Relevant bibliographies by topics / Multicultural citizenship

Academic literature on the topic 'Multicultural citizenship'

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Published: 4 June 2021
Last updated: 30 January 2023

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Journal articles on the topic "Multicultural citizenship"

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Rengger, N. J. "Multicultural citizenship." International Affairs 72, no. 1 (January 1996): 172–73. http://dx.doi.org/10.2307/2624778.

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Keynan, Irit. "Citizenhood: Rethinking Multicultural Citizenship." Cosmopolitan Civil Societies: An Interdisciplinary Journal 9, no. 3 (December 1, 2017): 21–40. http://dx.doi.org/10.5130/ccs.v9i3.5518.

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In its comprehensive meaning, citizenship should ideally bestow a sense of belonging in the large social group, as well as a stake in the state's cultural, political and economic life, topped by a sense of solidarity, which transcends ethno-religious differences. Unfortunately, many nation states fail these tasks and not all of their citizens are offered such an embracing welcome. Because of the massive immigrations of the last decades this difficulty has intensified and many states struggle with the problem of maintaining a sense of belonging of its citizens with the state. This article proposes a named new concept, “Citizenhood”, which may provide a better way to reconcile ideas of cultural and social rights with the idea of citizenship in contemporary multicultural liberal and democratic nation states. In particular, the new concept strives to alleviate the situation of groups upon whom citizenship does not confer the sense of 'being at home'. Improving the feelings of these groups is important not only for their own well-being, but for the state as well, since their feeling of alienation from the community at large weakens social cohesion and may fuel continuous tensions. Scholars have suggested different alternatives to overcome these difficulties but a solution is not yet in sight. This paper discusses the advantages and disadvantages of previous suggestions and elaborates on the benefits of the proposed new concept.
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JOPPKE, CHRISTIAN. "MULTICULTURAL CITIZENSHIP: A CRITIQUE." European Journal of Sociology 42, no. 2 (November 2001): 431–47. http://dx.doi.org/10.1017/s0003975601001047.

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This article discusses the theory and practice of multicultural citizenship in liberal states. Regarding theory, I point to the shortcomings of both ‘radical’ and ‘liberal’ approaches to justify minority rights. Regarding practice, the state-centered notion of multicultural citizenship defects from the decentered accommodation of multicultural minority claims in functionnally differentiated societies. It also runs counter to a trend toward de-ethnicization in liberal states, in which the cultural impositions of the majority on minority groups are growing thin, thus removing the case for minority rights.
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Anders, Katie. "“SECULARISM, RELIGION AND MULTICULTURAL CITIZENSHIP”." RELIGION AND POLITICS IN INDO-PAKISTANI CONTEXT 3, no. 1 (June 1, 2009): 157–60. http://dx.doi.org/10.54561/prj0301157a.

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SEKINE, Masami. "Citizenship Test in Multicultural Australia." TRENDS IN THE SCIENCES 14, no. 10 (2009): 22–35. http://dx.doi.org/10.5363/tits.14.10_22.

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Albert, R. "Secularism, Religion and Multicultural Citizenship." Journal of Church and State 52, no. 1 (May 24, 2010): 158–60. http://dx.doi.org/10.1093/jcs/csq031.

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SHACHAR, AYELET. "On Citizenship and Multicultural Vulnerability." Political Theory 28, no. 1 (February 2000): 64–89. http://dx.doi.org/10.1177/0090591700028001004.

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Gillespie, Marie. "Security, media and multicultural citizenship." European Journal of Cultural Studies 10, no. 3 (August 2007): 275–93. http://dx.doi.org/10.1177/1367549407080731.

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Jones, Lisa A. "Teaching Citizenship through Multicultural Education." Kappa Delta Pi Record 40, no. 2 (January 2004): 60–61. http://dx.doi.org/10.1080/00228958.2004.10517288.

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Fullinwider, Robert. "Multicultural education and cosmopolitan citizenship." International Journal of Educational Research 35, no. 3 (January 2001): 331–43. http://dx.doi.org/10.1016/s0883-0355(01)00028-3.

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Dissertations / Theses on the topic "Multicultural citizenship"

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Bennett, Fred. "Multicultural citizenship or citizenship in a multicultural polity." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/NQ66122.pdf.

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Kuyurtar, Erol. "Multicultural citizenship in a liberal society." Thesis, University of Hull, 2002. http://hydra.hull.ac.uk/resources/hull:7020.

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Gough, Michael John. "Rousseau, liberalism and the politics of multicultural citizenship." Thesis, University of East Anglia, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.390652.

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Iordanou, George. "Exporting multicultural citizenship and the case of Cyprus." Thesis, University of Warwick, 2014. http://wrap.warwick.ac.uk/73923/.

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This thesis examines how to export liberal theories of Multicultural Citizenship (MC) to post-violent conflict contexts, applying Kymlicka’s theory of MC to the case of Cyprus. The thesis modifies Kymlicka’s normative theory in order to make it applicable to contexts beyond those of its inception, focusing on cases where cultural identities are highly politicised and securitised. It provides a new theory of MC, a methodological approach for applying normative theories to different contexts, and a multicultural constitutional alternative for Cyprus. To facilitate the modification of Kymlicka’s MC and its application to Cyprus, the thesis develops a methodological approach called the Reciprocal Model (RM). The RM provides a systematic method for the re-examination of the fundamental assumptions of normative theories, using input from empirical cases. The RM also provides the conceptual tools for extracting policy-relevant suggestions from normative political theories. Through an immanent critique of Kymlicka’s theory of MC, a new multicultural theory is developed that has an internationally facilitated process of recognition at its core. The theory defended in this thesis adopts an ethnically-blind role for the state that dismisses reified notions of culture while also rejecting the exceptional treatment of cultural identities. It places culture on a level playing field with other individual identities and defends group-differentiated rights to minority groups on the grounds of equality of opportunity, replacing the autonomy-based defence of Kymlicka. The revised theory of MC, advanced through the application of the RM to the case of Cyprus, allowed for the development of a constitutional model for Cyprus based on multicultural citizenship. The multicultural constitutional model is defended as an alternative to Bizonal Bicommunal Federation – the bicommunal constitutional model underpinning the negotiations for a comprehensive solution to the Cyprus problem.
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Yesmin, Shova Tahmina. "Liberal Citizenship in a Multicultural Society : Brian Barry's and William Galston's Approaches to Citizenship." Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-138441.

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This thesis demonstrates a comparative and analytic discussion of citizenship idea based on two distinct liberal doctrines of two contemporary political philosophers: Brian Barry and William Galston. Barry's egalitarian liberalism argues for 'common citizenship' notion in order to promote liberty and equal treatment of all individuals irrespective of any social differences. On the other hand, 'liberal pluralist citizenship' of William Galston's signifies his liberal pluralism to mitigate cultural and religious conflicts of liberal democratic society. The fundamental disagreements among these liberal approaches over the issues of public recognition of group rights and restricted state authority are analysed in this study. Finally, by analysing both the liberal positions under the challenge of multicultural issues the author defends Galston's liberal idea and judges it as more convincing than Barry's liberal approach.
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Molina, Girón Luz Alison. "Educating Good Citizens: A Case Study of Citizenship Education in Four Multicultural High School Classrooms in Ontario." Thèse, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/20713.

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Providing citizenship education that reflects Canada’s diverse cultural make-up and that promotes common civic virtues is a challenging task. This research examines how citizenship education is practiced in Ontario, and how teachers’ instruction responds to the diversity found in their classrooms and Canadian society. This qualitative, multiple case study took place in four multicultural Grade 10 Civics classes in Ottawa. The research methodology included non-participant observations of classroom instruction, interviews with each civics teacher and 30 students, and citizenship education-related document analysis. The theories of conceptions of good citizenship (Westheimer & Kahne, 2004) and approaches to multicultural content integration (Banks, 2003) are the primary analytical lenses. Data analysis followed two phases: within-case and cross-case analyses (Stakes, 2006). Despite shared provincial guidelines, very different types of citizenship instruction occur, shaped by teachers’ personal conceptions of good citizenship. While all teachers stressed the importance of civic knowledge acquisition and aimed to educate active citizens, some emphasized the education of personally-responsible citizens, while others adopted either a participatory or justice-oriented approach to citizenship education. These distinct orientations lead to different approaches to teaching about active citizenship, ranging from an emphasis on conventional citizenship behaviours, to altruistically motivated make-a-difference citizenship participation, to a more thoughtful, politically-oriented citizenship participation that aims to produce societal change. Teachers’ differing conceptions of good citizenship also affect how their instruction responds to cultural diversity. While some teachers tended to avoid discussing issues of cultural and other forms of difference, others made them integral to their instruction. As such, a predominately personally-responsible approach to instruction tends to be blind to cultural difference. The participatory conception of citizenship education pays some attention to cultural difference, but aims to help marginalized people rather than address historical or structural inequality. A justice-oriented approach, in contrast, is the only approach that recognizes the importance of addressing the conflicts and tensions that exist in multicultural societies as an integral aspect of educating for democratic citizenship. This study advances new knowledge of the practice of citizenship education and offers valuable insights to developing education policy and strategies that strengthen educating engaged citizens for pluralistic, democratic societies.
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Souza, Marisa Alves de. "As múltiplas significações do conceito de cidadania - exemplos do senso comum e da abordagem acadêmica sob a perspectiva de uma terapia filosófica de inspiração wittgensteiniana." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-30092011-105151/.

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Esta dissertação apresenta uma pesquisa de mestrado baseada na busca de esclarecimentos acerca dos possíveis significados que os conceitos de cidadania e de cidadão podem manifestar. No desenvolvimento desta pesquisa, inspirada numa concepção de terapia filosófica de cunho wittgeinsteiniano, considerou-se que os sentidos atribuídos ao conceito de cidadania estariam vinculados a situações de uso deste conceito e que somente nestas situações de uso seus diferentes significados poderiam ser compreendidos. Assim, a pesquisa foi desenvolvida a partir da análise de discursos extraídos de dois ambientes diversos. O primeiro grupo de discursos foi extraído de um ambiente correlato ao senso-comum (discursos veiculados em sites da internet e coletados em dezembro de 2008). O segundo grupo de discursos foi coletado em periódicos acadêmicos da área pedagógica veiculados entre janeiro de 1997 e dezembro de 2007; os periódicos pesquisados foram: Cadernos Cedes (UNICAMP), Cadernos de Pesquisa (Fundação Carlos Chagas) e Educação e Pesquisa (USP). A partir das análises desses discursos, verificou-se as semelhanças e as diferenças que aproximavam ou distanciavam os significados atribuídos ao conceito de cidadania em cada um deles. A partir da reflexão proporcionada pela verificação dessas aproximações e distanciamentos, pelas amostras de discursos analisados, descobrimos que é possível significar o conceito de cidadania a partir de, pelo menos, duas perspectivas: uma perspectiva que foi chamada de cidadania clássica e outra perspectiva que foi chamada de cidadania multicultural. Assim, os discursos coletados como exemplos puderam ser classificados em três diferentes grupos: um grupo de discursos atrelados a uma concepção de cidadania clássica, outro grupo de discursos atrelados a uma concepção de cidadania multicultural e, por fim, um terceiro grupo de discursos classificados como híbridos pelo fato de que, de alguma maneira, transitavam ou procuravam lidar com os pressupostos ou reivindicações de ambos os tipos de cidadanias, com implicações para as propostas correlatas de uma educação para a cidadania.
This M.A thesis presents research based on the search for enlightenment regarding the possible meanings that the concepts of citizenship and citizen may manifest. In the development of this research, inspired by a Wittgensteinian conception of philosophical therapy, it was assumed that the meanings attributed to the concept of citizenship would be bound to situations in which this concept is used, and that its different meanings could be understood only in these situations. Therefore, the research was developed based on the analysis of discourses extracted from two diverse environments. The first group of discourses was extracted from common sense-like sources (discourses published on web sites, collected in December, 2008). The second group of discourses was collected from pedagogical academic journals, published between January, 1997 and December, 2007. The journals were: Cadernos Cedes (UNICAMP), Cadernos de Pesquisa (Fundação Carlos Chagas), and Educação e Pesquisa (USP). The analyses of these discourses pointed at similarities and differences which brought together or kept away the meanings attributed to the concept of citizenship in each of them. Based on the aforementioned material, it is arguable that it is possible to signify the concept of citizenship from at least two perspectives, here named classic citizenship and multicultural citizenship. As a consequence, the discourses in the corpus could be classified into three different groups: the first connected to the concept of classic citizenship; the second to the multicultural one; and a third hybrid group. The third group was called hybrid because its discourses were in between assumptions and claims of the other two groups, or at least tried to address them, with implications for their proposals of citizenship education.
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Marroquin, Vanessa. "Latino mixed citizenship status families and access to higher education." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3708288.

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While research on undocumented students and access to higher education is of growing concern, it is equally important to examine mixed citizenship status families. Mixed citizenship status families are families that consist of both documented and undocumented members. Passel and Cohn explain that the number of U.S.-born children in mixed citizenship status families has shown significant growth in recent years, from 2.7 million children in 2004 to 4 million in 2008.

This study utilizes Bronfenbrenner' s Ecological Systems Theory as a lens to examine the different experiences that members in these families experience through their schooling and in accessing higher education.

This qualitative comparative case study examined the experiences of three Southern Californian families, consisting of one undocumented student in higher education, undocumented parents, and at least one documented student currently attending high school. This study examined, compared, and contrasted the experiences of 14 different participants and their schooling experiences.

Major findings in this study revealed that being in a mixed citizenship status family affects different relationship factors and experiences that ultimately impact the documented and undocumented individuals psychologically and academically. Such experiences have the potential of impacting their schooling experience and access to higher education. In this study, changes in policy have had ripple effects that are experienced by youth in very personal ways that have impacted their development and access to higher education. The study revealed that, whether documented or undocumented, all members experienced psychological effects that have affected their access to higher education.

Findings in this study discovered the impact of changes in policy, how mixed citizenship status families affect the educational trajectories for all members of the family, parental involvement in school, the psychological stressors that affect documented siblings, as well as undocumented, and the ways in which documented siblings may defer their own college experiences in order to keep a pace with their siblings among other findings.

This study concludes with recommendations for policy and practitioners in the educational field, including suggestions for a more comprehensive immigration policy to include citizenship access for undocumented students and their parents, improvements in the enforcement of labor laws, and professional development for teaching educators about the mixed citizenship status family, promoting home to school relationships, and supplying these families with resources to navigate and widen the pipeline into higher education.

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Seiger, Thomas Martin 1952. "Global citizenship, a model for student inquiry and decision-making." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/282250.

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As a reform movement in education, multicultural education is one response to the realities of cultural diversity in the United States. Current programs in multicultural education rely on multicultural experiences to teach students to think and act multiculturally. Teachers are required to know and respond to learning differences which arise from students' cultural diversity. Goals for existing programs vary, but a generally held goal is equal access and open opportunity for all students to the benefits of education. Current multicultural education programs fail to address the cognitive patterns of students as they relate to the processing of information about cultural diversity. The information they bring to experiences enables students to inform and learn from their experiences. Without examining the a priori by which students determine the truth of their multicultural experiences, multicultural educators are perpetuating existing patterns of prejudice and discrimination. By creating a synthetic a priori, students are able to more effectively learn the intended lessons from the multicultural experiences provided in the curriculum. In anthropology, investigation into other cultures is guided by the Kluckhohn Model. This model stresses cultural relativism in the observation and collection of data about other cultures. Anthropologists suspend, as far as reasonably possible, their own cultural values as they describe other cultures in terms of those cultures' own systems of values, beliefs, and responses to the world. Once the other culture is responsibly understood, comparisons may be made in reference to the anthropologists' own culture, and evaluations may be made based on reliable data. By adapting the Kluckhohn Model to education, and implementing it as part of proposed and existing programs in multicultural education, the effectiveness of those programs will be greatly improved. Students will create a synthetic a priori which will empower them to approach multicultuiral experiences in the manner of the anthropologist. Their ability to make reasoned inquiry into and decisions about cultural diversity will be enhanced. Resistance to multiculturalism from a variety of sources cannot change the realities of global and national cultural pluralism. Through the Kluckhohn Model, education will provide students with the skills necessary to assume first-class national and global citizenship.
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Shah, Ambreen. "South Asian Muslims : adjustments to British citizenship." Thesis, University of Bedfordshire, 2002. http://hdl.handle.net/10547/292565.

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Over the last twenty years there has been growing evidence of a distinct Islamic identity emerging from within the Western world, an identity that has been portrayed as incompatible with Western ideals. This thesis is based on a small-scale qualitative study of the reality of this identity, as experienced by twenty-three South Asian Muslims living in the south of England, and the impact on notions of citizenship and the rights and obligations this infers. The thesis contrasts Western notions of citizenship with Islamic thinking. It recognises that although there are points of convergence between the two, a fundamental difference remains. It is argued, where Western notions of citizenship give priority to individual sovereignty, Islamic notions place sovereignty in God and as such define citizenship as the relationship of the individual not to the state, but to God via the state. The thesis explores how this Islamic ideal is made relevant by South Asian Muslims living in Britain. Theoretically the thesis explores the way in which Muslim identity is universal, group centred and individual. It is argued that, despite differences, as humans we do share some universally shared values that give us a 'cornman human identity'. However these shared values are culturally embedded and experienced through distinct (albeit complex) 'cultural communities'. It is argued that just because people have, in certain circumstances, a group identity, it should not necessarily lead to the conclusion that everyone in that group will experience that identity in the same way. As such identity is simultaneously individual. Results of the research suggest that for South Asian Muslims of Britain assimilation is impossible and largely undesirable. However, they suggest that this does not mean that most Muslims do not want to be an 'integrated' aspect of British life. However integration does not mean 'being the same as'. There is a strong recognition that Muslims are different and there is to a large extent a desire for this difference to be maintained. Final analysis, of the data generated, indicates that there are four ideal typical strategies employed by British Muslims in making sense of their faith in the British context. These are identified as: That of 'Lapsed'/ambivalent Muslims where Islam is deemed important in that is provides a 'moral code' by which to live life but is, in the main, relegated to the private sphere. That of Selective Muslims where being a Muslim is of importance but for whom Islam does not impact on their lives in any substantive way. That of 'Traditional' Muslims where being a Muslim is very important but of equal importance is the ethno-cultural similarities they have with other Muslims. That of Engaged Muslims where there is an active engagement with Islam and a conscientious effort to implement Islam in all aspects of life Three levels of engagement with British society are also identified (although it must be recognised engagement with Islam does not necessarily lead to (dis)engagement with citizenship/the public sphere): engagement, partial engagement and disengagement. The thesis recognises that a multiculturalist paradigm has encouraged difference to be seen as static and unchanging, rather then fluid and dynamic as it is in reality. In this context Muslims' desire to keep to their faith (even if it is variously expressed), and retain (certain) social differences can be misunderstood as an unwillingness to 'integrate'. An ethnic notion of citizenship has made it hard for Muslims to be equal citizens contributing to their sense of being an 'outsider'. This thesis argues for a more inclusive definition of citizenship that understands that citizens will have multiple loyalties and responsibilities. Essentialist notions of Islam have perpetuated the misconception of Muslims as different with no commonalties with majority society. This is at the expense of historically rooted social and economic deprivation, and continuing (albeit not as obvious) prejudice and discrimination that many Muslim communities experience.
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Books on the topic "Multicultural citizenship"

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Halsaa, Beatrice, Sasha Roseneil, and Sevil Sümer, eds. Remaking Citizenship in Multicultural Europe. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137272157.

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Ohio. Dept. of Education. Citizenship, multicultural, and human relations education. Columbus, OH: Dept. of Education, 1985.

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Multicultural citizenship of the European Union. Aldershot, Hampshire, England: Ashgate, 2000.

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Elżbieta, Oleksy, Pető Andrea, and Waaldijk Berteke, eds. Gender and citizenship in a multicultural context. Frankfurt am Main: P. Lang, 2008.

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Lynch, James. Education for citizenship in a multicultural society. London: Cassell, 1993.

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Williams, Melissa S. Citizenship and identity, citizenship as shared fate and the functions of multicultural education. [Toronto]: Faculty of Law, University of Toronto, 2001.

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Multicultural citizenship: A liberal theory of minority rights. Oxford: Oxford University Press, 2003.

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Multicultural citizenship: A liberal theory of minority rights. Oxford: Clarendon Press, 1995.

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Alisdair, Rogers, and Tillie Jean, eds. Multicultural policies and modes of citizenship in European cities. Aldershot, Hants, England: Ashgate, 2001.

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Educating citizens in a multicultural society. New York: Teachers College Press, 1997.

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Book chapters on the topic "Multicultural citizenship"

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Teo, Terri-Anne. "Multicultural Citizenship." In Civic Multiculturalism in Singapore, 27–72. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-13459-4_2.

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Espinosa, Shirlita Africa. "Philippine Migration in Multicultural Australia." In Sexualised Citizenship, 11–28. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4744-2_2.

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Teo, Terri-Anne. "Multicultural Citizenship in Singapore." In Assessing Multiculturalism in Global Comparative Perspective, 60–80. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003197485-6.

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Castles, Stephen. "Multicultural Citizenship: The Australian Experience." In Citizenship and Exclusion, 113–38. London: Palgrave Macmillan UK, 1997. http://dx.doi.org/10.1057/9780230374591_7.

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Nahaboo, Zaki. "Multicultural Society Must Be Defended?" In Citizenship after Orientalism, 144–65. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137479501_8.

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Banks, James A. "Transforming Citizenship Education in Global Societies." In Visioning Multicultural Education, 142–56. New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003095644-12.

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Nielsen, Jørgen S. "Citizenship Education in Multicultural Societies." In Islam and Citizenship Education, 57–66. Wiesbaden: Springer Fachmedien Wiesbaden, 2015. http://dx.doi.org/10.1007/978-3-658-08603-9_3.

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Modood, Tariq. "In Defence of Multicultural Citizenship." In What is Radical Politics Today?, 153–61. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230251144_18.

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Baumeister, Andrea T. "Multicultural Citizenship, Identity and Conflict." In Toleration, Identity and Difference, 87–102. London: Palgrave Macmillan UK, 1999. http://dx.doi.org/10.1057/9780333983379_5.

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Juteau, Danielle. "4. Multicultural Citizenship beyond Recognition." In Recasting the Social in Citizenship, 69–99. Toronto: University of Toronto Press, 2008. http://dx.doi.org/10.3138/9781442688957-006.

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Conference papers on the topic "Multicultural citizenship"

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Hadi, Muhammad Fazlurrahman, and Muhammad Arfan Mu’ammar. "Multicultural and Citizenship: Reconstruction of Indonesia Islamic Thought." In 1st Borobudur International Symposium on Humanities, Economics and Social Sciences (BIS-HESS 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200529.237.

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Widyanti, Triani, and Tetep. "Strengthening Ecological Citizenship Through Social Studies Based on the Values of Multicultural Society." In 2nd International Conference on Social Sciences Education (ICSSE 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210222.043.

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Yee, Tan Sing. "An Analysis of Malaysian Civics and Citizenship Textbook (Through a Multicultural Curriculum Framework)." In Proceedings of the Annual Civic Education Conference (ACEC 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/acec-18.2018.47.

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Martinelle, Rob. "Teaching for Democracy in Multicultural Settings: A Study of Beginning Teachers and Citizenship Education." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1428557.

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Suastika, I. "Application of Multicultural Based Learning Model with Lesson Study Pattern in Citizenship Education Learning." In Proceedings of the 2nd International Conference on Law, Social Sciences and Education, ICLSSE 2020, 10 November, Singaraja, Bali, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.10-11-2020.2303363.

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Gafur, Harun. "Political Studies of Multiculturalism; Approach Citizenship Education Towards Strengthening Nationalism of the People of Papua." In Proceedings of the First International Conference on Science, Technology and Multicultural Education, ICOCIT-MUDA, July 25th-26th, 2019, Sorong, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.25-6-2019.2294292.

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Mukmin, Budi, Prayetno Prayetno, Halking Halking, Hulman Sinamo, and Ismo Ismo. "Indonesian Multicultural Politic: Building Political Citizenship in Democracy in Majanggut I Village Kerajaan Regency, Pakpak Bharat District, North Sumatra Province." In Proceedings of the 2nd International Conference on Social Sciences and Interdisciplinary Studies (formerly ICCSSIS), ICCSIS 2019, 24-25 October 2019, Medan, North Sumatera, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.24-10-2019.2290623.

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