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Journal articles on the topic 'Multicultural'

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Published: 4 June 2021

Last updated: 31 July 2024

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1

Mohd Jaladin, Rafidah Aga, Janette Graetz Simmonds, and Cynthia Joseph. "PROFESSIONAL COUNSELLORS’ PERCEPTIONS AND EXPERIENCES OF MULTICULTURAL COUNSELLING IN MALAYSIA: A QUALITATIVE STUDY." Journal of Nusantara Studies (JONUS) 5, no. 2 (June 25, 2020): 261–81. http://dx.doi.org/10.24200/jonus.vol5iss2pp261-281.

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Background and Purpose: The contemporary status of multicultural counselling field in Malaysia is ambiguous as there is limited research in this field. Even though Malaysia is deemed as a multicultural nation, there are still some issues and concerns with regards to the understanding and practice of multicultural counselling. Hence, the present research aims to: (a) explore the definitions of the term ‘multicultural counselling’ as perceived by professional counsellors; (b) identify the dimensions of multicultural competence as perceived by counsellors’ community sample; (c) identify the characteristics of a multiculturally competent counsellor; and (d) explore the most challenging cases or anecdotes experienced by professional counsellors when counselling culturally different clients in the local context. Methodology: Semi-structured in-depth interviews were employed to gather 22 professional counsellors’ reflections on lived counselling experiences and their perceptions of multicultural counselling concepts. Thematic analysis was used to analyse the interview data, but with some adaptation to suit the functions of NVivo 9. Findings: Several themes and categories emerged based on four probing topics (understanding of multicultural counselling, definition of multicultural competence, characteristics of a multiculturally competent counsellor, and challenging multicultural cases). Contributions: The results seem to suggest that Malaysian counsellors need to continuously engage in professional development training and to actively seek practice opportunities with culturally diverse clients. The education sector and local professional bodies for counsellors also need to better train and educate pre- and in-service counsellors in order to become multiculturally competent practitioners. Keywords: Counsellor education and training, Malaysian counselling profession, multicultural counselling, multicultural counselling competency, professional counsellors. Cite as: Aga Mohd Jaladin, R., Simmonds, J. G., & Joseph, C. (2020). Professional counsellors’ perceptions and experiences of multicultural counselling in Malaysia: a qualitative study. Journal of Nusantara Studies, 5(2), 261-281. http://dx.doi.org/10.24200/jonus.vol5iss2pp261-281

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Ahmed, Shamshad, Keith B. Wilson, Richard C. Henrikson Jr., and Janet Windwalker Jones. "What Does It Mean to Be a Culturally-Competent Counselor?" Journal for Social Action in Counseling & Psychology 3, no. 1 (April 1, 2011): 17–28. http://dx.doi.org/10.33043/jsacp.3.1.17-28.

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Changing demographics require human service workers to become more multiculturally competent. Using the multicultural counseling competencies as a foundation, the presenters outlined strategies to develop competencies within the awareness, knowledge and skill domains of multicultural competence. The authors propose implications for improving advocacy for multicultural social justice.

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Smith, Tammy Jorgensen. "Multicultural ethics in rehabilitation services." Journal of Vocational Rehabilitation 54, no. 3 (May 19, 2021): 295–304. http://dx.doi.org/10.3233/jvr-211140.

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BACKGROUND: Rehabilitation professionals are required to be competent in serving multiculturally diverse individuals in a manner that promotes empowerment and full engagement. Multicultural competency is critical for accurate clinical assessment and diagnosis and for effectively serving a diverse population of clients. OBJECTIVE: The major objective of this paper is to promote multicultural competency and sensitivity by increasing knowledge and awareness of ethical considerations for multicultural populations in rehabilitation settings. CONCLUSION: Diagnostic tools and ethical decision-making models that integrate multicultural considerations are discussed, and recommendations for building multicultural competency are provided.

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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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Walls, Patricia. "Multicultural Competence: Are BSW Students Adequately Prepared?" Journal of Baccalaureate Social Work 14, no. 2 (January 1, 2009): 141–60. http://dx.doi.org/10.18084/basw.14.2.6244025003u46w61.

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Using a survey instrument based on Lum's approach for measuring multicultural competence and the Multicultural Awareness-Knowledge-Skills Survey, researchers assessed senior-level social work students' cultural competence to determine effectiveness of BSW multicultural curricula in undergraduate education. Research questions included whether (1) BSW students are adequately prepared for multicultural competent practice, (2) multicultural curriculum content in social work increases cultural competence, and (3) sociodemographic variables such as race/ethnicity, age, and gender are significant predictors of self-reported multi-cultural competence. Results indicate that BSW students receive some instruction on cultural awareness, but such instruction may not translate into multicultural competence. Implications for clarifying the social work educator's role in the preparation of social workers who are multiculturally competent are discussed.

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Coleman, Hardin L. K. "Portfolio Assessment of Multicultural Counseling Competency." Counseling Psychologist 24, no. 2 (April 1996): 216–29. http://dx.doi.org/10.1177/0011000096242003.

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Portfolio assessment is an alternate approach to the measurement of multicultural counseling competency. Most approaches to the assessment of multicultural counseling competency have focused on the development of point-in-time instruments that determine the degree to which an individual has acquired the awareness, knowledge, and skills associated with being a multiculturally competent counselor. A portfolio assessment encourages the learner to present concrete evidence that demonstrates his or her current level of multicultural counseling competency. This approach can be effective at both identifying the level of multicultural counseling competency for purposes of evaluation and for stimulating the development of further competence. The strengths and weaknesses of this approach to assessment of multicultural counseling competency are also discussed.

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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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Nicolás Gavilán, María Teresa. "Persona multicultural, comunicación intercultural. La propuesta de Amin Maalouf." Comunicación y Sociedad, no. 14 (March 11, 2015): 199–216. http://dx.doi.org/10.32870/cys.v0i14.1286.

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Amín Maalouf propone un modo de concebir la identidad personal en la época de las tribus planetarias: la identidad compuesta o multicultural. El escritor libanés señala los riesgos que se corren si se rechazan estas identidades multiculturales, que pueden convertirse en identidades asesinas. Entender a la persona multicultural permitirá una correcta comunicación intercultural en Latinoamérica.

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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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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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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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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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Mohd Ayob, Nurul Syahida, Siti Aishah Hassan, and Mohd Hamdan Mohamed Nordin. "A Local Approach Toward Multicultural Counseling in Malaysia." International Journal of Human Resource Studies 11, no. 4S (November 25, 2021): 287. http://dx.doi.org/10.5296/ijhrs.v11i4s.19254.

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Malaysia is a multicultural and multi-religious country. The importance of multicultural counseling has been widely recognized and discussed. Counselors need to be multiculturally-knowledgeable when dealing with multicultural clients. The effectiveness of counseling may likely be improved by integrating Malaysian approaches that are tailored to this country’s traditions and insights, into the current conventional counseling practices. Most of these counseling and psychotherapy theories are based on, and biased towards, the Euro-American culture. Novice counselors in particular frequently reported a lack of skills in dealing with culturally-diverse clients. Multicultural counseling competency is an evolutionary progress that is meant to achieve an effective treatment, and greater inclusion of minorities in mainstream society. Therefore, this paper highlights multicultural counseling competencies and the evolution of counseling in Malaysia. Using narrative method literature review, this paper presents local approaches toward counseling in Malaysia, based on various religions, which are specifically focused on an Islamic approach. This paper then compares and contrasts the local approaches with those of the conventional Western based counseling methods. Some recommendations that merit further investigation are highlighted for future studies.

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Halim, Abdul. "Internalization of Islamic Boarding School Life Values in Forming Multicultural Attitudes of Santri." EDU-RELIGIA : Jurnal Keagamaan dan Pembelajarannya 6, no. 1 (October 11, 2023): 104–15. http://dx.doi.org/10.52166/edu-religia.v6i1.5058.

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Islamic boarding school life, with its culture and learning system, is an educational institution that is unique and different from other institutions. In the context of character education, Islamic boarding schools have an essential role in shaping the attitudes and behaviour of students. The reality of the pluralistic Indonesian nation requires students who can behave multiculturally in society. Meanwhile, Islamic boarding schools, with their deep-rooted values and learning systems, can contribute to forming students' multicultural attitudes. In this study, we discuss Islamic boarding schools' values that play a role in developing the students' multicultural attitudes. These values are the values of honesty, democracy, tolerance, equality, love of the country and respect for cultural diversity. These values form the multicultural attitudes of students by integrating these values into the learning and life of Islamic boarding schools. In the end, values integrated into students' social and education spheres can form a multicultural attitude of students by being tolerant, open, and appreciative of differences and can become role models for students with a multicultural attitude

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Mohd Jaladin, Rafidah Aga, Janette Graetz Simmonds, Philip Greenway, and Tasos Barkatsas. "EXPLORING COUNSELLORS’ UNDERSTANDING AND PRACTICE OF MULTICULTURAL COUNSELLING IN MALAYSIA." Journal of Nusantara Studies (JONUS) 6, no. 1 (January 28, 2021): 323–50. http://dx.doi.org/10.24200/jonus.vol6iss1pp323-350.

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Background and Purpose: In order to make counselling meaningful and culturally relevant, it is essential for counsellors to have a practical counselling model that is context-specific and matches the needs and values of the population of that specific culture. Hence, the present research aims to explore professional counsellors’ understanding and practice of multicultural counselling in Malaysia. Methodology: This study adopted a complementarity mixed-method research design using both qualitative and quantitative approaches to gauge the different features of multicultural counselling competency. Findings: Malaysian professional counsellors, as a group, perceived themselves to be multiculturally competent. The most challenging cases encountered by Malaysian counsellors were (a) counselling culturally challenging clients (i.e., culturally different clients), (b) counselling culturally challenging issues/problems (culturally sensitive and complicated issues/problems in Malaysia), and (c) managing personal challenges (dealing with personal cultural and social issues in counselling). Thematic analysis also revealed three emergent themes to describe how Malaysian counsellors engage with culture and diversity in counselling and these themes broadly resembled the three stages of the general counselling process: pre-counselling, during counselling and post-counselling. Contributions: This research adds to the multicultural counselling literature by generating knowledge regarding the understanding and practice of multicultural counselling in the local socio-political context. Education and training organizations should recognize the critical importance of infusing multicultural counselling education into all subjects and training programs in counsellor education programs and training of novice counsellors in order for it to be seamlessly incorporated into counselling practice. Keywords: Culture and diversity, Malaysian counselling, multicultural counselling competency, multicultural counselling practice, multicultural counselling understanding. Cite as: Mohd Jaladin, R. A., Simmonds, J. G., Greenway, P., & Barkatsas, T. (2021). Exploring counsellors’ understanding and practice of multicultural counselling in Malaysia. Journal of Nusantara Studies, 6(1), 323-350. http://dx.doi.org/10.24200/jonus.vol6iss1pp323-350

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Geleta, Abeya, and Frew Amsale. "An Assessment of Educational leaders’ Multicultural Competences in Ethiopian Public Universities." European Scientific Journal, ESJ 12, no. 10 (April 29, 2016): 387. http://dx.doi.org/10.19044/esj.2016.v12n10p387.

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Multicultural Competences of higher education leaders refer directly to the multicultural knowledge, attitudes and skills of the leaders which is the focus of the present study. The demographic changes and the subsequent diversity in Ethiopian HEIs strongly demands the HEIs to be multiculturally competent, their leaders should in turn have the necessary multicultural competencies. In line with this, the multicultural competences of the educational leaders of Ethiopian public universities were investigated. The mixed-methods research approach was used in the study, including semistructured interviews and questionnaires. Academic and administrative officials, office workers and teachers were included in the study as sources of data. Multi-stage, simple random and purposive sampling techniques were employed to select 316 participants for the study. Inferential statistics including mean, standard division, t-tests and one-way ANOVA were used to analyze the quantitative data. The university leaders, academic and administrative staff did not have a considered perspective on pluralism. In addition, there were limited spaces and opportunities for the staff to develop skills and experience in the management of difference as an important aspect of their work and with their interaction with other members of the university community. The staff associations were weak and poorly equipped to provide or promote opportunities for skills development in the management of diversity. Lecturers did not generally receive any preparation on managing within a multicultural setting. The findings confirm the position that the need to prepare university leaders with multicultural knowledge, skills, and dispositions. It is imperative that university leadership adopt multicultural competence as an essential competency within their profession, continue to seek out opportunities to further enhance personal multicultural competence, and infuse it into their daily practices.

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Rooney, S. Craig, Lisa Y. Flores, and Chantele A. Mercier. "Making Multicultural Education Effective for Everyone." Counseling Psychologist 26, no. 1 (January 1998): 22–32. http://dx.doi.org/10.1177/0011000098261002.

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The purpose of this article is to respond to and elaborate on Kiselica's article on preparing Anglo graduate students for the journey toward a multicultural perspective. This article affirms Kiselica's assertions for a balanced support-challenge model in multicultural training, for the usefulness of self-disclosure in these courses, and for articulation of the rewards of struggling to become a multiculturalist. The authors also suggest that the experiences and reactions of non-Anglo trainees in the process of developing positive multicultural attitudes must be included in the dialogue regarding the preparation of culturally competent psychologists. In addition, the authors suggest the importance of acknowledging developmental differences among trainees. Throughout this article, they provide their experiences as students who have and continue to struggle through the process of becoming multiculturally competent individuals and professionals.

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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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Jeong, Hye In, and Jinyoung Kim. "The Relationships Among Multicultural Understanding Multicultural Sensitivity, and Multicultural Teaching Efficacy." Korean Association For Learner-Centered Curriculum And Instruction 18, no. 22 (November 30, 2018): 67–82. http://dx.doi.org/10.22251/jlcci.2018.18.22.67.

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Mace, Daniel. "Teaching about multicultural food to multicultural students in a multicultural school." Geography 95, no. 2 (July 1, 2010): 80–87. http://dx.doi.org/10.1080/00167487.2010.12094288.

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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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Kim, Nam-Hee, and Sun-Young Lim. "Relationships between multicultural awareness, multicultural attituee and multicultural efficacy among nursing students." Multicultural Education Studies 7, no. 4 (December 31, 2014): 169–84. http://dx.doi.org/10.14328/mes.2014.12.31.169.

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Wafda Zulfa, Mualamatul Musawamah, Rizqi Niken Hawa, Septi Naila Ulya, and Muhammad Ulil Fahmi. "THE IMPLICATION OF TOLERANCE VALUE IN CHARACTER EDUCATION OF MULTICULTURAL COMMUNITY IN KAMPONG JAWA DENPASAR-BALI." Paedagogia: Jurnal Pendidikan 12, no. 1 (March 29, 2023): 158–73. http://dx.doi.org/10.24239/pdg.vol12.iss1.388.

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Cultural diversity in a multicultural society owned by Indonesia does not escape the values of tolerance. The application of the value of tolerance not only respects and respects differences in beliefs, customs, cultures, languages, etc., but must also be balanced with an open and airy attitude in order to create a sense of security and comfort to others by showing diversity in attitude, customs, culture, and religion. Each multicultural society has its own character education, just like the multicultural community in Kampung Jawa Denpasar-Bali. Character education will be stronger if there are implications of the value of tolerance for character education. This study aims to describe the early history of the establishment of this Javanese village so that it can exist until now, what values of tolerance are applied in the life of a multicultural society so that it can live in harmony side by side, and the relationship of the value of tolerance in the character education of multicultual communities in Kampung Jawa Denpasar-Bali. This research uses qualitative methods with a phenomenological approach. From this research, it can be concluded that there are implications for the value of tolerance for multicultural community character education in Kampung Jawa Denpasar-Bali, namely making it a society that has a sense of harmony between religious people, has a sense of social concern between religious people, and mutual respect and mutual respect between religious people.

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FRISZ, RUTH H. "Multicultural peer counseling: counseling the multicultural student." Journal of Adolescence 22, no. 4 (August 1999): 515–26. http://dx.doi.org/10.1006/jado.1999.0245.

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Seongok, Yuhoa, and Wooseok Seo. "The Structural Relations among Multicultural Behavior, Multicultural Cognition, Multicultural Attitude and Multicultural Behavior Intention of the Korean Adolescents." Asian Journal of Education 20, no. 1 (March 31, 2019): 119–48. http://dx.doi.org/10.15753/aje.2019.03.20.1.119.

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Kim, Mi Ri, Jin Hong Nan, and Sun Hee Ahn. "Impact of Children’s Multicultural Experience and Parents’ Multicultural Acceptability on Children’s Multicultural Acceptability." Korean Council For Children'S Rights 21, no. 3 (August 14, 2017): 373–93. http://dx.doi.org/10.21459/kccr.2017.21.3.373.

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Ahn, Eun Kyong. "The Relationship between multicultural knowledge, multicultural acceptance and multicultural efficacy in nursing students." Forum of Public Safety and Culture 30 (May 30, 2024): 1–11. http://dx.doi.org/10.52902/kjsc.2024.30.1.

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In order to provide nursing services to multicultural clients, nursing students who are prospective nurses must have cultural competency. To this end, it is necessary to acquire multicultural knowledge, an accepting attitude to understand and respect multicultural patients and multicultural efficacy. Accordingly, this study attempted to explore the degree of multicultural knowledge, multicultural acceptance, and multicultural efficacy of nursing students and the relationship between these variables. A survey was conducted on 183 nursing students at a university from November 1 to December 8, 2023 using a structured questionnaire. Descriptive statistics, Pearson correlation, and hierarchical regression analysis were performed on the collected data using the SPSS 22.0 program. As a result, Nursing students' multicultural knowledge(3.05±0.76), multicultural acceptance(3.88±0.49), and multicultural efficacy(58.50±18.66) were at a medium level. Multicultural knowledge has a significant correlation with multicultural acceptance(r=.33, p<.001) and multicultural efficacy(r=.61, p<.001), and multicultural acceptance has a significant correlation with multicultural efficacy(r=.45, p<.001). Experience of interacting with foreigners, multicultural knowledge, and multicultural acceptance explained 45% of multicultural efficacy, with multicultural knowledge appearing to be the most influential factor(β=.47, p<.001). Multicultural efficacy is an essential component of the cultural competency of nurses caring for multicultural patients. Therefore, in order to improve the multicultural efficacy of nursing students, it is necessary to provide various learning experiences to acquire specific knowledge about multiculturalism. However, since research on nursing students' multicultural knowledge and multicultural efficacy is insufficient, future research on this is required.

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Lee, Ki Yong, and Keung Gu Kang. "An Analysis on Structural Relationship among Multicultural Perception, Multicultural Competency, Multicultural Attitudes, Multicultural Teaching Efficacy for Elementary School Teachers." Korean Association For Learner-Centered Curriculum And Instruction 19, no. 20 (October 31, 2019): 409–28. http://dx.doi.org/10.22251/jlcci.2019.19.20.409.

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Seongok, Yuhoa, and Youngsun Lee. "The structural relations among multicultural behavior intention, multicultural cognition, multicultural self efficacy and multicultural attitude of the Korean adolescents." Multicultural Education Studies 10, no. 3 (September 30, 2017): 21–49. http://dx.doi.org/10.14328/mes.2017.9.30.21.

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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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Kwon, Ha-Jeong, and Ki-Yong Lee. "An Analysis of the Structural Relationship among Multicultural Education Experience, Multicultural Climate, Multicultural Efficacy, and Multicultural Acceptability Perceived by Multicultural Education-Oriented Elementary Schools Students." Korean Association of Practical Arts Education 31, no. 3 (October 30, 2018): 197–220. http://dx.doi.org/10.24062/kpae.2018.31.3.197.

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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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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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Hakim, Jamie. "Multicultural Nationalism." New Formations 70, no. 70 (January 13, 2011): 173–74. http://dx.doi.org/10.3898/newf.70.rev03.2010.

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Cuperschmid, Ethel Mizrahy. "Abraão multicultural." Arquivo Maaravi: Revista Digital de Estudos Judaicos da UFMG 7, no. 13 (October 30, 2013): 68–83. http://dx.doi.org/10.17851/1982-3053.7.13.68-83.

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Vázquez Gómez, Gonzalo. "Multicultural education." Educar 16 (February 1, 1989): 7. http://dx.doi.org/10.5565/rev/educar.508.

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Torricelli, Emily. "Multicultural Glasgow." Alphaville: Journal of Film and Screen Media, no. 13 (July 20, 2017): 90–104. http://dx.doi.org/10.33178/alpha.13.05.

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In films, even contemporary ones posing alternatives to the mythic representations of Scotland, Scottish identity is often constructed as homogeneous and white. Though a small number of films have been made addressing Scotland’s white minority groups, it is not until the 2000s that filmmakers such as Ken Loach and Pratibha Parmar began to explore non-white Scottish identities. This article explores the ways the former’s Ae Fond Kiss… (2004) and the latter’s Nina’s Heavenly Delights (2006) construct hybrid, plural Scottish identities by first considering the way the two films construct these identities, and then by considering the how the identities constructed were received by film critics. Ae Fond Kiss… suggests that racial and ethnic minorities understand “Scottishness” in varied ways that are often influenced by gender, whereas, for Nina’s Heavenly Delights, race, gender, and sexuality are some of the many identities that are united in the Scottish nation. In support of the plural and hybrid Scotlands these two films construct, film critics, despite the complications of genre, strongly label both as Scottish films, which suggests they understand Scotland as a diverse or hybrid place or culture.

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Westby, Carol. "Multicultural Resources." Word of Mouth 33, no. 4 (February 22, 2022): 13. http://dx.doi.org/10.1177/10483950221075404c.

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OĞURLU, Ebru. "MULTICULTURAL EUROPE?*." Marmara Üniversitesi Avrupa Topluluğu Enstitüsü Avrupa Araştırmaları Dergisi 16, no. 1&2 (2015): 59–77. http://dx.doi.org/10.29228/mjes.164.

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Niemczura, Joe. "Multicultural Resources." Music Educators Journal 79, no. 3 (November 1992): 6. http://dx.doi.org/10.2307/3398470.

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Dille, Pam. "Multicultural Scorecard." Music Educators Journal 80, no. 4 (January 1994): 6. http://dx.doi.org/10.2307/3398720.

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Meadows, Johnette L. "Multicultural Communication." Physical & Occupational Therapy In Pediatrics 11, no. 4 (January 1991): 31–42. http://dx.doi.org/10.1080/j006v11n04_03.

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McDonald, Ronessa D. "Multicultural Literature." English Journal 86, no. 8 (December 1997): 9. http://dx.doi.org/10.2307/821611.

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Joseph, George Gheverghese. "Multicultural legacy." Nature 450, no. 7173 (December 2007): 1163–64. http://dx.doi.org/10.1038/4501163b.

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Dean, Ann V., Spencer J. Salend, and Lorraine Taylor. "Multicultural Education." TEACHING Exceptional Children 26, no. 1 (September 1993): 40–43. http://dx.doi.org/10.1177/004005999302600110.

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Roseberry-McKibbin, Celeste. "Multicultural Matters." Communication Disorders Quarterly 21, no. 4 (September 2000): 242–45. http://dx.doi.org/10.1177/152574010002100406.

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Jaggar, Alison M. "Multicultural Democracy." Journal of Political Philosophy 6, no. 2 (September 1999): 308–29. http://dx.doi.org/10.1111/1467-9760.00079.

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Guzzetta, Charles. "Multicultural Mistake." Journal of Ethnic And Cultural Diversity in Social Work 16, no. 3-4 (July 2007): 31–42. http://dx.doi.org/10.1300/j051v16n03_03.

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Gottlieb, Esther E. "Multicultural Education." Educational Administration Quarterly 31, no. 4 (November 1995): 658–65. http://dx.doi.org/10.1177/0013161x9503100410.

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