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Journal articles on the topic 'Multicultural society'

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Author: Grafiati

Published: 4 June 2021

Last updated: 21 February 2023

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1

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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2

Samajdar, Dr Neerja. "Language in Multicultural Society." SMART MOVES JOURNAL IJELLH 8, no. 7 (July 22, 2020): 69–77. http://dx.doi.org/10.24113/ijellh.v8i7.10658.

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Learning a language, is not only learning sounds, alphabets and grammar, but it also means learning the customs and cultural norms. We all grow up in social circles, we informally learn how to use language expressions, gestures, tones. We get to learn the acceptable behaviors or language use in our society. We all speak Languages. We all imbibe Cultures. Language expresses a particular meaning that represents the culture of a particular social group. We interact with a language and culture becomes its reference point. Krober(1923) expresses, "Culture, then, began when speech was present, and from then on, the enrichment of either means the further development of the others". Hence, language and culture are complex, yet inseparable form of human interactions. Culture is complexly intertwined with language. Human interactions are defined as communication. The communicative force of culture works not only in representing aspects of reality, but also in connecting one context with another. According to the linguistic relativity principle, the way we think about the world, gets influenced by the language we use to express it and vice versa. Therefore, consciously or unconsciously, we show certain behaviors and carry certain language habits which are deeply rooted in our culture. Thus learning a language means learning and adopting that culture. This paper deals with this very relationship of language and culture with a cross-cultural interaction, how teaching and learning a foreign language plays a role in learning the target culture. This paper will make recommendations for effective culture education in foreign language classroom to develop intercultural competence.

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3

Kraja, Meri. "MULTICULTURAL SOCIETY AND DEMOCRACY." IJASOS- International E-journal of Advances in Social Sciences 1, no. 2 (August 31, 2015): 180. http://dx.doi.org/10.18769/ijasos.94270.

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4

D’Haenens, Leen. "ICT in Multicultural Society." Gazette (Leiden, Netherlands) 65, no. 4-5 (August 2003): 401–21. http://dx.doi.org/10.1177/0016549203654006.

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5

Sani, Serena. "The transition from a multicultural society to an intercultural society. Educational implications." New Trends and Issues Proceedings on Humanities and Social Sciences 3, no. 1 (June 28, 2017): 75–81. http://dx.doi.org/10.18844/gjhss.v3i1.1735.

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6

Grant, Carl A. "A better multicultural society: woke citizenship and multicultural activism." Multicultural Education Review 10, no. 4 (October 2, 2018): 327–33. http://dx.doi.org/10.1080/2005615x.2018.1532225.

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7

Lee, Gil-Yeon. "Rev. Sun Myung Moon’s Multicultural Pacifism in Multicultural Society." Journal of Peace Studies 16, no. 1 (March 31, 2015): 249–68. http://dx.doi.org/10.14363/kaps.2015.16.1.249.

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8

Han, Gi-Jung, and Chul-Ju Park. "Analysis of Multicultural Education Counseling Influence in Multicultural Society." Journal of Wellbeing Management and Applied Psychology 1, no. 1 (February 28, 2018): 1–13. http://dx.doi.org/10.13106/jwmap.2018.vol1.no1.1.

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9

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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10

Suliatytska, T. V., and M. P. Plakhtiy. "EDUCATION IN A MULTICULTURAL SOCIETY." Perspectives. Socio-political journal, no. 1 (2022): 121–28. http://dx.doi.org/10.24195/spj1561-1264.2022.1.17.

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11

Sunje Sung. "Constitutional Foundation of Multicultural Society." Journal of hongik law review 13, no. 4 (December 2012): 119–44. http://dx.doi.org/10.16960/jhlr.13.4.201212.119.

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12

Choi, Kee Tag. "Research Trends of Multicultural Society." Journal of Humanities and Social sciences 21 7, no. 1 (February 28, 2016): 651–72. http://dx.doi.org/10.22143/hss21.7.1.33.

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13

Jones, Crispin, Maurice Craft, James Lynch, Robert Thornbury, and Sally Tomlinson. "Teaching in a Multicultural Society." European Journal of Education 21, no. 4 (1986): 421. http://dx.doi.org/10.2307/1502687.

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14

Jung, Lee Han. "Multicultural Society and 'Japanese Literature'." Korean Journal of Japanology 107 (May 30, 2016): 123–43. http://dx.doi.org/10.15532/kaja.2016.05.107.123.

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15

Adian, Donny Gahral. "Reasoning in a multicultural society." Wacana, Journal of the Humanities of Indonesia 13, no. 2 (October 1, 2011): 352. http://dx.doi.org/10.17510/wjhi.v13i2.28.

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16

Harris, Kathleen C. "Collaboration Within a Multicultural Society." Remedial and Special Education 17, no. 6 (November 1996): 355–62. http://dx.doi.org/10.1177/074193259601700606.

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The author discusses perspectives and offers suggestions for the development of multicultural competence in each of the following Areas: understanding one's perspective in relation to culturally diverse collaborators, using effective interpersonal and communication strategies in a multicultural context, understanding the role(s) assumed by collaborators who work with students who are culturally and linguistically diverse, and Promoting the use of appropriate assessment and instructional strategies. Collaborators skilled in these areas are necessary to enhance the success of the growing numbers of culturally and linguistically diverse students who are at risk of failing in school.

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17

Eggleston, John. "Multicultural society: the qualitative aspects1." Research Papers in Education 1, no. 3 (October 1986): 217–36. http://dx.doi.org/10.1080/0267152860010304.

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18

Cohen, Deborah, Mitesh Desai, and Sam Leinster. "Medicine in a multicultural society." BMJ 323, Suppl S4 (October 1, 2001): 0110359. http://dx.doi.org/10.1136/sbmj.0110359.

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19

Parekh, Bhikhu. "Equality in a multicultural society." Citizenship Studies 2, no. 3 (November 1998): 397–411. http://dx.doi.org/10.1080/13621029808420691.

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20

Tay, Dennis. "Death in a multicultural society." Cognitive Linguistic Studies 6, no. 1 (July 12, 2019): 84–102. http://dx.doi.org/10.1075/cogls.00031.tay.

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Abstract Obituaries are a tractable source of metaphorical depictions of death, which in turn offer unique insights into the near-universality versus culture and context-specificity of metaphors. In multicultural settings, they can shed further light on the underexplored question of how metaphor use interacts with linguistic and religious identities. This paper is a case study of newspaper obituaries (N = 337) in the multicultural and multilingual context of Singapore. It uses a mixed-methods approach to uncover the types of death-related metaphors across languages and religions, their near-universal and culture-specific aspects, and significant associations between religion and metaphor use/non-use (χ² (2, N = 337) = 84.54, p < 0.001, Cramer’s V = 0.501, Log (BF10) = 47.14), language and metaphor use/non-use (χ² (1, N = 337) = 71.2, p < 0.001, Cramer’s V = 0.46, Log (BF10) = 42.25), and religion and language of the deceased (χ² (2, N = 337) = 48.11, p < 0.001, Cramer’s V = 0.378, Log (BF10) = 19.7). The findings extend prevailing discussion from the substantive contents of metaphors to the intra-societal pragmatics of their use, connecting metaphor explicitly with the construction of religious and linguistic identities.

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21

Prins, Baukje, and Boris Slijper. "Multicultural society under attack: Introduction." Journal of International Migration and Integration / Revue de l'integration et de la migration internationale 3, no. 3-4 (September 2002): 313–28. http://dx.doi.org/10.1007/s12134-002-1017-4.

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22

Abdurrahman, Zainal Hakim, and Tho N. Nguyen. "A MULTICULTURAL SOCIETY AND SCHOOLS." International Journal of Islamic Education, Research and Multiculturalism (IJIERM) 4, no. 3 (January 2, 2023): 206–23. http://dx.doi.org/10.47006/ijierm.v4i3.175.

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This report has been developed based on a library research investigation of numerous library materials related to communities and schools that conflict with multicultural terminology. The approach states that the data collection methods used in this study are documented procedures, in which data is obtained through documents known as library materials. Data from this study are analyzed using content analysis. It became clear that multicultural schools and communities are higher education establishments that acknowledge and are willing to accept the existence of a wide variety of diverse identities in the communit

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23

Lee, K. Samuel. "Becoming Multicultural Dancers: The Pastoral Practitioner in a Multicultural Society." Journal of Pastoral Care 55, no. 4 (December 2001): 389–95. http://dx.doi.org/10.1177/002234090105500405.

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24

Setyaningsih, Wahyu. "Implementasi Pendekatan Multikultural dalam Upaya Meningkatkan Kesadaran Kebhinekaan Menuju Masyarakat Madani." ENTITA: Jurnal Pendidikan Ilmu Pengetahuan Sosial dan Ilmu-Ilmu Sosial 3, no. 1 (June 13, 2021): 65–74. http://dx.doi.org/10.19105/ejpis.v3i1.4647.

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Globalization that happened in Indonesia bring into being the destroyed of cultural value. The multicultural of culture, social, and religion can not be avoided by Indonesian’s society. The one cause of many conflicts that happened in Indonesia is the weakness of understanding and meaningful about cultural ability. The awareness of multicultural in Indonesia did not buried in mind’s Indonesian citizen. The objectives of this article are 1. To know the general illustration about the Indonesian condition of age. 2. To know the strategies effort by multicultural approach to create the awareness of multicultural to concerned at civil society. 3. To know the effect of multicultural approach implementation to create the awareness of Indonesian multicultural. This article created by literature study like books, journals, and research report, news paper, and websites. The process of data analysis is done by descriptive. The process of written is created by the appropriate systematically from observation of problem until the recommendation of suggestion to continuing act. From the result of data analysis we can got the conclusion that multicultural approach implementation in increasing the multicultural awareness to become civil society will growth and develop the tolerances between one cultural with another cultural in Indonesian society so it can create civil society that is right and duty between human is same. Keywords: awareness of multicultural, approach multicultural and civil society.

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25

Awang-Shuib, Awang-Rozaimie, Siti-Huzaimah Sahari, and A. J. Ali. "Multicultural Awareness and Urban Communities: Validating a multicultural awareness scale." Journal of ASIAN Behavioural Studies 2, no. 5 (November 4, 2017): 45. http://dx.doi.org/10.21834/jabs.v2i5.218.

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Cultural misunderstanding, conflict, difßculties, anxiety or uncertainty is stipulated due to contrast expectation, unwillingness to compromise or the different ways of life orientation. Present study aims to validate a scale to determine the extent multicultural awareness among multiethnic society of Malaysia. A key ßnding indicated that, the instruments are walid and reliable in assessing level of cultural awareness among multicultural society of Malaysia using part-time post-graduate students’ samples from a public higher education institution. Multicultural awareness is vital to lessen ethnocentrism, racism and stereotyping in building a harmonious interracial interactions and integration. Keywords: Intercultural Relations; Awareness; Multiethnic Society eISSN 251T-7528 © 2017 The Author. Published for AMER ABRA by e-International Publishing House, Ltd., UK. This is an open-access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/T.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.

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26

Gadbow, Nancy F. "1989 National Conference: Education for a Multicultural Society A Multicultural Age." Journal of Continuing Higher Education 37, no. 2 (April 1989): 38–39. http://dx.doi.org/10.1080/07377366.1989.10401177.

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27

Dahari, Dahari. "Pendidikan Multi Kultural Dalam Al-Qur’an." Asy-Syukriyyah 19, no. 2 (October 2, 2018): 91–120. http://dx.doi.org/10.36769/asy.v19i2.37.

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Multicultural education emerged as part of the response to the phenomenon of ethnic, social, and cultural conflicts that often emerged in the middle of multicultural faced communities. Multiculturalism is an understanding of the acceptance of pluralism in society so as to avoid horizontal conflict in society. The concept of multicultural education emphasizes the cultivation of a respectful, sincere and tolerant way of life towards the diversity of cultures that live in the midst of a pluralistic society. The goal of multicultural education is to be able to produce generations of people beside being knowledgeable and skilled can also live together in society as khoiru ummah (the best society).

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28

Mustafa, Akhtar Hussain. "The Challenges and Conflicts of Counseling in a Multicultural Society." Journal of Zankoy Sulaimani Part (B - for Humanities) 17, no. 2 (January 30, 2000): 247–51. http://dx.doi.org/10.17656/jzsb.10533.

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29

Wajdi, Firdaus, Dini Fadhilah, and Mushlihin Mushlihin. "PESANTRENTS AND MULTICULTURAL VALUE IN A MULTI-ETHNIC SOCIETY." Penamas 33, no. 2 (December 31, 2020): 241. http://dx.doi.org/10.31330/penamas.v33i2.416.

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This is a study of endeavor in planting of multicultural values carried out by Pesantren Kauman of Lasem in a multi-ethnic community setting. The study of the importance of understanding multiculturalism in a society with religious backgrounds like Indonesia is very crucial. This study contributes to the aspect of teaching multicultural values by one of the representatives of the oldest Islamic education institution, pesantren. It focuses particularly to understand the Pesantren’s motivation and ways of implementation of planting of multicultural values as an effort to maintaining harmony with the surrounding community, which is dominated by ethnic Chinese. This research seeks to answer what are the urgency, the ways of implementation, as well as the responses in terms of educating multicultural values carried out by Pesantren Kauman of Lasem. This pesantren has its own uniqueness because it stands in the midst of a non-Muslim community. This can strengthen the opinion that religion can be social cohesion. This is a qualitative study which employed field observations, in-depth interviews, and documentation study as data collection tools. The main research site is located in Lasem, which is also known as Little China. It found out that the Pesantren grows the motivation to implement multicultural values from theological and sociological perspective. Furthermore, in terms of implementation, the pesantren utilizes the formal-pedagogical as well as nonformal-sociological aspects. This study also concludes that the implementation reaped both pro and contra responses. However, in general the Kauman Pesantren from Lasem succeeded in teaching multicultural values and using them to maintain harmony. This study shows that multicultural values can be taught formally-pedagogically or non-formally-sociologically. The theological aspect can be the point of departure, but the sociological aspects are also essential to consider in planting multicultural values which are then implemented in society. The Pesantren Kauman of Lasem has finally showed successful efforts in teaching multicultural values and using them to maintain harmony in a multicultural society. The results of this study are an evidence that multicultural values are able to be taught formally-pedagogically or non-formally-sociologically. The theological aspect can be the point of departure, but the sociological aspect is also essential to be considered in planting multicultural values which are then implemented in society.

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30

Bocharova, О. А. "From multicultural society to intercultural education." Scientific Bulletin of Mukachevo State University Series “Pedagogy and Psychology”, no. 2(8) (2018): 17–20. http://dx.doi.org/10.31339/2413-3329-2018-2(8)-17-20.

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31

Hulmes, Edward, and James Lynch. "Multicultural Education in a Global Society." British Journal of Educational Studies 38, no. 3 (August 1990): 288. http://dx.doi.org/10.2307/3121428.

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32

Hiwon Yoon. "Multicultural Society and Korean Language Education." korean language education research ll, no. 34 (April 2009): 5–25. http://dx.doi.org/10.20880/kler.2009..34.5.

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33

Jung, Dong Yeon. "World History Education in Multicultural Society." Korean History Education Review 162 (June 30, 2022): 1–27. http://dx.doi.org/10.18622/kher.2022.06.162.1.

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34

Johnston, Mark, and Lia Shimada. "Urban Forestry in a Multicultural Society." Arboriculture & Urban Forestry 30, no. 3 (May 1, 2004): 185–92. http://dx.doi.org/10.48044/jauf.2004.023.

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The increasingly multicultural character of modern urban society creates challenges and opportunities for the urban forester. For the urban forestry strategy to respond effectively to contemporary social issues, it must include policies and programs that promote social inclusion and the involvement of disadvantaged ethnic communities. This can be accomplished through a distinct community strategy. Although the fundamental principles of community involvement still apply, their application needs to reflect the multicultural diversity of the individual city or neighborhood. The education, consultation, and participation elements of the community strategy are delivered through a wide range of events and activities specifically designed to promote social inclusion and the engagement of ethnic communities.

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35

MÔRI, Yoshitaka. "Towards Cultural Citizenship in Multicultural Society." TRENDS IN THE SCIENCES 16, no. 1 (2011): 78–82. http://dx.doi.org/10.5363/tits.16.1_78.

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36

Hyun Choe. "South Korean Society and Multicultural Citizenship." Korea Journal 47, no. 4 (December 2007): 123–22. http://dx.doi.org/10.25024/kj.2007.47.4.123.

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37

Hoare, Carol H., and Beverly Benner Cassara. "Adult Education in a Multicultural Society." Journal of Negro Education 62, no. 2 (1993): 216. http://dx.doi.org/10.2307/2295198.

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38

Sleeter, Christine, and Jamy Stillman. "Standardizing Knowledge in a Multicultural Society." Curriculum Inquiry 35, no. 1 (January 2005): 27–46. http://dx.doi.org/10.1111/j.1467-873x.2005.00314.x.

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39

STERN, MARTIN D. "Mathematical Motivation in a Multicultural Society." Teaching Mathematics and its Applications: An International Journal of the IMA 8, no. 2 (June 1, 1989): 52–55. http://dx.doi.org/10.1093/teamat/8.2.52.

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40

Hjerrild, Inger. "Social Work in a Multicultural Society." European Journal of Intercultural studies 1, no. 1 (January 1990): 21–29. http://dx.doi.org/10.1080/0952391900010103.

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41

Johansson, Henning. "Intercultural Learning in a Multicultural Society." European Journal of Intercultural studies 7, no. 2 (January 1996): 12–15. http://dx.doi.org/10.1080/0952391960070202.

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42

Atal, Yogesh. "Managing Diversity in a Multicultural Society." Media Asia 29, no. 2 (January 2002): 63–66. http://dx.doi.org/10.1080/01296612.2002.11726665.

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43

Sutton, Sharon E. "Learning Stewardship in a Multicultural Society." Liturgy 9, no. 2 (January 1990): 57–62. http://dx.doi.org/10.1080/04580639009409986.

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44

Durante, C. "Religious Liberty in a Multicultural Society." Journal of Church and State 54, no. 3 (January 4, 2012): 323–52. http://dx.doi.org/10.1093/jcs/csr122.

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45

Nieto, Jesus, Russell L. Young, Myluong Tran, and Valerie Ooka Pang. "Passionate Commitment to a Multicultural Society." Equity & Excellence in Education 27, no. 1 (April 1994): 51–57. http://dx.doi.org/10.1080/1066568940270110.

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46

Waterston, A. J. R. "Child Health in a Multicultural Society." Archives of Disease in Childhood 65, no. 10 (October 1, 1990): 1187. http://dx.doi.org/10.1136/adc.65.10.1187.

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47

Seasons, Mark, and Michael A. Burayidi. "Urban Planning in a Multicultural Society." Canadian Public Policy / Analyse de Politiques 27, no. 3 (September 2001): 380. http://dx.doi.org/10.2307/3552479.

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48

Ziebertz, Hans-Georg. "Religious Education in a Multicultural Society." International Journal of Education and Religion 1, no. 1 (July 24, 2000): 178–97. http://dx.doi.org/10.1163/1570-0623-90000018.

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This paper begins with a presentation of three concepts of pluralism found in the works of Francois Lyotard, Jürgen Habermas and Charles Taylor respectively. These concepts are compared and evaluated and their implications for religious education in a multicultural society are developed. On the basis of Taylor's “process of encounter” three strategies for religious education are proposed: adopt new theologies of dialogue; prove its dialogical character by turning productively to the world of the pupils, and include a relativizing self-examination in the treatment of the Christian religion.

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49

Umphrey, Michael. "Leadership Paradoxes in a Multicultural Society." Educational Forum 58, no. 1 (March 31, 1994): 100–103. http://dx.doi.org/10.1080/00131729309335302.

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50

Dosani, S. "Practising medicine in a multicultural society." BMJ 326, no. 7379 (January 4, 2003): 3S—3. http://dx.doi.org/10.1136/bmj.326.7379.s3.

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