 1, 2022): 1156–65. http://dx.doi.org/10.17507/jltr.1306.03.
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With the rise of globalization, transmigration becomes more commonplace. Globalization is often accompanied by multiculturalism that constitutes an important fabric in societies and countries around the world. This has been the case in South Korea. Multiculturalism has resulted in many shifts and challenges within the Korean family dynamics. Multilingualism is an important characteristic that uniquely identifies many multicultural families. Regardless of the unique traits of each multicultural family, what seems to be the common denominator within these families of emergent bilingual children is that translanguaging is practiced for various purposes both inside and outside the home environment. Through questionnaires, semi-structured interviews, and narrative frames, this qualitative case study explores Anglophone fathers’ perceptions of their bilingual children’s language proficiency, the translanguaging practices of Korean-English bilingual families in Korea, and the impact of translanguaging practices on bilingual children’s self-identity development. Three conclusions can be drawn based on the results: Parents of emergent bilingual children generally value high proficiency in both languages, translanguaging is often practiced for communicative purposes, and translanguaging has an important effect on emergent bilinguals’ self-identity development. Implications are drawn regarding the importance and necessity of translanguaging practices both inside and outside of the home environment.
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Graham, John, and Christopher Colin. "Exploring the Dynamics of Education in Australia: Policies, Practices, and Progressions in the 21st Century." INFLUENCE: INTERNATIONAL JOURNAL OF SCIENCE REVIEW 5, no. 3 (August 29, 2023): 14–23. http://dx.doi.org/10.54783/influencejournal.v5i3.178.
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This article delves into the intricate interplay of educational policies, pedagogical practices, and the evolving landscape of education in Australia during the 21st century. It seeks to provide a comprehensive overview of the key factors influencing the education system's dynamics, including government policies, technological advancements, multiculturalism, and societal expectations. The study critically examines the effects of these dynamics on teaching methodologies, curriculum development, student outcomes, and the overall educational experience. By synthesizing a wide range of sources and data, the article aims to shed light on the complex relationship between educational policies and their implementation, offering insights into potential pathways for future improvements.
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Appelbaum, Steven H., Oleksandr Kryvenko, Mauricio Rodriguez Parada, Melina Rodica Soochan, and Barbara T. Shapiro. "Racial-ethnic diversity in Canada: competitive edge or corporate encumbrance? Part One." Industrial and Commercial Training 47, no. 6 (September 7, 2015): 302–9. http://dx.doi.org/10.1108/ict-03-2014-0012.
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Purpose – The purpose of this two-part paper is to explore the relationship between multiculturalism and performance, and attempt to reconcile some of the varying points of views, in order to suggest practical implications for managers in the workplace. Design/methodology/approach – A review of the literature regarding both diversity and performance was performed. Next, the focus was on the relationship specifically between racial-ethnic diversity and performance. To show the relevance of the paper, materials dedicated to Canadian population and immigration was included. Findings – It is still somewhat inconclusive whether diversity can have a definite positive or negative impact on organizational performance. The literature reviewed shows that authors have differing opinions. One element appears to be clear: diversity of itself does not necessarily bring benefit. For a diverse group to perform well, it must be well managed. Diversity remains an underused tool that managers have yet to learn to utilize. Research limitations/implications – At the time of writing, there was not a significant amount of published material on the direct relationship between multiculturalism and performance. This paper attempts to gather and make sense of the various views formalized thus far and puts forth a new question of how to turn multiculturalism in the workplace into an asset for organizations. Practical implications – Managers still do not agree on how to take full advantage of diversity. As the Canadian workforce becomes more and more diverse, so increases the importance of addressing and answering this question in practical terms. Especially facing the increased globalization of corporations, taking advantage of the untapped potential that resides in a culturally diverse work team should be at the top of every international company’s goals. Social implications – The importance of studying the relationship between multiculturalism and performance is crucial because in developed countries like Canada organizations are becoming increasingly culturally diverse. Much has been written about the effect of group diversity on conflict and creativity, on the performance of heterogeneous groups vs homogeneous groups, on organizational commitment among ethnic minorities, and on self-fulfilling performance expectations. Originality/value – This paper is a useful source for managers interested in understanding the real value of diversity in the workplace, as well as for researchers studying the relationship between corporate diversity and corporate performance.
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Appelbaum, Steven H., Oleksandr Kryvenko, Mauricio Rodriguez Parada, Melina Rodica Soochan, and Barbara T. Shapiro. "Racial-ethnic diversity in Canada: competitive edge or corporate encumbrance? Part two." Industrial and Commercial Training 47, no. 7 (October 5, 2015): 386–93. http://dx.doi.org/10.1108/ict-03-2014-0013.
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Purpose – The purpose of this paper is to explore the relationship between multiculturalism and performance, and attempt to reconcile some of the varying points of views, in order to suggest practical implications for managers in the workplace. Design/methodology/approach – A review of the literature regarding both diversity and performance was performed. Next, the focus was on the relationship specifically between racial-ethnic diversity and performance. To show the relevance of the paper, materials dedicated to Canadian population and immigration was included. Findings – It is still somewhat inconclusive whether diversity can have a definite positive or negative impact on organizational performance. The literature reviewed shows that authors have differing opinions. One element appears to be clear: diversity of itself does not necessarily bring benefit. For a diverse group to perform well, it must be well managed. Diversity remains an underused tool that managers have yet to learn to utilize. Research limitations/implications – At the time of writing, there was not a significant amount of published material on the direct relationship between multiculturalism and performance. This paper attempts to gather and make sense of the various views formalized thus far and puts forth a new question of how to turn multiculturalism in the workplace into an asset for organizations. Practical implications – Managers still do not agree on how to take full advantage of diversity. As the Canadian workforce becomes more and more diverse, so increases the importance of addressing and answering this question in practical terms. Especially facing the increased globalization of corporations, taking advantage of the untapped potential that resides in a culturally diverse work team should be at the top of every international company’s goals. Social implications – The importance of studying the relationship between multiculturalism and performance is crucial because in developed countries like Canada organizations are becoming increasingly culturally diverse. Much has been written about the effect of group diversity on conflict and creativity, on the performance of heterogeneous groups vs homogeneous groups, on organizational commitment among ethnic minorities, and on self-fulfilling performance expectations. Originality/value – This paper is a useful source for managers interested in understanding the real value of diversity in the workplace, as well as for researchers studying the relationship between corporate diversity and corporate performance.
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Ignatow, Gabriel. "From Science to Multiculturalism: Postmodern Trends in Environmental Organizations." Global Environmental Politics 5, no. 2 (May 1, 2005): 88–113. http://dx.doi.org/10.1162/1526380054127718.
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Postmodern social theory has had little impact on studies of global environmental activism and politics, and has often been treated with suspicion. Yet, in this article, I argue that social science theories of both postmodernization and cultural modernization can provide insights into how globalizing processes have affected environmental politics. Where current perspectives on globalization and environmental politics tend to focus on globalization's homogenizing effects, postmodernization arguments suggest that globalization and postmodern social trends have given rise to hybrid, multicultural politics. In the environmental realm, these trends have challenged environmentalists whose claims are based on science and encouraged hybrid forms of environmental activism linking ecological issues to issues of race, ethnicity, religion, and gender. To explore these shifts in environmental politics worldwide, I examine two categories of nonprofit environmental organizations: environmental science organizations and multicultural environmental organizations. Results of an event count analysis show that, for nations, public education predicts the establishment of environmental science organizations. Multicultural environmental organizations were established later, in the 1980s and onward, and tended to be established in countries with preexisting environmental science organizations. I argue that social science theories of cultural modernization and postmodernization can best explain these patterns.
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Muhlis, Achmad, Moch Cholid Wardi, Sri Rizqi Wahyuningrum, Moh Wardi, and Ani Cahyadi. "Preventive Education Model Based on Multiculturalism and Local Wisdom for Reducing the Impact of Drugs among School Students in Madura." AL-ISHLAH: Jurnal Pendidikan 15, no. 2 (May 14, 2023): 1394–403. http://dx.doi.org/10.35445/alishlah.v15i2.3830.
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This study aims to investigate the implementation of a preventive education model based on multiculturalism and local wisdom for dealing with the effects of drugs among school students in Madura. This research uses a qualitative approach with a case study method. The research participants were students from two schools in Madura who had been exposed to or were at risk of being exposed to drugs. Data was collected through interviews and analyzed using the thematic analysis technique. The research results showed that forms of drug control among students in Madura are carried out in 3 ways, namely medical rehabilitation is carried out using screening results data which is used as a reference for assessment and followed up by administering doses of drugs in the form of methadone pills and buprenorphine; non-medical rehabilitation is carried out using a psychological approach which includes counselling services, community therapy and spiritual therapy with talqin al dzikr through the qadiqah qadir naqsyabandiyah; and further rehabilitation is carried out using the Disease Model of Addiction through the development of vocational-based skills and activity management. The development of a model for overcoming the effects of drugs among students in Madura based on multiculturalism and Madurese local wisdom consists of three categories, namely: spiritual collaboration with certain amaliyah, spirituality collaboration with local wisdom of the koteka'an type, and collaboration of various types of local wisdom in the form of koteka'an.
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WEINSTEIN, JACK RUSSELL. "SYMPATHY, DIFFERENCE, AND EDUCATION: SOCIAL UNITY IN THE WORK OF ADAM SMITH." Economics and Philosophy 22, no. 1 (March 2006): 79–111. http://dx.doi.org/10.1017/s0266267105000714.
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In this article, I examine Adam Smith's theory of the ways individuals in society bridge social and biological difference. In doing so, I emphasize the divisive effects of gender, race, and class to see if Smith's account of social unity can overcome such fractious forces. My discussion uses the metaphor of “proximity” to mean both physical and psychological distance between moral actors and spectators. I suggest that education – both formal and informal in means – can assist moral judgment by helping agents minimize the effects of proximity, and, ultimately, learn commonality where difference may otherwise seem overwhelming. This article uses the methods of the history of philosophy in order to examine an issue within contemporary discourse. While I seek to offer an authentic reading of Smith representative of his eighteenth-century perspective, I do so with an eye towards determining the extent to which Smith anticipated central issues in modern multiculturalism.
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Sudira, Ni Made Lyvia Komalasari, and I. Komang Ngurah Wiyasa. "Contextual Learning Based on Multicultural Increase Students’ Knowledge Competence in Civic Education." International Journal of Elementary Education 4, no. 3 (September 22, 2020): 321. http://dx.doi.org/10.23887/ijee.v4i3.26239.
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Civic education that has not been able to give meaning to students results in the need for innovation in learning. Learning can be realized by applying contextual learning based on multiculturalism. This research is a quasi-research with nonequivalent control group design. The population in this study amounted to 130 students, while the sample in this study amounted to 44 students taken using the Cluster Random Sampling technique. The collection in this study was a multiple-choice objective test instrument of 32 questions. Based on the analysis of the polled variance t-test obtained t-count = 3.83> t-table = 1.68 at a significance level of 5% with dk = 42, which means that H0 is rejected and Ha is accepted. This proves that there are significant differences in the competence of civic knowledge between groups of students who are taught with the Multicultural Contextual learning model and students who are taught by conventional learning. So, it can be concluded that Multicultural-based Contextual learning has a significant effect on the civic knowledge competence of elementary students. The implication of this research is through the application of Multicultural-based Contextual learning students can easily interpret the learning that is done.
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Alexander, Jonathan, and Jacqueline Rhodes. "Flattening Effects: Composition’s Multicultural Imperative and the Problem of Narrative Coherence." College Composition & Communication 65, no. 3 (February 1, 2014): 430–54. http://dx.doi.org/10.58680/ccc201424570.
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This essay argues that multiculturalism-inflected composition classrooms often “flatten” or efface radical alterities with which students—and teachers—should be encouraged to grapple. The authors demonstrate some of the limitations of such pedagogies, offer examples of provocative texts that celebrate difference—not identity—as a powerful critical and compositional tool for exploring subjectivity and justice, and call for a shift toward acknowledging our potential incommensurability and unknowability as a fruitful way to engage issues of social justice.
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Lee, Mi-Kyoung, Young-Sook Kang, and You-Seok Lim. "A Study on the Effect of Contact with Foreigners through Mass Media on Multicultural Awareness." Korean Association for Terrorism Studies 17, no. 1 (March 30, 2024): 101–21. http://dx.doi.org/10.46350/kats.2024.17.1.101.
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In Korea, the perception of foreigners is dualistic with acceptance and exclusivity where a multicultural society has emerged. Indirect contact with foreigners through mass media can have a significant impact on everyday multicultural awareness. Accordingly, it is time to support the functions of mass media and policies that can cause negative conflicts in multicultural awareness. Based on this awareness of the problem, the results of a survey and analysis on the effect of contact with foreigners through mass media on multicultural awareness are as follows. There were differences in multicultural awareness depending on gender, age, education, marital status, and occupational status among sociodemographic characteristics, Gender, age, and experience and awareness factors corresponding to the sub-variables of contact with foreigners through mass media were found to have a significant impact on multicultural awareness. Therefore, such as community change, exclusivity, and risk, a policy is needed to minimize negative issues and exposure of foreigners through the mass media because contact with foreigners through the mass media affects negative perceptions of multiculturalism
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Majda, Anna, Joanna Zalewska-Puchała, Iwona Bodys-Cupak, Anna Kurowska, and Krystian Barzykowski. "Evaluating the Effectiveness of Cultural Education Training: Cultural Competence and Cultural Intelligence Development among Nursing Students." International Journal of Environmental Research and Public Health 18, no. 8 (April 11, 2021): 4002. http://dx.doi.org/10.3390/ijerph18084002.
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Background: Since 2012, education standards in medical faculties in Poland have allowed medical universities to introduce content related to multiculturalism. On the one hand, this creates a necessity to introduce new strategies, forms, and techniques of education aimed at the development of knowledge, skills, and attitudes in terms of multiculturalism. On the other hand, there is a need to evaluate their effects. The main goal of this study was to evaluate the cultural competence and cultural intelligence of master’s degree nursing students before the commencement of and two months after cultural education training in the form of the intercultural communication workshops included in the study program. Methods: The following questionnaires were used in the study: the Cross-Cultural Competence Inventory (CCCI) and the Cultural Intelligence Scale (CQS). Two consecutive classes (2019 and 2020) of master’s nursing students were tested twice (pre-test, post-test). The study was conducted at a leading medical university that educates nurses at a master’s level in Poland. In total, 130 master’s nursing students took part in this evaluative study: 64 individuals in 2019 (study 1) and 66 individuals in 2020 (study 2). Results: In comparison to the pre-test, the post-test showed that the surveyed students in both study 1 and study 2 obtained significantly higher overall results in terms of cultural intelligence (p = 0.001; p = 0.004, respectively) as well as in the behavioral (p = 0.001; p = 0.002) and cognitive (p = 0.001; p = 0.008, respectively) subscales. The cultural competence results were also higher overall, but the difference was insignificant. Conclusions: The study shows the efficiency of training/workshops in the development of culturally specific knowledge and cultural intervention skills. At the same time, it postulates the need to plan and organize cultural education programs in a form that aims to improve the development of culturally sensitive attitudes.
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Filindra, Alexandra, David Blanding, and Cynthia Garcia Coll. "The Power of Context: State-Level Policies and Politics and the Educational Performance of the Children of Immigrants in the United States." Harvard Educational Review 81, no. 3 (September 1, 2011): 407–38. http://dx.doi.org/10.17763/haer.81.3.n306607254h11281.
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Children of immigrant backgrounds—children who are immigrants themselves or were born to immigrant parents—are the largest segment of growth in the U.S. school population. In this exploratory interdisciplinary analysis, Filindra, Blanding, and Garcia Coll ask whether the context of policy and political receptivity, even when they are not directed at school reform or at immigrants, nonetheless affects the high school completion of children of immigrant backgrounds. The novelty of this work is its theoretical integration of insights from multiple disciplines and its emphasis on the larger context in analyzing the educational outcomes for children of immigrants. The authors' findings suggest that policy matters and that it matters in different ways. Specifically, they find a strong positive association between the immigrant inclusion in state welfare programs and high school graduation rates for the children of immigrants. At the same time, the study suggests that multiculturalism policies, targeting racial and ethnic minorities rather than immigrants specifically, may have the opposite effect. Finally, the authors suggest that politics also matters, as seen in the gap in graduation rates between the children of immigrants and the children of U.S.-born parents, which is narrower in Democrat-dominated states than it is in Republicancontrolled states.
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Mujib, Ibnu. "Multicultural Education Practices at Religiously-Based Schools in Malang." Al-Albab 5, no. 2 (December 1, 2016): 281. http://dx.doi.org/10.24260/alalbab.v5i2.425.
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This study began with an assumption that multicultural education model is practiced in schools in a very limited scope. Therefore, through the subject of PPKN (Civics Education) in schools, multicultural education can be developed. In addition, the school as a laboratory of diversity at the scope of educational institutions is an important medium in the discourse of multicultural education. As a conceptual formulation that was built through the 2013curriculum, the instructional model of Civics education-based on multiculturalism was found to be able to stimulate students’ character building in a more effective, quick and strategic manner. The school, in addition to being an important laboratory of diversity, should also provide multicultural instruction in Civics education with the materials that aid the vision of Civics education instruction with a content of multicultural education in a productive, creative, innovative, and affective way as well as having an effect on the students so as to contribute to the social, civic life and more importantly to the process of building the character and attitude of tolerance among students in schools. Through multicultural education in schools, students learn to accept and understand the cultural differences that affect the differences in usage (how people behave); folkways (habits in the community), mores (code of conduct in the community), and customs (tradition of a community). With multicultural education, learners will be able to accept differences, criticism, and have a sense of empathy, tolerance for others regardless of class, status, gender, ehnic, religion and academic skills.
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Keba Ekinci, Deniz. "An empirical research about the effect of intercultural communication on education processKültürlerarası iletişimin eğitim sürecine etkisine yönelik ampirik bir araştırma." International Journal of Human Sciences 13, no. 1 (February 28, 2016): 1177. http://dx.doi.org/10.14687/ijhs.v13i1.3641.
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Intercultural communication is an interdisciplinary science that studies issues such as the interaction between people of different cultures, the emergence and preservation of cultural diversity, and the perception of foreigners. With globalization; the denaturation of the borders between the countries, the emergence of cultural diversity, an increase in intercultural communication and interaction are observed. Insuch an environment; multiculturalism, intercultural communication process, and intercultural communication competence is gaining importance. Multiculturalism refers to the existence of different cultures in a pluralistic society. Intercultural communication illustrates the communication and interaction between different cultures. Intercultural competence is with the acceptance of differences and the desireto livetogether. In this context, as a result of partnerships and cultural agreements between countries, various international student programs like Erasmus program take place between higher education institutions within the lifelonglearning. The implementations in higher education institutions where such education programs are carried out are the basis of this research. Cultural problems that the students who come to study here at Kocaeli University Faculty of Communication through different programs face in the educational process are discussed in the context of intercultural communication. In the study, qualitative research method was used. For students open-ended questions was applied in the form of an interview consisting of. The population of the study is comprised of foreign students studying at Kocaeli University Faculty of Communication by way of different programs. The data obtained by choosing sampling criteria, one of the purposive sampling methods, are assessed by classifying them according to certain characteristics. As a result, even though they lived some problems of international students in the education process, multicultural education in higher education institutions by enabling the formation of cultural environment they are to create awareness have been observed. In addition, this educational environments, with the acquisitions of intercultural communication and competence, bias by getting rid of the molds, are expected to develop awareness of the coexistence of different cultures. ÖzetKültürlerarası iletişim, farklı kültürlere mensup insanlar arasında iletişim, kültürel farklılıkların ortaya çıkması ve korunması, yabancının algılanması gibi konuları inceleyen disiplinler arası bir bilim dalıdır. Küreselleşme ile birlikte; ülkeler arasındaki sınırların yapaylaştığı, kültürel farklılıkların ortaya çıktığı, kültürlerarası iletişim ve etkileşimin arttığı görülmektedir. Böyle bir ortamda; çokkültürlülük, kültürlerarası iletişim süreci ve kültürlerarası iletişim yeterliliği olguları önem kazanmaktadır. Çokkültürlülük, çoğulcu toplumlarda farklı kültürlerin varlığını ifade etmektedir. Kültürlerarası iletişim, farklı kültürler arasındaki iletişim ve etkileşimi göstermektedir. Kültürlerarası yeterlilik ise, farklılıkların kabulü ve birlikte yaşama isteği ile gerçekleşmektedir. Bu bağlamda; ülkeler arasındaki birliktelikler ve kültürel anlaşmalar sonucunda, Yüksek Öğretim Kurumlar’ı arasında, çeşitli uluslararası öğrenci programları gerçekleşmektedir. Bu eğitim programlarının görüldüğü, Yüksek Öğretim Kurumları’ndaki uygulamaları çalışmanın temelini oluşturmaktadır. Farklı programlarla Kocaeli Üniversitesi İletişim Fakültesi’nde eğitim görmek amacıyla gelen yabancı öğrencilerin eğitim sürecinde karşılaştıkları kültürel problemler, kültürlerarası iletişim çerçevesinde ele alınmıştır. Çalışmada, nitel araştırma yöntemi kullanılmıştır. Öğrencilere yönelik açık uçlu sorulardan oluşan bir görüşme formu uygulanmıştır. Araştırmanın evrenini, farklı programlarla gelen Kocaeli Üniversitesi İletişim Fakültesi’nde eğitim gören yabancı öğrenciler oluşturmaktadır. Amaçlı örnekleme yöntemlerinden ölçüt örnekleme seçilerek elde edilen veriler, belirli özelliklere göre sınıflandırılarak değerlendirilmiştir. Sonuç olarak uluslararası öğrencilerin eğitim sürecinde bazı sorunlar yaşamalarına rağmen, gittikleri Yüksek Öğretim Kurumları’nda çokkültürlü eğitim ortamlarının oluşumuna olanak sağlayarak, kültürel farkındalık oluşturdukları görülmektedir. Ayrıca bu eğitim ortamları sayesinde kültürlerarası iletişim ve yeterlilik kazanımlarıyla, önyargı kalıplarından kurtularak, farklı kültürlerle birlikte yaşama bilincinin gelişeceği düşünülmektedir.
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Yoon Seok Jung. "The effect of multicultural education programs, events, and activities on the Korean adults' acceptability of multiculturalism: Focus on the national identity classification." Korean Public Management Review 32, no. 2 (June 2018): 267–94. http://dx.doi.org/10.24210/kapm.2018.32.2.011.
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Karadimou, Maria, and Kostis Tsioumis. "Through the Lens of Teachers: Unveiling Educational Administration and Role Intentions in the Multicultural Mosaic of Greek Schools." European Journal of Educational Management 6, no. 4 (December 15, 2023): 215–31. http://dx.doi.org/10.12973/eujem.6.4.215.
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<p style="text-align: justify;">This study aims to investigate the views of active primary and secondary education teachers in Greece while implementing educational administration in the modern Greek school for issues related to multiculturalism and their intention to take an active role in co-shaping internal education policy, considering the country's centralized educational system and the flexibility it leaves for the participants in everyday educational reality. 1052 Primary and Secondary education teachers from Greece took part in the research. Descriptive statistics were used, followed by a test of the effect of the sample's social profile on their perceptions, and complex statistical analyzes such as correlations and multiple regression. The findings shape an educational leader who embraces the core principles of intercultural education. According to teachers, these findings are also considered encouraging, since they delineate a teacher who no longer rests, only, in their pedagogical duties, but understands that they must be part of the educational life. Finally, the findings confirmed the influence that an educational leader can exert with their behavior on the teachers at their school. This research sets the basis for the delineation of educational administration in the modern Greek multicultural educational reality by utilizing various statistical methods.</p>
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Kravets, Ruslan, Vira Vykhrushch, Oksana Romanyshyna, Mykhailo Koziar, Hanna Ridkodubska, Ivan Marionda, and Eduard Syvokhop. "Pedagogical Design of the Technology of Students’ Multicultural Competence at Higher Education Institutions." Journal of Education Culture and Society 12, no. 2 (September 25, 2021): 264–93. http://dx.doi.org/10.15503/jecs2021.2.264.293.
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Aim. The aim of the research is to justify the theoretical and methodological bases of multicultural education and verify experimentally the efficiency of the pedagogical technology of forming students’ multicultural competence at higher education institutions. Methods. The study reviews the changes in the levels of students’ multicultural competence. The methodological bases of the study are theories of language multicultural education, the unity of language and culture, multi-perspective learning, “cultural differences,” social learning, neo-Freudian theory, self-determination theory, developmental learning theory. Results. The realisation of the ideas of multiculturalism has a positive effect on the harmonious development, cultivates a tolerant attitude to other ethnic groups and peoples, promotes good neighbourly relations, effective conflict resolution, intercultural dialogue and mutual understanding. Acquiring these characteristics, students entirely understand national and universal values, and are able to interact constructively in the modern multicultural world at a sustainable level. Conclusions. The implementation of the developed pedagogical conditions and the author’s pedagogical technology of forming students’ multicultural competence at higher education institutions contributed to a significant increase in the levels of their multicultural competence. This was confirmed by statistical changes in the level of students’ multicultural competence of the experimental group compared to the control group: the number of students with stable (by 34,3%) and situational (by 12,7%) levels significantly increased, the number of students with fragmentary level decreased (by 47%). Thus, the obtained results prove that the developed pedagogical technology is effective for forming students’ multicultural competence.
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Dewaele, Jean-Marc, and Elouise Botes. "Does multilingualism shape personality? An exploratory investigation." International Journal of Bilingualism 24, no. 4 (November 20, 2019): 811–23. http://dx.doi.org/10.1177/1367006919888581.
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Aims and objectives: Personality psychologists argue that personality is the result of nature and nurture. However, relatively little attention has been paid to the latter. The present study considers the effect of multilingualism, a social factor, on personality. Methodology: A total of 651 multilinguals from around the world filled out an online questionnaire containing questions about participants’ language profile and a so-called “Big 5” questionnaire: the Multicultural Personality Questionnaire (short form). Data and analysis: Correlation analyses were run between the level of multilingualism of participants and their scores on five personality traits. A parceled structural equation model was then used to examine the influence of multilingualism on three personality subscales. Findings: The model indicated significant positive path coefficients between the level of multilingualism and Flexibility, Social Initiative and Open-mindedness. Significance: Our findings confirm and expand earlier research that showed that multilingualism/multiculturalism can be considered to be enduring environmental factors that contribute to the shaping of personality profiles.
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Al Musawi, Ali, Wajeha Al-Ani, Azadeh Amoozegar, and Khalaf Al-Abri. "Strategies for Attention to Diverse Education in Omani Society: Perceptions of Secondary School Students." Education Sciences 12, no. 6 (June 12, 2022): 398. http://dx.doi.org/10.3390/educsci12060398.
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In a climate of increasing multiculturalism in education, classrooms have become more diverse, offering educators and institutions both opportunities and challenges. In response to changing advancements and trends in education, school administrators claim that classroom diversity can develop students’ learning potential when properly harnessed and matched with inclusive pedagogy. This research reflects how diversity within the Omani education system can be enhanced by comparing the beliefs and experiences of students in diverse classrooms. This information provides a better understanding of students’ learning needs based on their perception of diversity. A descriptive study was performed with a quantitative approach, whereby a sample of 283 students completed a survey. The results indicate that female students rated more highly on the teaching method scale in comparison to male students. Additional post hoc tests on simple effects confirmed that non-Arab students tend to rate their teachers comparatively more highly in terms of teaching methods, curriculum design, assessment techniques, and practical skills than Omani and Arab pupils across the different subjects. This study offers valuable insights and practical strategies for cultivating diversity and inclusion in diverse settings in Omani schools.
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Laine, Päivi, Minna Maijala, and Katja Mäntylä. "Kestävän kehityksen periaatteet kielenoppimisen arvioinnissa." AFinLA-teema, no. 15 (April 17, 2023): 162–83. http://dx.doi.org/10.30660/afinla.124924.
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Sustainable development is included in curricula in many countries – from primary to tertiary education, as well as in teacher training. Its principles also encompass language teaching, e.g., through enhancing equality of languages, multilingualism and multiculturalism. Several ethical issues are linked to sustainable development goals, which can be considered part of language teaching and assessment. Based on questionnaire data, this article addresses language teachers’ views on sustainable development and its connection to assessment of language learning. The results show that language teachers (N=29) do not recognize the link between assessment and teaching practices that follow sustainable development principles. Engagement and peer assessment seemed to be a way to support sustainable development principles in language teaching. Further, the results indicate that language teachers need more information about the effects of ethical assessment on supporting language learning and social sustainability.
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Dyankova, Gergana, and Simona Nikolova. "Multicultural Competence as a Teacher’s Metacognition to Achieve a Positive School Climate." International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE) 11, no. 2 (August 31, 2023): 257–65. http://dx.doi.org/10.23947/2334-8496-2023-11-2-257-265.
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Our modern times are marked by socio-economic and cultural processes whose effects are rapidly crossing national borders and creating a global community for which multiculturalism is no longer just a concept but a social reality. As a key tool for its harmonization, intercultural education is determined, which provides conditions for interaction between cultures and prepares multicultural individuals. There is a need for the teacher to acquire the appropriate intercultural readiness and competence to enable her to posit the climate in the classroom. At the same time, there is a lack of research on the psychological climate in culturally mixed classrooms, characteristic of most schools today. The aim of the study is to investigate the importance of teachers’ “intercultural readiness” factors for achieving a positive psychological climate in a multicultural educational environment. The research instrument synthesizes questionnaires on the classroom, on the organization of the educational environment and on the psychological climate and adapts them to the level of primary school education. The sample consisted of 95 teachers from Attica in Greece. The data were analyzed with the statistical package SPSS and one-way ANOVA was applied. The research assumption is confirmed that universities preparing pedagogical specialists are responsible for developing master’s degree programs in intercultural education or courses for additional professional qualification with a focus on the formation of intercultural competence as a teacher’s metacognition.
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Kemeza, Imelda, Sudi Balimuttajjo, and Dinesh G. Sarvate. "Accent and Ugandan Students’ Comprehension of Mathematical Concepts and Terms: An Experimental Study." African Journal of Teacher Education 9 (May 1, 2020): 70–79. http://dx.doi.org/10.21083/ajote.v9i0.5927.
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The embrace of diversity and multiculturalism in education facilitates the broadening of students’ experiences as they engage with teachers and classmates from backgrounds different than their own. However, while the positive effects of diversity on students are apparent, few studies have examined possible negative challenges that diversity might have on students. Where most subject matter is taught via classroom lectures and the lecture material is presented by a speaker with a different accent than the student is used to hearing, does it make the material harder for the student to understand? On the other hand, could it increase the focus and engagement required by the students in the classroom, and in the process increase their understanding? In this vein, our research sought understand whether students’ learning of the subject matter hindered when they are taught material by a teacher with a different accent. To this end, we designed a simple experiment with a small group of undergraduate students in Uganda, to address this question, the result of which we present in this study.
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Moore-Jones, P. J. "The benefits and pitfalls of a multicultural teaching faculty and a monocultural student population: An interpretive analysis of tertiary teachers’ and students’ perceptions in the United Arab Emirates." Journal of Language and Cultural Education 3, no. 3 (September 1, 2015): 69–84. http://dx.doi.org/10.1515/jolace-2015-0021.
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Abstract Emirati students at public universities have a wide demographic of faculty members teaching them courses in their second language, English. These faculty members bring with them their own cultural assumptions, epistemologies and use of language which at times are in stark contrast to those of the students. The aim of the research is to shed light on the effects that a multicultural faculty have on a monocultural student body and vice versa. This study looks at both faculty and students’ perceptions of public tertiary education in the UAE. Namely, the research questions surround themes regarding the benefits and pitfalls of multiculturalism in a university environment. Contentions are made based on qualitative data received regarding the levels of intercultural competence of both faculty and students. Noted are the importance of intercultural competence, how and why it is significant to have not only as a globalized member of a multicultural teaching faculty but how and why it is a central skill the fresh graduates must develop during their undergraduate careers.
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Beveridge, Scott, Christian Chan, Jeff DiNardo, and Courtney Glickman. "Clinical Judgment and the Utilization of Psychometric Instruments for Vocational Assessment." Rehabilitation Research, Policy, and Education 33, no. 2 (June 1, 2019): 144–55. http://dx.doi.org/10.1891/2168-6653.33.2.144.
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BackgroundOver the last 40 years advances in the field of rehabilitation counseling continue to play a major role in the professional identity, skills, and competencies of rehabilitation counselors. While advances have developed in several areas (e.g., multiculturalism, ethics) within the scope of rehabilitation counseling research and practice, there are research gaps for vocational evaluation and the psychometric properties of instruments utilized for assessment.ObjectiveThis study sought to investigate what psychometric instruments rehabilitation counselors utilize for assessment. Primarily, our goal was to seek major details in how practicing rehabilitation counselors utilize psychometric assessments in their work environments and any ethical concerns involved with their use. We sought to investigate the presence of what assessment tools are commonly used by rehabilitation counseling practitioners and the frequency with which they are used.MethodsData from 228 participants was analyzed using a mixed-methods research design with a goal of obtaining both quantitative and qualitative data simultaneously. We sought to determine if there were any statistically significant differences on whether demographic variables affected the selection and use of psychometric assessments.FindingsAverage use of psychometric instruments for assessment use for the entire sample was low, at .66 (between “never” and “sometimes”). Average assessment use for the five subgroups ranged from .37 (body system function) to .99 (interests). Average use for individual assessments ranged from .08 to 2.07. There was a significant effect for education, (R2 = .039 F(1) = 8.82, p = .003).ConclusionsResults indicate higher education levels were associated with increased utilization of psychometric instruments. In addition, collaboration between psychometric assessments and clinical judgment have proven to be valuable in overall quality of rehabilitation services provided.
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Trifonova, A. V. "Role of Local Identity and Perceived Context in Psychological Well-Being of Russians in Estonia." Cultural-Historical Psychology 17, no. 4 (2021): 83–91. http://dx.doi.org/10.17759/chp.2021170409.
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The present article focuses on the relationship between local identity, perceived inclusiveness of the sociocultural context and psychological well-being of the Russians in Estonia (N = 309; M = 37,46; SD = 16,56). Perceived discrimination and perceived multiculturalism are considered as indicators of inclusiveness of the context, and self-esteem and life satisfaction as indicators of psychological well-being. We used the scales from the MIRIPS questionnaire translated and adapted for Russia by N.M. Lebedeva and A.N.Tatarko, the scale of descriptive multicultural attitudes developed in the Center for Sociocultural Research of the HSE University, and the local identity scale of Droseltis and Vignoles. The results of strutural equation modeling show that local identity significantly positively relates to perceived inclusiveness of the sociocultural context. Perceived inclusiveness of the context is positively related to self-esteem and life satisfaction. Indicators of perceived inclusiveness of the context mediate the relationship between local identity and psychological well-being. The study revealed direct positive effect of local identity on life satisfaction. Thus, local identity fulfills an adaptive function, contributing to a more positive perception of the context of acculturation and increasing psychological well-being.
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Hancock, Charles R., and Jaime S. Wurzel. "Toward Multiculturalism: A Reader in Multiculturalism Education." Modern Language Journal 74, no. 3 (1990): 387. http://dx.doi.org/10.2307/327637.
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McKinney, Stephen. "Multiculturalism and education." Journal of Education Policy 28, no. 1 (January 2013): 154–56. http://dx.doi.org/10.1080/02680939.2012.688539.
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Thomas, Paul. "Multiculturalism and education." Educational Review 63, no. 4 (November 2011): 515–16. http://dx.doi.org/10.1080/00131911.2011.619887.
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Baral, Madan Prasad. "Multiculturalism in English Education Curriculum of Higher Education in Nepal." English Language Teaching Perspectives 8, no. 1-2 (August 30, 2023): 97–109. http://dx.doi.org/10.3126/eltp.v8i1-2.57863.
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Multicultural education is transformative, emancipatory, and justice-oriented. As multiculturalism is the defining characteristic of Nepali society and the basic identity of Nepal, the relevancy of multicultural education can hardly be exaggerated. The Constitution of Nepal, 2015 has also acknowledged unity in diversity as the basic feature of the country. So, multiculturalism needs to be incorporated into Nepal’s educational system and teacher education programme. In this context, this study aims to explore multiculturalism in teacher education curriculum of Tribhuvan University and outlines the basic features of multiculturalism and assesses the present teacher education curriculum of English Education in B. Ed under Tribhuvan University in terms of multiculturalism. Analysing the different components of English Education Courses of B. Ed in English Education, it is concluded that multiculturalism is adequately addressed in objectives and content of reading courses while other English education courses address multiculturalism in terms of evaluation and teaching strategies not in content and objectives.
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Ali Halidin, Sitti Zakiah, Ishak, and Muh Hasbi. "Segregation and the Legality of Religious Diversity." Pappaseng: International Journal of Islamic Literacy and Society 1, no. 2 (August 31, 2022): 69–81. http://dx.doi.org/10.56440/pijilis.v1i2.41.
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For the people of Indonesia, religious plurality and a pluralistic society have become the most pressing concerns. The language and thought of religion and multiculturalism are constantly complex, as is the management of diversity, because religious diversity can create either conflict or discord, depending on how we view the meaning of religious pluralism and diversity. If the multiplicity of religions is regarded as a threat and it is conceivable for tension and conflict between religions to arise, then pluralism will be the most crucial factor for the Indonesian people to invest in. In contrast, the reality of social inferiority would contribute to the spread of tolerance and concord, as well as the orthodoxy practiced by the populace. The relationship between religions in Indonesia today exhibits a positive effect on harmony. It is vital to bolster the concept of pluralism in the education of religious principles. From the standpoint of religion, the author examines the concept of pluralistic education. This is qualitative research. Observation, in-depth interviews, document studies, source evaluation, and information validation were employed as data-gathering instruments. While the obtained data were analyzed using a descriptive approach, which consisted of observing the phenomena that occur, displaying and reducing data, and then mapping the problem and drawing broad conclusions, the data were obtained by observing the phenomena that occur, displaying and reducing data, and then mapping the problem and drawing broad conclusions. As demonstrated by this study's findings for schools with religious names, Islamic, Catholic, Christian, Hindu, and Buddhist institutions, among others, were founded with the intention of serving as a platform for the construction and advancement of culture. Human education includes So aggregation arises as a characteristic of religious schools as patrons to protect the nation's morality in accordance with the methods of these many schools and become the representatives of religion diversity. Religion also forms a branding on schools to give the appearance that a nation's morals are refined and submissive to its religious standards. In addition, it was discovered that religious schools in South Sulawesi are highly costly, with elite school settings, and that the average student hails from upper-middle-class families, particularly in large cities like Makassar. such as the Cendrawasih Catholic Schools, Brothers, Hindu Darma, and the Athirah Islamic School and Al-Azhar, but there are also other inexpensive Islamic schools, like Muhammadiyah and NU Schools.
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Cordero, Rafael López, Francisca Ruiz Garzón, Lourdes Medina Martínez, and María del Carmen Olmos-Gómez. "Religion: Interrelationships and Opinions in Children and Adolescents. Interaction between Age and Beliefs." Religions 12, no. 5 (May 18, 2021): 357. http://dx.doi.org/10.3390/rel12050357.
Full textAbstract:
The current trend of secularization seems to be leading to a gradual withdrawal of religion from public spaces. However, in an increasingly internationalized world, it is becoming more and more important to study the roles of religion and religiosity and their potential in relation to dialogue and social conflicts and tensions. Education is a vital field within which to address this religious issue and create an educational dialogue in order to promote coexistence. By following a quantitative, descriptive, cross-sectional study, based on a quasi-experimental methodology with a social–analytical character, our aim is to assess the existing connections between religion, interrelation and opinion in Spanish children and adolescents. Special attention is paid to the interaction between age and beliefs. We carried out our study with the use of a questionnaire distributed to eleven secondary schools, with students aged between 11 and 16 years old, in three regions of southern Spain (Andalusia, Ceuta, and Melilla) characterized by high religious diversity and multiculturalism. The multivariate analysis carried out in this study identifies the effects of variance on the influence of age and religion, highlighting the interaction between the two. It is observed that the youngest students are those who express their opinions about religion the least, while those belonging to younger age groups and majority religions are those who express a greater religious coexistence, with Muslims externalizing their religious condition the most.