Journal articles: 'Multicultura'

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Akil, Mansur. "MULTICULTURAL VALUES IN INDONESIAN PRIMARY SCHOOLS." ALQALAM 27, no. 3 (December 31, 2010): 452. http://dx.doi.org/10.32678/alqalam.v27i3.1054.

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The research aimed to understand ways of implementing multicultural values in Indonesia primary schools. This case study attempted to discover the multicultura values in primary school curriculum documents and teacher's perspective on how to promote the multicultural values in primary shcool students, by interviewing primary school teacher in Makassar and examining primary school curriculum documents. The investigation showed that teaching the values of tolerance, respecting diversity, acknowledging similarities and maintaining native languages and local identy should be done gradually by initially introducing the symbols of multicultural values through picture, videos, and observations, then teaching children through modeling and attitudes of inclusiveness. More importantly is teachers' knowledge on multiculturalism so that they could behave equally towards students and colleagues in school setting. Finally, multiculturalism should be embedded in the schools through celebration of cultures, ethnics and language diversity, through cultural festivals, food exhibition, local art and dance shows, music contests, drama, and literature. Keywords: Multicultura Values, Implementing, Primary School, Teacher Views.

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Suparman, Heru. "Multikultural dalam Perspektif Alquran." AL QUDS : Jurnal Studi Alquran dan Hadis 1, no. 2 (December 1, 2017): 185. http://dx.doi.org/10.29240/alquds.v1i2.250.

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Findings of the research suggest that the views or reviews of the Qur'an about multicultura do not against the Islamic teachings at any rate, especially the Qur'an as the source of Islamic law. The diversity that exist has in fact become intellectual property to be studied, as the Qur'an explains it. Through multicultural education, it is expected that every individual and/or every group be acceptance and appreciate toward differences among them, live said by said in harmony in order to establish a peaceful and properous nation

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Guerra Liaño, Sonsoles. "[Reseña] Educación y Nuevas Tecnologías para la Multicultura." Revista Iberoamericana de Educación 49, no. 2 (April 10, 2009): 1–2. http://dx.doi.org/10.35362/rie4922109.

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Francisco Martínez Sánchez (coord.). Educación y Nuevas Tecnologías para la Multicultura. Murcia: Universidad de Murcia, Servicio de Publicaciones. 2008, 144 pp. ISBN: 978-84-8371-734-9. El libro presenta los resultados obtenidos tras el trabajo realizado en centros escolares de Secundaria de Loja (Ecuador) y Lorca (Murcia), dentro del marco de un proyecto apoyado por la Agencia Española de Cooperación Internacional (AECI).

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Silva, Graciete Barros, and Janaene Leandro de Souza. "Sociedade e Multiculturalismo: Uma reflexão a luz da Lei de Diretrizes e Bases da Educação Nacional (LDB)." Revista Eletrônica Acervo Saúde, no. 23 (May 18, 2019): e202. http://dx.doi.org/10.25248/reas.e202.2019.

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Objetivos: Compreender como as instituições escolares trabalham com a educação multicultural na atual conjuntura social e política, destacando os conflitos situados na nossa sociedade que estão relacionados ao conhecimento da multicultura. Métodos: Trata-se de um estudo de abordagem qualitativa, como técnica de coleta de dados usou-se a pesquisa bibliográfica. Resultados: Vivemos em um mundo que ainda predomina o pensamento homogêneo (cultura única), intolerante a diversidades e a existência de diferentes grupos étnicos. Considerações finais: Torna-se necessário uma análise desses sistemas educativos para que se possa alcançar o que está previsto na Lei de Diretrizes e Bases da Educação Nacional 9394/96, que define regularizar o sistema de educação com base na constituição com o objetivo de tornar a educação para todos, construindo assim uma relação recíproca entre os indivíduos, relações estas que produziram mudanças e reforçará a identidade de cada individuo.

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Márquez, Adriana. "La multicultura y la interculturalidad: retos para la innovación educativa." Cuaderno de Pedagogia Universitaria 2, no. 4 (July 12, 2014): 19–23. http://dx.doi.org/10.29197/cpu.v2i4.31.

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Un desafío real de la educación del siglo XXI es la capacidad de tener una verdadera educación de atención a la diversidad, desde un punto de vista enriquecedor y no como problemática social. La población de alumnos inmigrantes hace más imperativa esta realidad. Se trata de ver a la diversidad cultural y humana como algo valioso y enriquecedor para todos. A esta diversidad se le llama capital cultural, tanto del hijo de emigrante que regresa como de los extranjeros que llegan a nuestro país. La educación dominicana tiene el desafío de la innovación de un currículo pertinente para estos nuevos contextos sociales.

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Aguero-Contreras, Fernando Carlos, and Cándida Rosa Urquiza-García. "Multicultura e interculturalidad: implicaciones de una ausencia en la educación." Educação e Pesquisa 42, no. 2 (June 2016): 459–75. http://dx.doi.org/10.1590/s1517-9702201606146327.

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Resumen Reflexión teórica desde las perspectivas sociológica – antropológica de la educación, sustentada en los enfoques de la multicultura e interculturalidad. Se parte de varios estudios realizados en la residencia estudiantil de la Universidad de Cienfuegos, al centro - sur de Cuba. Estos han combinados análisis cuantitativos y cualitativos, considerando variables e indicadores socio demográficos, relacionados con la satisfacción en el acceso a la cultura, la salud, las relaciones y dinámicas sociales, mediadas por una estructura social clasista y sociocultural que distingue especificidades en la biografía cultural de individuos y grupos. Se concedió importancia a la significación dada a la residencia como escenario relevante de la vida educacional, las percepciones de las relaciones múltiples y diversas entre los grupos que tienen presencia en ella, así como los niveles de diálogos en los ámbitos académicos, científicos y sociales. Se analizaron varios documentos, y se realizaron observaciones, entrevistas estructuradas y en profundidad. Desde este contexto se muestran las implicaciones del déficit teórico en la gestión formativa en la residencia universitaria, limitando el alcance del proyecto educativo como concreción curricular, para el desarrollo de procesos socializadores más coherentes. Se concluye que la ausencia de estas perspectivas teóricas en la educación superior posibilitaron que la visión política ocupara la primera interpretación del proceso, expresada en la acción solidaria y aun cuando se muestran resultados concretos de importancia en cuanto al número de alumnos graduados, el proceso formativo fue limitado en el diálogo profundo, la socialización cultural para la lograr la unidad en la diversidad.

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Lorenzo Quiles, Oswaldo. "Análisis cualitativo de textos sobre multi e interculturalidad." DEDiCA Revista de Educação e Humanidades (dreh), no. 1 (March 1, 2011): 535–46. http://dx.doi.org/10.30827/dreh.v0i1.7186.

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Actualmente es posible encontrar un alto número de trabajos académicos y de investigación sobre multicultura e intercultura que presentan unas bases metodológicas y empíricas de tipo cualitativo, concretamente sobre análisis del discurso y análisis de contenido de textos. En esta dirección, el presente trabajo tiene la intención de abordar determinadas claves analíticas sobre significados contenidos en textos, que puedan ser de utilidad en la investigación y la literatura científica sobre multi e interculturalidad.

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Reiter, Bernd. "Multicultura lis m and Racializ ation in Latin Ame rica and the Caribbe an." Memorias 19 (May 4, 2022): 30–43. http://dx.doi.org/10.14482/memor.19.644.4.

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This article, which is based on a keynote address, delivered for the 2nd International Congress of Caribbean Studies, held at the Universidad del Norte, Barranquilla, Colombia, in August of 2012, argues that Caribbean nations are in dire need to analyze and deconstruct the foundational myths upon w hich their national unities were constructed after achieving independence. This process is under way in such countries as Brazil, Mexico, and Colombia, but has not been carried out for most Caribbean nations, maybe with the exception of Cuba. Where such efforts have not been pursued vigorously, myths of racial harmony tend to prevail. These myths, w hile having served the initial purpose of undermining factionalism and potential secession, are now standing in the w ay of recognizing cultural diversity so that it can be addressed with meaningful public policies. Before a thorough dismantling of such foundational myths of racial harmony is achieved, multiculturalism, i.e. the equal recognition of different cultures living in one country, remains elusive.

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Andrade Leal, Valéria. "A EDUCAÇÃO PARA O DIÁLOGO NA PLURALIDADE RELIGIOSA NAS ESCOLAS CONFESSIONAIS." Revista Relegens Thréskeia 3, no. 1 (October 1, 2014): 191. http://dx.doi.org/10.5380/rt.v3i1.38042.

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O artigo discute o papel da Escola Católica na formação para o diálogo na pluralidade. Parte, sobretudo, de um dos últimos textos da Congregação para Educação católica: Educare al dialogo interculturale nella Scuola Cattolica - Vivere insieme per una civiltà dell’amore. Neste se levanta as vantagens e os perigos da multicultura, a questão dos fundamentalismos e intolerâncias, os diferentes posicionamentos frente à diversidade e a responsabilidade das instituições educativas em educar para a tolerância e a boa convivência. A tarefa de formar para o diálogo e a aceitação do diferente toca à Escola Católica justamente por sua referência aos ensinamentos de Jesus Cristo e pelo seu compromisso social, visto que educar para a boa convivência é uma urgência na sociedade atual.

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Bastidas, Gilberto, and Daniel Bastidas. "¿Es la epidemiologia crítica distinta de la social?" Universidad y Salud 24, no. 3 (August 30, 2022): 212–13. http://dx.doi.org/10.22267/rus.222403.274.

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Sr Editor, la concepción ecológica funcionalista de la epidemiología clásica no parece ser suficiente para abarcar el fenómeno salud-enfermedad, por ser fundamentalmente biologicista sin historia y desligado de la cultura que define a la sociedad, por centrarse en el reduccionismo empírico y cuantitativista, por abrigar las teorías totalizantes impositivas que sobreponen el conocimiento científico sobre el popular y por preferir la lógica de los factores de riesgo sobre la metacrítica y multicultura, de allí la necesidad de generar nuevas construcciones epistemológicas de la epidemiología en procura de recuperar y renovar este pensamiento científico clave para el estudio del complejo proceso salud-enfermedad con base en reflexiones sobre desigualdad, etnia, género, derechos humanos, justicia social, privación, exclusión social, subjetividad y en los modos de vida en lugar de factores de riesgo, entonces nacen la epidemiología social y crítica

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Rubio-Aguilar, Verónica, Patricia Miranda Mamani, Genoveva Tiayna Pacha, Elizabeth Hidalgo Figueroa, and Carol Tuna Varas. "Diversidad Sexual y de Género en Comunidades Educativas de Arica, Chile: Fisura de la Heteronorma desde la Multicultura." Revista latinoamericana de educación inclusiva 15, no. 2 (2021): 247–69. http://dx.doi.org/10.4067/s0718-73782021000200247.

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Al-Ma'ruf, Ali Imron. "PEMBELAJARAN SASTRA MULTIKULTURAL DI SEKOLAH: APLIKASI NOVEL BURUNG-BURUNG RANTAU." Kajian Linguistik dan Sastra 19, no. 1 (March 25, 2015): 60–75. http://dx.doi.org/10.23917/kls.v19i1.4410.

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The learning of multiculturalism opens ones’ fundamental reality in society. Thisarticle aims to describe the learning of multicultural literature at school with applyingto novel “Burung-burung Rantau” (BbR), a work of Y.B. Mangunwijaya inSemiotics analysis. Indonesian multicultural literature is expected from the processof ‘Indonesianisation’ from many good cultural expressions of local colour, nation,and global-universal. With enthusiasm of posmodernisme, multicultural literaturecan pierce religion limit, culture, class, ethnic, and nation. Novel BbR expressesbrainchild multicultural past event of tissue and actors: Anggi, Neti, Bowo, andCandra. Brainchild multiculture in BbR among others covers: (1) the born of generationpost-Indonesia in educations values of multiculture, (2) the present generationthat flies freely to every where even to the foreign state or to their own world,(3) the escape from the tradition ties and local cultures even from their nationalculture so they have freedom in creativity, (4) the melting of local and nationalculture, west and east, (5) education values of multicultural pierce in ethnic limits,religion, nationality, class, and gender. Learning of multicultural literatures leadsto harmony with cultures of social transformation existences and life value changesto global culture. For that case, immediate literature teachers are needed to realizethe multicultural paradigms.

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De Souza, Maria Cláudia Da Silva Antunes, and Josemar Soares. "MULTICULTURALISMO, COMUNIDADE ÉTICA E TRANSNACIONALIDADE." Relações Internacionais no Mundo Atual 3, no. 24 (April 25, 2020): 365. http://dx.doi.org/10.21902/revrima.v3i24.4017.

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As sociedades multiculturais se notabilizam pelo elevado grau de diferenciação étnica, cultural, ideológica, social em seu interior, apresentando grupos sociais que nem sempre conseguem se harmonizar com os valores e princípios promovidos pela comunidade política, geralmente representada pelo grupo historicamente majoritário naquele contexto. A tolerância entre os grupos é um ponto de partida de convívio funcional, na medida em que depende da capacidade de gerenciamento de conflitos e dialéticas, mas ainda insuficiente para efetivar participação política efetiva visando desenvolvimento da sociedade como um todo. A sociedade multicultural, para realizar os interesses dos diferentes grupos e ainda promover o bem comum precisa estimular o sentido de comunidade ética entre seus membros, mas isto somente é possível a partir do estabelecimento de dialéticas de reconhecimento baseadas na dignidade humana. A comunidade ética em sociedades multiculturais é possível na medida em que o indivíduo reconhece a si mesmo no outro enquanto membros ativos de uma sociedade, aberta às diferenças étnicas e culturais, mas harmoniosa na defesa de princípios e valores comuns que garantem a convivência funcional e inteligente em às várias dialéticas. O objetivo do presente artigo é apresentar a dialética do reconhecimento baseada na dignidade humana como condição de efetiva da comunidade ética em sociedades multiculturias. Portanto, o problema de pesquisa é: pode a dialética do reconhecimento baseada na dignidade humana servir de condição de efetividade da comunidade ética em sociedades multiculturais? O método utilizado é o indutivo, por meio de pequisa bibliográfica. PALAVRAS-CHAVES: Multiculturalismo. Dignidade Humana. Comunidade Ética. Transnacionalidade. Reconhecimento.

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Mihye, Hwang. "Taiwan multicultural families, multicultrral students, native languages education." JOURNAL OF ASIAN STUDIES 21, no. 4 (November 30, 2018): 145–72. http://dx.doi.org/10.21740/jas.2018.11.21.4.145.

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Sunwoong Park, 박길자, Minkyung Lee, and Jeonghwa Koo. "A Critical Analysis of Multicultural Programs in Multiculture Research Schools." Theory and Research in Citizenship Education 42, no. 2 (June 2010): 29–60. http://dx.doi.org/10.35557/trce.42.2.201006.002.

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Jungmee Hwang. "Multicultural Education without Multicultral Citizen - An Analysis of Policy Agenda for Multicultural Education in Korea -." Discourse 201 13, no. 2 (May 2010): 93–123. http://dx.doi.org/10.17789/discou.2010.13.2.004.

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Lee, Soo Jung, Kyung Eun Jahng, and Koeun Kim. "Light and shade of multicultural education in South Korea." Journal for Multicultural Education 14, no. 2 (April 13, 2020): 149–61. http://dx.doi.org/10.1108/jme-11-2019-0081.

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Purpose This paper aims to attend to the issues that remain veiled and excluded in the name of multiculture. Design/methodology/approach This paper problematizes South Korean multicultural education policies through Bourdieu’s concept of capital as a theoretical frame. Findings First, the paper discusses that material wealth is unequally distributed to most of the multicultural families, resulting in their lack of economic capital. Second, it notes that students from multicultural families are deprived of cultural capital, as they are racialized in Korean society. As a strategy used to distinguish and exclude a so-called different minority from the unnamed majority, race enables the possession of cultural capital. Third, insufficient social capital identified with resources emerging from social networks positions students from multicultural families as a perpetual minority. As the accumulation of various forms of capital secures power and privilege (Bourdieu, 1986), multicultural education in its current state would continuously reproduce the existing power dynamics where students from multicultural families are subordinate. Research limitations/implications Given this, policies for multicultural education in South Korea should cover a wide range of issues, including race, class and network and be redesigned to resolve realistic problems that have been hidden under the name of celebration of culture. Originality/value The Korean multicultural education policy has not been analyzed through Bourdieu’s concept of capital. Using a different theoretical viewpoint would be valuable to figure out the problems underlying the policy.

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Kwon, Yi-Jeong. "An Analysis of the Effectiveness of the Multicultural Program Model on Pre-school Teachers' Multiculture-related Abilites: Multicultural Attitudes, Perceptions toward Multicultural Education, and Multicultural Teaching Efficacy." Journal of Multi-Cultural Contents Studies 17 (October 31, 2014): 39. http://dx.doi.org/10.15400/mccs.2014.10.17.39.

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Canen, Ana, and Angela M. A. de Oliveira. "Multiculturalismo e currículo em ação: um estudo de caso." Revista Brasileira de Educação, no. 21 (December 2002): 61–74. http://dx.doi.org/10.1590/s1413-24782002000300006.

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O multiculturalismo, campo teórico e político voltado para a valorização da pluralidade cultural e para o desafio à construção das diferenças, tem adquirido visibilidade crescente no campo educacional. Tendo em vista a incrementar a produção do conhecimento sobre possíveis formas de tradução do projeto multicultural para o currículo em ação, o presente estudo objetivou responder à seguinte questão central: o que seria uma prática pedagógica multicultural crítica? Para tal, analisa criticamente dados provenientes de um estudo de caso de cunho etnográfico, focalizando uma prática pedagógica identificada como portadora de ";potenciais multiculturais";. Sugere, a partir da confluência entre teoria e empiria, categorias centrais para o currículo em ação multiculturalmente comprometido.

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Martin, Lee, Bo Shao, and David C. Thomas. "The Role of Early Immersive Culture Mixing in Cultural Identifications of Multiculturals." Journal of Cross-Cultural Psychology 50, no. 4 (February 22, 2019): 508–23. http://dx.doi.org/10.1177/0022022119830522.

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Becoming multicultural through early immersive culture mixing (EICM)—i.e., growing up with a mix of cultures that coexist and interact to form an emergent hybrid culture within one’s home—is a rapidly rising phenomenon in many parts of the world. This phenomenon calls for new research that recognizes the possibility of identification with a hybrid culture as well as the distinct cultures from which the hybrid culture derives. This article extends previous research into psychological variation among multiculturals based on the process of EICM, by investigating how EICM influences hybrid cultural identification and distinct cultural identification. In addition, we examine how EICM relates to the components of identity integration—blendedness and harmony. Across two studies of Chinese-Australian multiculturals, we found that whereas EICM was positively associated with multicultural participants’ identification with a hybrid culture and Australian culture, it was not related to their identification with Chinese culture. Findings also indicated that EICM positively predicted identity blendedness, but EICM did not show a clear link with identity harmony. We discuss the implications of our research for advancing EICM theory and helping to forge new research directions in cultural identification.

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M. Syamil Nurizzi, Hidayat, and M. Husnul Walidain. "IMPLIKASI PENDIDIKAN MULTIKULTURAL." PIJAR: Jurnal Pendidikan dan Pengajaran 1, no. 1 (December 31, 2022): 13–17. http://dx.doi.org/10.58540/pijar.v1i1.66.

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Multiculturalism is a term that is relatively new in today's global discourse. In its development, multiculturalism is nothing more than a term that perfects the previous idea, namely pluralism. Multicultural in the perspective of the Indonesian nation is not something surprising. This is because the character and personality of the Indonesian people are accustomed to the extraordinary diversity of this archipelago. Multiculture is not something new because Islamic doctrine and civilization have presented how Muslims with the guidance of revelation should behave. The diversity of human beings is seen as the cause of suffering and misery. Conflicts and wars that exist are seen as a result of this diversity which creates a siltation of humanity's attitude towards it. So experts consider that multicultural awareness must be instilled and become part of human awareness in various aspects of life. To instill this awareness requires an effective method. Education is ultimately seen as a solution to this. The nation-state of Indonesia is full of diversity, be it ethnic, religious, cultural, ethnic/racial, regional, and so on, so understanding and applying multicultural values is a must. It is very urgent to include multicultural education in the curriculum, at least "entrusted" to other relevant subjects, such as: Civics, History, and Religion. Multicultural education is a response to the development of the diversity of the school population, as well as the demand for equal rights for every citizen.

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Lee, Sujin. "Analysis on the Meaning of Early Childhood Teachers on Multiculture in Multicultural Education." Journal of Humanities and Social sciences 21 12, no. 1 (February 28, 2021): 1209–22. http://dx.doi.org/10.22143/hss21.12.1.85.

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Rohmat, Rohmat. "Manajemen Kurikulum Pendidikan Islam Berbasis Multikultural." INSANIA : Jurnal Pemikiran Alternatif Kependidikan 15, no. 1 (May 23, 2018): 3–17. http://dx.doi.org/10.24090/insania.v15i1.1512.

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Abstract: This article attempts to create a reflection of the Islamic educational curriculum, and some alternative Islamic education curriculum based of multicultulral. As for some of the underlying assumptions, that the practice of teaching Islamic education was oriented toward mastery of teaching material has not been oriented toward understanding and awareness creation on respect for diversity of race, ethics, culture. Islamic Education as one of the important aspects as the formation of character, should have the concept that learing is more directed at the character formation of children and respect for cultural diversity. Thus, to Look forthe development of Islamic education curriculum model (Madrasah Aliyah) based of multicultural. Management of multicultural based Islamic education can be through several phases: content integration, the knowledge construction process, an equity paedagogy, and prejudice reduction. The focus of management of multicultural based curriculum Islamic education should be directed to find the msdel of Islamic education (Madrasah Aliyah) that can explore humanist values and universal. Islamic education learning design (Madrasah Aliyah) based mutticultural directed the efforts to form the character of the appreciation and respect for diversity of thought, concept, and culture. Development of leaming modets of Islamic education in Madrasah Aliyah multicultural-based refers to a balanced composition of matter Koran, Hadith , fiqh, aqidah, and akhlak. Keywords: Management of curriculum, Education, Multicultural.

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Lee, Su-Jin, and Young-Shin Park. "예비유아교사의 다문화 신념, 다문화 수용성이 다문화 교수불안에 미치는 영향." Journal of Narrative and Educational Research 7, no. 3 (December 31, 2019): 59–85. http://dx.doi.org/10.25051/jner070303.

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Karayanni, Michael Mousa. "Multiculture Me No More! On Multicultural Qualifications and the Palestinian-Arab Minority of Israel." Diogenes 54, no. 3 (August 2007): 39–58. http://dx.doi.org/10.1177/0392192107080715.

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Suprihno, Suprihno. "THE PARADIGM OF MULTICULTURAL EDUCATION THROUGH DEVELOPMENT OF UNITY IN DIVERSITY." Dinamika Penelitian: Media Komunikasi Penelitian Sosial Keagamaan 19, no. 2 (January 20, 2020): 264–87. http://dx.doi.org/10.21274/dinamika.2019.19.2.264-287.

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Abstract: This article isÂ analysingÂ the paradigm ofÂ MulticulturalÂ Education trough development of character unity in diversity.Â MulticulturalÂ education is an alternativeÂ to solve theÂ problem ofÂ the diversity in Indonesia. DiversityÂ in negative meaning hasÂ spawnedÂ sufferingÂ long time for human beings. AtÂ thisÂ time, at leastÂ thereÂ haveÂ beenÂ 35Â majorÂ conflictsÂ betweenÂ ethnic groups in the world. MoreÂ thanÂ 38Â millionÂ inhabitantsÂ driven outÂ ofÂ the placeÂ thatÂ theyÂ live, at least a bit ofÂ 7Â millionÂ peopleÂ has been killedÂ in theÂ conflictÂ ethnicÂ bloody.Â A long Conflict involves sentiments of ethnic,Â racial,Â classÂ and religion. This article using library research method. Sources of data used by researchers in accordance with the type of research that is literary or library research (library research) then in the form of literature from books, documents, journals or scientific papers. NationÂ IndonesiaÂ is needed of unity,Â thingsÂ haveÂ to beÂ formedÂ ifÂ doneÂ byÂ the principle ofÂ unity in diversity. ToÂ foster aÂ tradition ofÂ unity in diversity,Â multiculturalÂ education isÂ needed. Multicultural educationÂ is aÂ bridgeÂ toÂ usher inÂ aÂ newÂ generationÂ ofÂ openÂ faces ofÂ difference, the development of aÂ nation'sÂ cultureÂ that isÂ farthestÂ fromÂ prejudice,Â conflictÂ andÂ violence. Eliminating sectarianÂ viewsÂ andÂ exclusivity. AndÂ willÂ openÂ the viewÂ inclusivity open to cooperation withÂ other people,Â despiteÂ havingÂ beliefs,Â opinions,Â identityÂ andÂ different styleÂ of life. OneÂ of theÂ forms ofÂ problem solving is transforming theÂ program called â€œservice learningâ€. There isÂ aÂ methodÂ of learning. In whichÂ studentsÂ learnÂ andÂ developÂ their competenceÂ byÂ way of actively participatingÂ inÂ the practice ofÂ the serviceÂ of societyÂ isÂ organized. Keyword:Â Education,Â Multicultural, unity in diversity, Service-learning

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Lee, Jeensuk, Daeyeon Jang, and Sunah Choi. "Effects of Neglectful Parenting on Life Satisfaction of Multicultural Adolescents: Dual Mediating Effect of Self-Esteem and Social Withdrawal." Center for Social Welfare Research Yonsei University 66, no. 1 (September 30, 2020): 127–57. http://dx.doi.org/10.17997/swry.66.1.5.

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The purpose of this study is to examine the effects of neglectful parenting on life satisfaction among multicultural adolescents and to identify the dual mediating effects of self-esteem and social withdrawal. The research data included 1,160 responses of multicultural adolescents collected by the Year 6 (2018) and Year 7(2019) data of the Multicultural Adolescents Panel Study (by the National Youth Policy Institute) was analyzed. Multiple regression and dual mediation analysis were performed. The major findings are as follows. First, Results showed that 37.7% of respondents had experienced neglectful parenting from their parents. Second, neglectful parenting had a direct and negative impact on life satisfaction. Third, self-esteem played a mediating role in the relationship between neglectful parenting and life satisfaction, but, the mediating effect of social withdrawal had not been verified. Fourth, in the path from neglectful parenting to life satisfaction, dual mediating effect of self-esteem and social withdrawal were significant. It can be interpreted that neglectful parenting reduces self-esteem and increases social withdrawal, consequently undermining the life satisfaction. Based on these results, we proposed practical and policy implications to prevent the harmful effects of neglectful parenting and promote life satisfaction for multicultral adolescents.

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Sudarmanto, Gunaryo, and Dina Elisabeth Latumahina. "Encountering the Religious Radicalism Movement Through Reconstructing the Multicultural Theology and Its Implication For Christian Leaders in Indonesia." Analisa: Journal of Social Science and Religion 5, no. 01 (July 29, 2020): 87–105. http://dx.doi.org/10.18784/analisa.v5i1.1023.

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This research aims to create a harmonious relationship among different religions in Indonesia. This aim is reached through reconstructing a multicultural theology based on biblical understanding. The multicultural theology is a biblical principle that be constructed in balancing between Old Testament and New Testament, between general revelation and special revelation. By exposing the general revelation based on theocentric dimension, we found general principles about how to make a good relationship among people in their differences, according to God’s perspective. At the same time, multicultural theology also exposes particular revelation principles centered upon the Christocentric dimension. This research is a qualitative study with a library approach. Data is analyzed by interpretation, critical thinking, and truth and healthy consideration based on the primary source. We found a Christian value to be a foundation to make the relationship in harmony with other people. For this purpose we are proposing a theological framework designed from Biblical principles, covering the following: (1) Cultural Mandate, (2) Human Nature, (3) Theological principles: God’s Sovereignty, God’s Providence and God’s Justice, (4) Incarnation, (5) Universal Soteriology (6) Present Theocracy, (7) Church Nature and (8) Eschatological Multiculture. Christian leaders are central people that must create a relationship with other people in harmony. Through this way, the Christian leaders can engage the religious radicalism by doing good things and togetherness in social work.

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Park, Hye-Young. "The Difference on Self-Regulated Learning of Students from Multicultural families by Variables of Multiculture." Soonchunhyang Exceptional Children Institute 6, no. 1 (June 30, 2019): 51–62. http://dx.doi.org/10.33125/kdps.2019.6.1.4.

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Byrne, Bridget, and Carla De Tona. "Multicultural Desires? Parental Negotiation of Multiculture and Difference in Choosing Secondary Schools for their Children." Sociological Review 62, no. 3 (August 2014): 475–93. http://dx.doi.org/10.1111/1467-954x.12076.

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Meer, Nasar, and Tariq Modood. "The Multicultural State We're In: Muslims, ‘Multiculture’ and the ‘Civic Re-balancing’ of British Multiculturalism." Political Studies 57, no. 3 (October 2009): 473–97. http://dx.doi.org/10.1111/j.1467-9248.2008.00745.x.

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Oliveira, Ozerina Victor de, and Cláudia Miranda. "Multiculturalismo crítico, relações raciais e política curricular: a questão do hibridismo na Escola Sarã." Revista Brasileira de Educação, no. 25 (April 2004): 67–81. http://dx.doi.org/10.1590/s1413-24782004000100007.

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O estudo parte da problematização das relações entre multiculturalismo, políticas afirmativas e políticas curriculares. Reconhece que a política curricular se dá em um ciclo político contínuo, destacando o texto político. Questiona se as políticas curriculares estão sendo elaboradas por uma abordagem multicultural com o objetivo de compreender a apropriação que um texto político faz do multiculturalismo, bem como de pôr em debate a visibilidade, ou não, dos não-brancos nesses textos. Inclui a análise do texto político da Escola Sarã, resultante da reforma curricular realizada no município de Cuiabá-MT, publicado em 2000. Entende como texto a parte verbal e as imagens e compreende que apesar da presença de características multiculturais nos pressupostos pedagógicos, há lacunas no texto verbal e fortes indícios de etnocentrismo e racismo nas imagens. Nas imagens, encontra também a presença da mestiçagem que, em conjunto com as relações de poder e as diferentes posturas pedagógicas presentes no texto, sugere o hibridismo como uma das possibilidades para um texto político multicultural.

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Secova, Maria. "Changement grammatical et discursif en français multiculturel de la région parisienne." Lingvisticæ Investigationes. International Journal of Linguistics and Language Resources 40, no. 2 (December 31, 2017): 173–99. http://dx.doi.org/10.1075/li.00003.sec.

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Résumé Cet article cherche à comparer la variation et le changement dans deux domaines linguistiques, à savoir la grammaire et le discours. Il présente les résultats du projet « Multicultural London English – Multicultural Paris French » et s’interroge sur les différences dans l’usage des traits innovants et leur corrélation avec certaines catégories sociales. Du côté grammatical, la recherche se concentre en particulier sur l’usage des interrogatives indirectes in situ telles que je sais pas c’est qui et je sais ça veut dire quoi, fréquemment utilisées à l’oral chez certains locuteurs. Du côté pragmatico-discursif, elle discute de l’utilisation des particules d’extension (et tout, et tout ça). L’étude révèle que la distribution des innovations discursives n’est pas la même que celle des innovations grammaticales, dont l’usage est davantage clivé en fonction des catégories sociales. L’article tente d’apporter des éclairages sur les processus de grammaticalisation et de changement, en s’interrogeant sur l’existence d’un français multiculturel typiquement « jeune » ou typiquement « parisien ».

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Prastyaningsih, Sri Rahayu, Ervayenri Ervayenri, and Azwin Azwin. "POTENSI POHON PENGHASIL GAHARU BUDIDAYA DI KABUPATEN KAMPAR PROVINSI RIAU." Wahana Forestra: Jurnal Kehutanan 10, no. 2 (July 7, 2015): 88–100. http://dx.doi.org/10.31849/forestra.v10i2.232.

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Scarcity of agarwood trees in natural forests cause agarwood trade of all species be included Aquilaria malacensis into CITIES (Convention on International trade in Endangered Species of Wild Fauna and Flora) and limited exsport quota. Agarwood is a resinous wood and has the benefit of such ingredients as perfumes and medicines. High economic value of Eaglewood cause increased community interest for cultivation of Gaharu plants. This research was done in January to March 2015 in Pangkalan Baru, Siak Hulu subdistrict and Kuapan, Tambang subdistrict, Kampar district, Riau Province. The materials used were map, related research, camera , GPS, compass, altimeter, measuring tape, hagameter, talysheet, etc. Field of observations with searching information about cropping in cultivation of agarwood, identification of farmers and cropping patterns. Survey of agarwood tree conducted by purposive sampling method. Data obtained by making a plot with measuring 20 x 20 m plated on transect with sampling intensity by 20%. The results of research on cropping pattern was monoculture and multiculture. Multiculture was in the rubber plants. The age of agarwood trees in monokultur was 19 years old., whereas multiculture between 2-5 year. Potential agarwood trees in monocultural was 19 m³ but multicultue can not be due to plant cause age>5 years.

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Macedo, Elizabeth. "Por uma política da diferença." Cadernos de Pesquisa 36, no. 128 (August 2006): 327–56. http://dx.doi.org/10.1590/s0100-15742006000200004.

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O artigo defende que a educação, para fazer face às sociedades multiculturais, precisa pensar a cultura como lugar de enunciação e não como repertório de sentidos partilhados. Inicialmente, analisa os projetos conservadores, liberais e multiculturais para lidar com a diferença cultural, argumentando que esses projetos tratam a diferença como diversidade, não conseguindo, dessa forma, responder, como se propõem às demandas de uma sociedade multicultural. Para além desses projetos, discute perspectivas de tradução e diálogo entre culturas, valendo-se, principalmente, das contribuições de Santos e Burbules, concluindo pela incomensurabilidade das culturas. Ainda que as culturas sejam incomensuráveis, a autora rechaça descrições fragmentadas da contemporaneidade, posicionando-se em favor da negociação da diferença cultural. Para isso, apóia-se na noção de ambivalência de Bhabha e na noção de hegemonia, tal como é defendida por Laclau e Mouffe, Hall e pelo próprio Bhabha. Dessa forma, procura estabelecer uma agenda pós-colonial para pensar a diferença.

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Kim, Young-suk, and Jae-young Park. "다문화교육 교재의 개발현황과 과제 : 다문화 역사교육을 중심으로." History Education Review 33 (November 30, 2021): 483–516. http://dx.doi.org/10.31968/hae.2021.11.33.483.

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Millán, Gloria Lara. "Negro-Afromexicanos: Formaciones de alteridad y reconocimiento étnico." Revista de Estudos e Pesquisas sobre as Américas 8, no. 1 (August 12, 2014): 149. http://dx.doi.org/10.21057/repam.v8i1.11455.

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En el trabajo que se presenta reflexiono en torno al proceso de movilización de colectivos afrodescendientes que actualmente se organizan para lograr su reconocimiento étnico en el país. Se describen algunas particularidades en torno a las formaciones de alteridad en espacios donde actualmente se identifica la existencia de estos colectivos; la forma en que se sedimentan los procesos globales relacionados con las políticas multiculturales, tanto en prácticas locales como en algunas acciones que el Estado mexicano implementa para incluir a estas poblaciones como parte de la diversidad étnica.Palabras claves: movilización negra, afrodescendientes, políticas multiculturales.---Negro afro-mexicanos: Formações de alteridade e reconhecimento étnicoProponho, nesse trabalho, uma reflexão sobre o processo de mobilização de grupos afrodescendentes que, atualmente, estão se organizando em busca de seu reconhecimento étnico no país. No texto, são descritas algumas particularidades das formações de alteridade nos espaços onde atualmente se identifica a existência desses grupos e a forma em que se sedimentam os processos globais relacionados com as políticas multiculturais, tanto nas práticas locais como em algumas ações que o Estado mexicano implementa para incluir a essas populações como parte da diversidade étnica.Palavras chaves: mobilização negra, afrodescendentes, políticas multiculturais.---Black-Afro-Mexicans: Formations of alterity and ethnic recognitionIn this study I propose a look into the mobilization process of African descent groups that are currently organizing themselves in search of the ethnic recognition in the country. Within the text, we describe some peculiarities of the formations of alterity in settings where, currently, such groups exist, and the way in which they settle global processes related to multicultural policies; be them in local practices or in policies that the Mexican state implements to include these populations, as part of ethnic diversity.Key words: black mobilization, African descent, multicultural policies.

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Lee, Kang-Mo, and Kyu-Soo Ha. "Study on Influential Factors in Relation to Multicultural Acceptance : Focused on mediating effects of multicultual education." Journal of the Korea Academia-Industrial cooperation Society 16, no. 4 (April 30, 2015): 2465–77. http://dx.doi.org/10.5762/kais.2015.16.4.2465.

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Onyusheva, Irina, Lalita Thammashote, and Jatuporn Thongaim. "URBAN BUSINESS ENVIRONMENT: MANAGING CROSS-CULTURAL PROBLEMS." EUrASEANs: journal on global socio-economic dynamics, no. 1(20) (February 5, 2020): 30–43. http://dx.doi.org/10.35678/2539-5645.1(20).2020.30-43.

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Paper considers in detail the issue of multicultural urban business environment in the context of managing cross-cultural problems within globalization. When people try to accept and respect different cultures, they will gain new opportunities and experiences. One of the most effective tools is tolerant communication leading to understanding and acceptance of cultural diversity. In this research, we study the contemporary concept of urban business environment as a set of external and internal factors influencing business development in the framework of urban infrastructure. The authors provide their own definition of the concept of globalization and also describe the key global trends, including globalization of human capital under the conditions of demographic and cultural diversity. The work is also aimed to detect how multiculture affects urban business environment in part of finding managerial solutions and countermeasures to overcome the major cross-cultural challenges.

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Canen, Ana. "A pesquisa multicultural como eixo na formação docente: potenciais para a discussão da diversidade e das diferenças." Ensaio: Avaliação e Políticas Públicas em Educação 16, no. 59 (June 2008): 297–308. http://dx.doi.org/10.1590/s0104-40362008000200008.

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O presente artigo argumenta que a compreensão da pesquisa como fenômeno multicultural pode tornar a articulação ensino-pesquisa mais impactante na formação de professores, Desenvolve o argumento, propondo quatro dimensões centrais nessa perspectiva: a compreensão dos futuros professores e professores formadores como identidades culturais plurais de pesquisadores em ação; o incentivo às discussões dos temas educacionais em termos de vozes silenciadas e representadas, analisando tensões entre universalismo e valorização da diversidade; a apresentação dos professores em formação a metodologias plurais de pesquisa; a análise das identidades institucionais ou organizacionais onde se processa a formação docente e sua articulação à perspectiva de pesquisa, problematizando relações desiguais de poder e lutando para que essas instituições se constituam em instituições ou organizações multiculturais.

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Manning, Kathleen. "Multicultural Theories for Multicultural Practice." NASPA Journal 31, no. 3 (April 1, 1994): 176–85. http://dx.doi.org/10.1080/00220973.1994.11072356.

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Ha, Seongran, and Gyunyeol Park. "Multicultural Society and Multicultural Education." Journal of Humanities and Social sciences 21 12, no. 4 (August 31, 2021): 2239–50. http://dx.doi.org/10.22143/hss21.12.4.159.

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Schmitt, Vinícius. "Aplicação de técnicas de gestão de projetos no desenvolvimento e aprimoramento de um festival multicultural alternativo sem fins lucrativos no Brasil." Revista Produção Online 20, no. 4 (December 21, 2020): 1088–125. http://dx.doi.org/10.14488/1676-1901.v20i4.3270.

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Devido à crescente expansão do cenário cultural independente no Brasil, surgem, a cada dia, diferentes formas de expressar e representar essas demandas que brotam no âmago da sociedade, ramificando-se em diversos expoentes, dentre os quais, existem os festivais multiculturais. O meio da contracultura não tem como objetivo principal a geração de lucro, devido a esta característica, configura-se uma deficiência de gestão, onde controle e planejamento não são tidos como fatores críticos no desenvolvimento destes festivais. O objetivo desta pesquisa visa identificar as melhores técnicas para aplicação na gestão de projetos para o desenvolvimento e aprimoramento de um festival multicultural alternativo sem fins lucrativos. Este estudo foi ambientado na busca desta meta através da imersão real no desenvolvimento e acompanhamento de dois festivais no estado do Rio Grande do Sul, assim como a aplicação e interpretação de um questionário respondido por 60 organizadores de diversos festivais em todo o território Brasileiro. Foi possível delinear o perfil de gestão nos festivais multiculturais, assim como seus desafios internos e externos. Apesar de enfrentar dificuldades iniciais, o objetivo foi alcançado e a aplicação das ferramentas nos festivais acompanhados obteve grande êxito com resultados altamente positivos e ganhos para os organizadores, aumentando a qualidade, controle e autonomia quanto a produção dos eventos.

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Maigeldiyeva, Sharban, and Zhanna Iztleuova. "MULTILINGUALISM AS AN INNOVATIVE IDEA AND TEACHING SYSTEM." International Conference on Technics, Technologies and Education, no. 1 (2018): 277–79. http://dx.doi.org/10.15547/ictte.2018.07.003.

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The paper deals with the multilingualism in teaching at Kazakhstani higher education institutions which have been one of the relevant aspects of modern Kazakhstani education system. Knowledge of Kazakh, English and Russian languages will give young people the key to world markets, science and new technologies, will create conditions for the formation of a world outlook on constructive cooperation based on ethnic, Kazakh and world cultures. On 27 January 2012 Nursultan Nazarbayev took the floor with his annual message to the people of Kazakhstan and set main priorities of national education. Firstly, education must be competitive, high-qualified in such way that alumni of Kazakhstani schools could easily continue their education in the universities abroad. Today we can speak about complete work on institutional provision to realize state program on education development in the Republic of Kazakhstan for 2011-2020 years. One of the basic competence is threelinguism, Eurasian multiculture, communicativeness and technocraticism. Nowadays, multicultural education in the Republic of Kazakhstan is one of the main trend in the system of higher education. Higher education institutions are considered as a main stage in the process of formation and development of multicultural personality. It is the stage when values and life principles are cognitively formed. University is able to provide positive environment to a student which provides harmonic combination of development of humanistic features in a person with an opportunity of full realization of its national, cultural and ethnical needs.

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Canen, Ana, and Giseli Pereli de Moura Xavier. "Multiculturalismo, pesquisa e formação de professores: o caso das Diretrizes Curriculares para a Formação Docente." Ensaio: Avaliação e Políticas Públicas em Educação 13, no. 48 (September 2005): 333–44. http://dx.doi.org/10.1590/s0104-40362005000300004.

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O presente artigo discute possibilidades de articulação de uma perspectiva multicultural ao componente de pesquisa na formação docente, analisando implicações de tal articulação e discutindo a extensão em que está presente no discurso das Diretrizes Curriculares de Formação de Professores (BRASIL, 2000b). Em um primeiro momento, discute o multiculturalismo e a pesquisa, como componentes da formação de professores, levantando tensões e possibilidades em sua articulação; em seguida, relata o contexto em que emergem as recentes políticas educacionais e analisa ênfases e silêncios das diretrizes curriculares nacionais de formação de professores, com relação ao papel da pesquisa e do multiculturalismo em suas formulações. Conclui, indicando a necessidade de se concretizar estratégias multiculturais na formação docente que permitam superar binômios tais como o que separa pesquisa acadêmica de pesquisa prática nessa formação.

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Jung, Tak-Joon. "A Study on the Adaptation of Multicultual Education to Moral Education in a Multicultural Age of Korea." Journal of Curriculum and Evaluation 10, no. 1 (June 2007): 121–43. http://dx.doi.org/10.29221/jce.2007.10.1.121.

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Melo, Valdenice de Jesus, José Damião De Melo, Dulce Maria Morais do Amaral Franco, Jorge Luide Curvelo Santana Meneses, Bruna de Oliveira Dias, Daniel Antonio de Jesus Melo, and Vania De Jesus. "O ensino profissionalizante e o multiculturalismo: vozes docentes no Instituto Federal de Sergipe." Latin American Journal of Development 3, no. 3 (June 11, 2021): 1343–52. http://dx.doi.org/10.46814/lajdv3n3-026.

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Este artigo apresenta resultados de pesquisa que buscou efetuar um levantamento sobre os aspectos multiculturais presentes no processo educacional do ensino profissionalizante médio integrado, no Instituto Federal de Sergipe, captando as vozes docentes. Dadas as característica e o recorte delimitado, considerando as dimensões tempo, recursos disponíveis e instituição estudada, assumiu um viés exploratório. Utilizamos métodos de análise estatística descritiva, quanto a validação cruzada entre o banco de dados derivado do questionário aplicado, em contraposição a observação associada à pesquisa documental. Partiu-se da premissa que o compromisso com a diversidade cultural, que se espera presente no ensino profissionalizante, seja representado não somente com os códigos europeus e norte-americanos brancos, porém destacando que mais atenção poderia ser dada à diversidade de códigos em função de raças, etnias, gênero e classe social. Todas as classes têm o direito de acesso aos códigos da cultura erudita, porque esses são os códigos dominantes — os códigos do poder. É necessário conhecê-los, ser versado neles, mas tais códigos continuarão como um conhecimento exterior, a não ser que o indivíduo tenha dominado as referências culturais da sua própria realidade, que são representadas no e pelo multicultural. A análise dos dados coletados indica a necessidade de ampliação do nível de conhecimento da temática junto aos docentes, bem como a quase inexistência da participação institucional na inserção e valorização da temática do multicultural.

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Moraes, Fernanda Vicente, Janaína Maria Bueno, and Carlos Roberto Domingues. "Os desafios de equipes multiculturais de trabalho: da liderança e influência da cultura nacional ao processo de aprendizagem organizacional." Revista de Gestão e Secretariado 11, no. 2 (August 5, 2020): 164–89. http://dx.doi.org/10.7769/gesec.v11i2.1066.

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A formação de equipes multiculturais tem sido cada vez mais necessária e estimulada pelas organizações para construção de ambientes criativos e inovadores com intuito de responder a um contexto desafiador e em constante transformação (Bueno Freitas, 2015). Este estudo teve como objetivo analisar os desafios de três equipes multiculturais em subsidiárias de duas empresas multinacionais quanto às questões de liderança, cultura nacional e aprendizagem. Por meio de uma pesquisa qualitativa, do tipo descritiva, foi adotado o método de estudo de casos múltiplos, sendo a coleta de dados baseada em entrevistas semiestruturadas. A partir de três categorias definidas a priori (Liderança; Influência da Cultura Nacional; e Aprendizagem Organizacional), identificou-se que a liderança das equipes é do tipo única e vertical, o que reflete o pouco tempo de existência dessas equipes aliado à dificuldade que alguns indivíduos (brasileiros) sentem em se expressar em ambientes culturalmente diversos reflexo de sua relação com traços culturais da gestão brasileira como distância do poder, postura de expectador, falta de planejamento e personalismo. As equipes aprenderam com base na interação cotidiana e troca de informações e opiniões, ressaltando a importância do ambiente multicultural e da adoção de algumas formas de registro do conhecimento que precisam ser aperfeiçoados e expandidos. Conclui-se que as equipes multiculturais estudadas foram responsáveis pela geração de novos conhecimentos para as empresas, obtiveram resultados além do esperado e ajudaram a projetar a carreira de seus membros, evidenciando que esta experiência pode ser enriquecedora para os profissionais envolvidos e para as organizações, sendo válido investir no amadurecimento do processo de liderança, entendimento das diferenças culturais e aperfeiçoamento do processo de aprendizagem organizacional.

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Sneddon, Raymonde. "Multicultural London English / Multicultural Paris French." Éducation et sociétés plurilingues, no. 39 (December 1, 2015): 79–88. http://dx.doi.org/10.4000/esp.662.

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Farokhah, Fiqih Aisyatul. "Islamic Institution Students and Understanding Multiculturalism (Case Study at Institut Agama Islam Tarbiyatut Lamongan)." Proceedings of Annual Conference for Muslim Scholars 6, no. 1 (April 15, 2022): 620–31. http://dx.doi.org/10.36835/ancoms.v6i1.348.

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This research aims to analyze the understanding of Islamic college students toward multiculturalism. Some of the problems studied are (1) the reasons for the importance of studying multiculturalism for students, (2) the forms of planting multiculturalism values based on Islamic religion for students of the Islamic Institute Tarbiyatut Tholabah (Tabah) Lamongan (3) the implications of multiculturalism on the understanding of IAI Tabah students about multiculturalism. This study uses qualitative data analysis methods. Multiculture already exists in Islamic teachings called Tasamuh. Tasamuh is a mubalaghah from samaha which means tolerance. Tasamuh is an open attitude that recognizes the diversity of ethnic groups, races, skin colors, languages, customs, cultures, languages, and religions. Multicultural education must include the concepts of diversity, respect, justice, tolerance, racism, prejudice, discrimination, and stereotypes. The results show that multiculturalism is important to be taught to students to realize Islamic moderation or Wasathiyah Islam. Activities are directed to support the multiculturalism of campus life. However, IAI Tabah students' understanding of multiculturalism is diverse.

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Journal articles on the topic 'Multicultura'

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