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Artículos de revistas sobre el tema "Multicultural perspective"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 20 de febrero de 2023

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1

Rodriguez, Amardo. "Reimagining Diversity: Moving from A Multicultural Perspective to An Ecological Perspective". Tamara. Journal for Critical Organization Inquiry 18 (15 de septiembre de 2020): 12–29. http://dx.doi.org/10.7206/tamara.1532-5555.6.

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2

Thompson, Aaron, Bron B. Ingoldsby y Suzanna Smith. "Families in Multicultural Perspective". Family Relations 45, n.º 3 (julio de 1996): 353. http://dx.doi.org/10.2307/585513.

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3

Schneider, Dona. "Families in multicultural perspective". Social Science & Medicine 42, n.º 12 (junio de 1996): 1747–48. http://dx.doi.org/10.1016/0277-9536(96)83461-7.

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4

Basit, Abdul. "Multicultural Counseling in Islamic Perspective". KONSELING RELIGI Jurnal Bimbingan Konseling Islam 11, n.º 1 (29 de junio de 2020): 113. http://dx.doi.org/10.21043/kr.v11i1.6435.

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<p>In this globalization and information era, the role of multicultural counseling is very urgent for the community. Given the cultural exchange between one country and another country is so massive. If a counselor only focuses on the client's person without regard to the cultural factors influence it, then the process of implementing counseling can cause bias and ineffective. In its historical development, the theory and practice of multicultural counseling is still dominated by multicultural counseling originating from the West. Meanwhile, Indonesia is a country where the majority of the population is Muslim and in terms of culture differs from rational, individualist, and materialist of Western cultures. Therefore, this paper describes multicultural counseling in an Islamic perspective as an alternative to the development of multicultural counseling in Indonesia. The different human concepts, cultures, and values developed by Islam form the basic foundation in the multicultural counseling process. From this basic difference, the author further explains the competence and practice of multicultural counseling in Islam, especially in Indonesia. In obtaining the comprehensive data, the authors conducted a qualitative study by taking data sources derived from the al-Qur'an, al-Hadith, and the results of the thinking of Muslim scientists related to multicultural counseling.</p>

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5

Hadiwijaya, Munawwir y Adi Adi. "The Implementation of Multicultural Based Learning in Reducing Intolerance Attitudes among Students". Journal of English Teaching, Literature, and Applied Linguistics 2, n.º 2 (18 de octubre de 2018): 19. http://dx.doi.org/10.30587/jetlal.v2i2.625.

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The purpose of this study is to determine the effectiveness of multicultural based learning with Multiple Perspectives Approach in suppressing intolerance among students. The result shows that there is a significant influence of multicultural learning models with multiple perspective approaches to students’ tolerance levels: 4.56 (control) and 6.28 (experimental). The tolerance level of students after applying multicultural based learning methods with multiple perspective approaches is better (X_A1n = 6.76) compared to the tolerance level of students using conventional learning methods (X_A2 = 4.11). The students’ four values emphasized on the implementation of multicultural based learning methods are increased.

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6

Gallimore, Desirée P. M. "Multiculturalism and Students with Visual Impairments in New South Wales, Australia". Journal of Visual Impairment & Blindness 99, n.º 6 (junio de 2005): 345–54. http://dx.doi.org/10.1177/0145482x0509900604.

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This study found that a large number of students with visual impairments in public and private schools in New South Wales come from culturally diverse backgrounds, that teacher training does not incorporate multicultural perspectives, and that instructors and itinerant vision teachers lack knowledge and skills to teach from a multicultural perspective. Recommendations are provided to guide the inclusion of multicultural perspectives in teacher preparation programs and teachers’ practices.

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7

Mishra, Sreelekha y C. Bharath Kumar. "Understanding Diversity: A Multicultural Perspective". IOSR Journal of Humanities and Social Science 19, n.º 9 (2014): 62–66. http://dx.doi.org/10.9790/0837-19946266.

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8

Estrada, Ana Ulloa y Penny Haney. "Genograms in a Multicultural Perspective". Journal of Family Psychotherapy 9, n.º 2 (22 de junio de 1998): 55–62. http://dx.doi.org/10.1300/j085v09n02_05.

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9

Sherraden, Margaret y Ulma Segal. "Child welfare services: Multicultural perspective". Children and Youth Services Review 16, n.º 1-2 (enero de 1994): 137–39. http://dx.doi.org/10.1016/0190-7409(94)90021-3.

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10

Salyers, Kathleen M. y Martin H. Ritchie. "Multicultural Counseling: An Appalachian Perspective". Journal of Multicultural Counseling and Development 34, n.º 3 (julio de 2006): 130–42. http://dx.doi.org/10.1002/j.2161-1912.2006.tb00033.x.

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11

Meléndez, Jorge L. "A multicultural perspective on leadership". Journal of Leadership Studies 1, n.º 3 (2007): 84–87. http://dx.doi.org/10.1002/jls.20028.

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12

Bergsli, Oddhild Peggy. "Flerkulturalitet i opplæring av helsefagarbeidere". Nordic Journal of Vocational Education and Training 12, n.º 2 (10 de agosto de 2022): 75–97. http://dx.doi.org/10.3384/njvet.2242-458x.2212275.

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This study will focus on multicultural competence as a topic in vocational training of health care workers in upper secondary school in Norway. The research question is: How do vocational teachers practice multiculturalism in health care worker vocational education? According to OECD, multiculturalism is one of the core competencies of the 21st century. The need of healthcare professionals with expertise in multicultural sensitivity and health-communication will increase in the years ahead because this competence is essential for a good and caring professional health care. The theoretical perspective is related to a theoretical conceptual understanding of multicultural competence and to vocational didactic perspectives on health care worker vocational training. The data collection is based on semi-structured interviews with vocational teachers. The key findings show that multicultural issues are rarely highlighted in education and that multicultural topics are rarely linked to vocationally relevant professional tasks. Topics as health-communication and diet were poorly elucidated from a multicultural perspective. There will be a need to implement various occupationally relevant multicultural issues in health worker vocational training to prepared for the multicultural professional life.

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13

Akil, Mansur. "MULTICULTURAL VALUES IN INDONESIAN PRIMARY SCHOOLS". ALQALAM 27, n.º 3 (31 de diciembre de 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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14

Navegantes, Eva, Celeste Azulay Kelman y Ana Iveniki. "Perspectivas multiculturais na educação de surdos". education policy analysis archives 24 (18 de julio de 2016): 76. http://dx.doi.org/10.14507/epaa.24.2237.

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Multicultural perspectives in Brazil, in school curriculum or in social practices, are still seen in a dichotomized way. Sometimes they are presented in the folk form, limited to only commemorative days, and at other times, they are presented in a more critical and postcolonial perspective where the curriculum focuses on issues related to the construction of prejudice, discrimination and identities (Canen, 2012). This essay addresses the multicultural perspectives present in the education of deaf people, discussing how the school institution is an issue. It aims to identify the multicultural perspectives that present themselves in deaf education based on reflections of several authors who discuss multiculturalism in education and also in deaf education. Although there are concerns from a multicultural postcolonial and critical perspective deaf education offered by regular schools, is still in a long process of cultural transformation necessary for a new social positioning in which differences are recognized and respected. The bilingual education model for deaf people is needed a process involving the recognition of differences and political awareness on both the educational and social levels to begin.

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15

Purwanti, Erik, Adam Baustin Erlangga, Niar Agustian y Muhamad Afadh. "Meneropong Arus Pendidikan Multikultural di Indonesia". ARZUSIN 2, n.º 1 (1 de febrero de 2022): 157–76. http://dx.doi.org/10.58578/arzusin.v2i1.244.

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Indonesia is a country that has pluralistic diversity. These varieties can be viewed from two perspectives, namely a horizontal perspective and a vertical perspective. The horizontal perspective covers the diversity of religion, ethnicity, regional language, clothing, food, and culture. The vertical perspective includes differences in education level, economy, place of residence, occupation and socio-cultural diversity. The diversity of our nation makes us pay attention to the importance of multicultural education in anticipation of negative social phenomena that may come from diversity, race, ethnicity, religion, and the diversity of values that exist in society. Multicultural education can be implemented through a learning model substantially by acknowledging and respecting cultural diversity.

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16

Ice, Demianus. "Developing christian education by utilizing the conceptions of pluralist-multicultural value". Psychology and Education Journal 58, n.º 1 (4 de febrero de 2021): 4151–63. http://dx.doi.org/10.17762/pae.v58i1.1479.

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Christian-pluralist-multicultural education is a practice (applied) of theoretical studies that are textual (consist of ideals) of the scriptures, normative theological, pedagogical, philosophical, and the values of local cultural wisdom into Christian Education practices. The purpose of this research is to develop a pluralist-multicultural Christian education in the pluralistic context of North Maluku. To achieve the objective, this research uses qualitative research methods with data collection techniques of participatory observation, in-depth interviews, document studies, and focus group discussions. The subjects in this research are religious leaders who are members of the North Maluku religious community forum (FKUB) and educators who are determined using purpose sampling technique. Data and research findings were analyzed using interactive data analysis techniques to obtain the true meaning. The results of this study found out a conception of a pluarist-multicultural in Christian education in the context of education in North Maluku. There are several themes of research findings from the results of critical dialogue between facts and theory, namely (1) the vision and mission of developing Christian education in pluralist-multicultural perspective; (2) the aims of Christian education in pluralist-multicultural perspective; (3) the elaboration of the objectives of Christian education in pluralist-multicultural perspective; (4) the content of Christian education in pluralist-multicultural perspective; (5) the characteristics of the content of Christian education in pluralist-multicultural perspective; (6) Christian education learning methods in pluralist-multicultural perspective.

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17

Asmuri, Asmuri. "PENDIDIKAN MULTIKULTURAL (Telaah Terhadap Sistem Pendidikan Nasional dan Pendidikan Agama Islam)". POTENSIA: Jurnal Kependidikan Islam 2, n.º 1 (4 de abril de 2017): 25. http://dx.doi.org/10.24014/potensia.v2i1.2530.

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Indonesia is a country which has pluralistic varieties. The varieties can be viewed from two perspectives namely horizontal perspective and vertical perspective. The horizontal perspective covers the varieties of religions, ethnics, local languages, cloth, food and culture. Meanwhile, the vertical perspectives are included as the varieties of level of education, economic, shelters, jobs and the varieties of social – cultural. The varieties of our nation leads us the take into account the importance of multicultural education as an anticipation to the negative social phenomena which possibly derives from the varieties of races and tribes, religions, and varieties of values which exist in the society. The multicultural education can be implemented through learning models substantially by admitting and honoring the cultural diversities.

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18

Sudirman, A. M. Oleh y dan M. Ihsan Dacholfany. "Multicultural and Multilingual Inside Education Perspective". International Journal of Criminology and Sociology 9 (1 de diciembre de 2020): 1426–40. http://dx.doi.org/10.6000/1929-4409.2020.09.163.

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19

Anderson, Allan Heaton. "Contextualization in Pentecostalism: A Multicultural Perspective". International Bulletin of Mission Research 41, n.º 1 (26 de octubre de 2016): 29–40. http://dx.doi.org/10.1177/2396939316674428.

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This article begins with discussing contextualization, what it is and is not, and why it is an important concept to understand in the practice and theology of Christian mission. Then it suggests that Pentecostalism has a fairly good record of contextualizing its message and mission, and explains why. Pentecostalism, through its offer of the power of the Spirit to enable every believer to witness to the ends of the earth, provides a contemporary example of the contextual flexibility of Christian mission in proclamation and practice. Finally, the article looks at a well-known case study of Pentecostal contextualization in South Korea, showing both its strengths and its weaknesses.

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20

Lasser, Jon y Michael C. Gottlieb. "Facilitating Informed Consent: A Multicultural Perspective". Ethics & Behavior 27, n.º 2 (6 de abril de 2016): 106–17. http://dx.doi.org/10.1080/10508422.2016.1174121.

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21

Wiest, Lynda R. "Teaching Mathematics from a Multicultural Perspective". Equity & Excellence in Education 34, n.º 1 (abril de 2001): 16–25. http://dx.doi.org/10.1080/1066568010340103.

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22

Rivera-Goba, Migdalia V. y Sonia Nieto. "Mentoring Latina Nurses: A Multicultural Perspective". Journal of Latinos and Education 6, n.º 1 (enero de 2007): 35–53. http://dx.doi.org/10.1080/15348430709336676.

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23

Gerstein, Lawrence H., Clare Rountree y Alicia Ordonez. "An anthropological perspective on multicultural counselling". Counselling Psychology Quarterly 20, n.º 4 (diciembre de 2007): 375–400. http://dx.doi.org/10.1080/09515070701567788.

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24

Kernicki, Jeanette G. "A Multicultural Perspective of Cardiovascular Disease". Journal of Cardiovascular Nursing 11, n.º 4 (julio de 1997): 31–40. http://dx.doi.org/10.1097/00005082-199707000-00004.

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25

Smith, Amy Rex y Marion E. Winfrey. "Teaching Pathophysiology From a Multicultural Perspective". Nurse Educator 23, n.º 3 (mayo de 1998): 19–21. http://dx.doi.org/10.1097/00006223-199805000-00011.

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26

LEE, COURTLAND C. "Empowerment in Counseling: A Multicultural Perspective". Journal of Counseling & Development 69, n.º 3 (2 de enero de 1991): 229–30. http://dx.doi.org/10.1002/j.1556-6676.1991.tb01493.x.

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27

Nelson, Mary Lee, Sharon Gizara, Anna Crombach Hope, Rosemary Phelps, Robbie Steward y Lauren Weitzman. "A Feminist Multicultural Perspective on Supervision". Journal of Multicultural Counseling and Development 34, n.º 2 (abril de 2006): 105–15. http://dx.doi.org/10.1002/j.2161-1912.2006.tb00031.x.

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28

Harris, Kathleen C. "Collaboration Within a Multicultural Society". Remedial and Special Education 17, n.º 6 (noviembre de 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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29

Rooney, S. Craig, Lisa Y. Flores y Chantele A. Mercier. "Making Multicultural Education Effective for Everyone". Counseling Psychologist 26, n.º 1 (enero de 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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30

Mowrer, Robert R. y Dawn M. McCarver. "A Preliminary Investigation of Multicultural Perspective and Life Satisfaction". Psychological Reports 90, n.º 1 (febrero de 2002): 251–56. http://dx.doi.org/10.2466/pr0.2002.90.1.251.

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The present study represents a preliminary investigation of Ramirez' contention that developing a multicultural identity would lead to better mental health and more life satisfaction. Using a tentative index of a multicultural perspective analysis indicated that, although a multicultural perspective is associated with more life satisfaction, it accounts for only 8% of the variance. Further, one of the measures used by Ramirez to measure an aspect of a multicultural perspective was not correlated with life satisfaction, and another correlated negatively. This latter measure accounts for only 6% of the variance in life satisfaction. Combined, these findings provide limited support for Ramirez' perspective by explaining 14% of the overall variance in life satisfaction.

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31

Nuridin, Nuridin, Jamali Jamali, Slamet Firdaus, Didin Nurul Rosidin, Siti Fatimah y Abas Hidayat. "Multicultural Awareness of Al-Qur'an Perspective and Prevention of Religious Radicalism-Liberalism". International Journal of Multicultural and Multireligious Understanding 8, n.º 10 (11 de octubre de 2021): 256. http://dx.doi.org/10.18415/ijmmu.v8i10.3057.

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Diversity has existed for a long time. Diversity is not a tool to cause conflict between humans. However, improper multicultural management can lead to conflict. Multicultural awareness is needed for humans with various differences, so that humans can live side by side and respect each other. This study is a normative qualitative through library research. The research is oriented towards discovering the conception of multicultural awareness as the Isyarah of Al-Qur'an. Primary data sources are taken from the Al-Qur'an and secondary data are taken from Tafsir books. This result shows that multicultural awareness in the Al-Qur’an perspective is essentially an attitude of glorifying humans regardless of background differences. A society that has multicultural awareness can be seen from the suitability of its attitude with characteristics and ethics. Multicultural awareness can build wasaṭiyyah attitude. With these characteristics, a person's multicultural awareness will be able to prevent radical-liberal behavior.

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32

Asmuki, Achmad Yusuf y Abdul Aziz. "Multicultural-Based Curriculum Conception". AL MURABBI 6, n.º 1 (31 de diciembre de 2020): 87–102. http://dx.doi.org/10.35891/amb.v6i1.2436.

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This study aims to describe about 1) Classification of multicultural-based curriculum in various points of view, (2) Principles and Principles of multicultural-based education curriculum preparation. This research is designed in the form of library research. The results of this study concluded that (1) classification of Multicultural Based Curriculum from three points of view, namely First: Concept and Implementation Perspective is classified into 3 namely (a) Ideal Curriculum (b) Factual Curriculum, and (c) Hidden Curriculum. Second: The Structure and Subject Matter Perspective is classified into 4 i.e. (a) Sparated Curriculum. (b) Broad Fields Curriculum (c) and. (4) Integrated Curriculum. Third: The Scope of Use perspective is classified into 3 i.e. (a) national curriculum, (b) state curriculum,(c) and school curriculum. (2) Principles in designing a multicultural-based curriculum namely (a) The Principle of Child Psychology, (b) the Principle of National Sociology, (c) the Principle of Development of World Science and Technology, and (d) the Principle of Pancasila as the Philosophy of the Nation. While the Principles of Curriculum Preparation in Multicultural Education include: (a) relevance principle, (b) flexibility, (c) continuity, (d) efficient, and (e) effective.

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33

Yuan, Huanshu. "Teaching Across Cultures". Journal of Comparative & International Higher Education 11, Spring (3 de abril de 2019): 11–21. http://dx.doi.org/10.32674/jcihe.v11ispring.926.

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Developing teaches’ cultural awareness and knowledge base of diversity is essential for developing teachers with multicultural perspective and culturally responsive pedagogy in China. The purpose of this qualitative study was to explore preservice Han teachers’ perspectives of multicultural education in order to enhance institutional quality and effectively prepare culturally responsive Han teachers for multicultural and multiethnic students in China. Following findings were revealed from this study: Puzzling attitudes towards multiculturalism and diversity, popularizing Western culture, unifying Chinese culture, blurring minority cultures and ethnic diversity, symbolized cultural representation and knowledge of minority groups, and inadequate academic preparation in teaching for diversity.

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34

Syed Othman, Syed Mohd Zakir. "Interlok from a Multiculturalism Perspective". Malay Literature 24, n.º 2 (1 de diciembre de 2011): 231–47. http://dx.doi.org/10.37052/ml.24(2)no4.

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Interlok may be read as a multiculturalism narrative that depicts the process of building a national identity, which develops from a rigid ethnic identity. Through the narrative of social events, an envisioning of a gradual formation of a national identity, situated within a multicultural space is presented by the author. This vision of multiculturalism is perhaps an ideal, but it reflects the author’s optimism for a future where a nation can be formed from the unity of its multicultural diversity. This ideal form of multiculturalism goes beyond assimilation as it is indeed a kind of integration that emphasizes on the culture of the majority as the dominant culture. The practice of this dominant culture must be just and equal as it evolves into the ideal national culture. However, this vision may have its detractors. It may give rise to a false identity that differs from the social identity of the real world. Nevertheless, this paper argues that the author’s vision for the formation of the ideal national identity in Malaysia’s multicultural society is one that is visionary and forward-looking showcasing his effort in promoting positive values in society through literature. Keywords: Abdullah Hussain, Interlok , multiculturalism

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35

Huda, Miftahul y Rhoni Rodin. "Perbandingan Strategi dan Pola Pengembangan Pesantren dan Diniyyah Berwawasan Multikultural". Journal of Islamic Education Research 2, n.º 1 (23 de junio de 2021): 45–62. http://dx.doi.org/10.35719/jier.v2i1.80.

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The purpose of this study are: (1) to determine the educational system, strategies, and various patterns of pesantren development with a multicultural perspective; (2) to determine the education system, strategies, and various patterns of diniyyah development with a multicultural perspective; (3) to compare systems, strategies and patterns of education in pesantren and diniyyah with multicultural insight. In this study using a qualitative approach. The method used is a research library. The data analysis technique used is content analysis. The result of this research is that multicultural education at the pesantren is reflected in the content of the curriculum that teaches students insights on the diversity of beliefs such as teaching special material muq?ranat al-ady?n. Secondary formal diniyyah education consists of formal ulya diniyyah education and ma'had Aly. Strategies and development patterns in Diniyyah that have a multicultural perspective through a curriculum, namely extracurricular and intracurricular subjects and activities.

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Zaprulkhan, Zaprulkhan. "Dakwah Multikultural". MAWA'IZH: JURNAL DAKWAH DAN PENGEMBANGAN SOSIAL KEMANUSIAAN 8, n.º 1 (1 de julio de 2017): 160–77. http://dx.doi.org/10.32923/maw.v8i1.703.

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Factually, Indonesia is a nation that has a variety of ethnic, linguistic, class, color, and religion that become the nation's assets in forming social harmony. In the study of contemporary political theory, the diversity of human society in all its aspects is also called multicultural society. In religious context, some religious people always socialize their religious teachings to plural society by ignoring the plurality of people's lives in all its aspects. This is where the significance of a multicultural perspective needs to be possessed by anyone who wants to convey religious messages in a multicultural society. From a multicultural perspective, the delivery of religious messages or da'wah requires a preacher to understand the cultural diversity of society and to be positive about the diversity. Multicultural preaching means seeking to create harmony in the midst of diverse societies and still be able to control oneself and tolerate all kinds of unequal differences. This article discusses the multicultural da'wah through the study of Islamic doctrine that is through the perspective of interpretation in order to obtain a more holistic view of the Qur'anic point.

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홍기원. "Multicultural Policy in Korea - Issues and Perspective". Multiculture & Peace 3, n.º 1 (junio de 2009): 13–35. http://dx.doi.org/10.22446/mnpisk.2009.3.1.001.

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38

NAITO, Masanori. "A Perspective on Multicultural and Multiethnic Society". Geographical Review of Japa,. Ser. A, Chirigaku Hyoron 70, n.º 11 (1997): 749–66. http://dx.doi.org/10.4157/grj1984a.70.11_749.

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39

Dasenbrock, Reed Way. "Why Read Multicultural Literature? An Arnoldian Perspective". College English 61, n.º 6 (julio de 1999): 691. http://dx.doi.org/10.2307/378950.

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40

Kim, Hyun Jung y Sun Hwa Park. "North Korean Refugees from the Multicultural Perspective". Journal of the Humanities for Unification 66 (30 de junio de 2016): 161. http://dx.doi.org/10.21185/jhu.2016.06.66.161.

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41

Bahri, Saiful. "Multicultural Education In Islamic Education Philosophy Perspective". Istawa : Jurnal Pendidikan Islam 5, n.º 2 (26 de octubre de 2020): 239. http://dx.doi.org/10.24269/ijpi.v5i2.2891.

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Multicultural education, a very strategic approach, is developed in the life of Indonesian society which has a variety of patterns in religion, ethnicity, ethnicity, and customs, all of which aim to live together in equality, strengthen and unite in the unity of the Unitary State of the Republic of Indonesia. In the concept of Islam, it also teaches multicultural education, so on this basis, the researcher wants to examine in depth how the idea of multicultural education is in the view of the philosophy of Islamic knowledge. This research uses a type of literature study research, the data which is the centre of this study is collected through variable data that is based on the writings, thoughts and opinions of figures and experts who talk about multiculturalism and the philosophy of Islamic education. This research results in a multicultural view that refers to the level of Islamic education that respects, appreciates and embraces all forms of diversity, tolerance, deliberation, cooperation and sharing so that it can be expected that people grow inequality seeing all forms of diversity to avoid fellow conflict.Pendidikan multikultural sebuah pendekatan yang sangat strategis dikembangkan dalam kehidupan bermasyarakat Indonesia yang bercorak beragam dalam agama, etnis, suku, adat istiadat yang tujuan semuanya itu untuk hidup bersama-sama dalam kesetaraan, memperkokoh serta mempersatukan dalam kesatuan Negera Kesatuan Republik Indonesia. Dalam konsep Islam pun mengajarkan tentang pendidikan multikultural, maka atas dasar ini peneliti ingin mengkaji secara mendalam bagaimana konsep pendidikan multikultural dalam pandangan filsafat pendidikan Islam. Penelitian ini menggunakan jenis penelitian studi pustaka, data yang menjadi pusat studi ini dikumpulkan melalui data variabel yang bertumpu pada tulisan, pemikiran, dan pendapat para tokoh dan pakar yang berbicara tentang multikultural dan filsafat Pendidikan Islam. Penelitian ini menghasilkan dalam pandangan multikultural yang mengacu pada tataran pendidikan Islam yang saling menghormati, menghargai dan merangkul semua bentuk keanekaragaman, bertoleransi, bermusyawarah, gotong royong dan saling berbagi, sehingga dengan demikian dapat diharapkan bagi masyarakat tumbuh dalam kesetaraan melihat segala bentuk keberagaman agar terhindar dari konflik sesama.

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Kim, Hyun-Sook. "Multicultural Religious Education in a Trinitarian Perspective". Religious Education 107, n.º 3 (mayo de 2012): 247–61. http://dx.doi.org/10.1080/00344087.2012.678143.

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Sue, Derald Wing. "Multicultural organizational consultation: A social justice perspective." Consulting Psychology Journal: Practice and Research 60, n.º 2 (2008): 157–69. http://dx.doi.org/10.1037/0736-9735.60.2.157.

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Proehl, Rebecca A. "Groups in Workplace 2000: A Multicultural Perspective". Cross Cultural Management: An International Journal 3, n.º 1 (enero de 1996): 37–44. http://dx.doi.org/10.1108/eb008404.

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ADHIKARI, NIRMAL M. y ADITYA K. SHUKLA. "Discoursing communication from the perspective of mainstream hindu philosophy". Dev Sanskriti Interdisciplinary International Journal 2 (31 de julio de 2013): 51–56. http://dx.doi.org/10.36018/dsiij.v2i0.23.

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This article presents an appraisal of the discourses on communication from the perspective of mainstream Hindu philosophy. Communication theory has been witnessing a paradigm shift thereby promoting theorization of communication from multicultural and multidisciplinary perspectives. Such endeavors have forwarded the discourse of communication from Asian and Hindu perspective too. However, most of the mainstream Hindu philosophies are still unexplored by the communication scholars.

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Salako, E. T. y O. A. Ojeyibi. "Teaching Social Studies from multicultural perspective: a practical approach to re-fashion African Studies for transformation". Contemporary Journal of African Studies 6, n.º 1 (31 de mayo de 2019): 96–113. http://dx.doi.org/10.4314/contjas.v6i1.6.

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Currently, global education and global citizenship for social transformation addresses the issues of cordial and harmonious existence of our time. Africa is a multilingual and multicultural continent with about 3.000 ethnic groups and 2000 languages spoken; therefore, introduction of multicultural approach in teaching will ensure effective socialization and transformative education in Africa. The roots to challenge bias, prejudice and creating classroom environment that reflects the learner’s culture for national unity lies in multicultural education. Multicultural education is a system of instruction which attempts to foster cultural pluralism and acknowledges the difference between race and culture in order to promote societal change and orderliness. This work examined a multicultural educational strategy which could be used in helping students from diverse racial, cultural, ethnic and language groups to experience academic success. Multicultural Concepts Knowledge Test (r=0.82), Multicultural Concept Attitude Scale (r= 0.86) were administered on 251 junior secondary school students from five secondary schools in the south-west region of Nigeria using the simple random technique. Two null hypotheses were formulated and tested at 0.05 level of significance. Data were analyzed using descriptive statistics, analysis of covariance. Treatment had significant main effect on students’ posttest knowledge scores in multicultural concepts (F (2,340) = 5.835; p<.05). and attitude to multicultural concepts (F (2,340) = 34.055; P<.05). The MCA shows that the cooperative learning group had higher adjusted posttest knowledge score (x =10.14; Dev. =.83) In summary, findings of this study revealed that the cooperative multicultural learning strategy is effective for teaching multicultural classrooms. Therefore, this calls for improved approaches towards teaching by educators in order to bring us closer to the goal of multicultural education

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Ramirez, Manuel. "Response to Mowrer and McCarver's Paper on Multicultural Perspective and Life Satisfaction". Psychological Reports 91, n.º 2 (octubre de 2002): 405–6. http://dx.doi.org/10.2466/pr0.2002.91.2.405.

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It is argued that the article by Mowrer and McCarver (2002) misrepresents Ramirez's work by making assumptions based on an incomplete definition of multicultural identity and by inferring that multicultural psychotherapy can serve as a cure-all for psychopathology. It is shown that the authors did not test Ramirez's model, but instead merely used his conceptual framework to develop and test their own measure of multicultural perspective.

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Vallianatou, Christina, Gerard Leavey y Jennifer Brown. "Practitioners’ perspectives of multicultural sensitivity". Counselling Psychology Review 22, n.º 4 (noviembre de 2007): 58–67. http://dx.doi.org/10.53841/bpscpr.2007.22.4.58.

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In this exploratory qualitative study we explored issues related to cultural sensitivity among 10 British therapists working in multicultural settings. Our analysis, which combined content and statistical procedures, suggests that knowledge of the client’s core ethnic identity and the degree of adherence to religious or traditional values are the most prominent issues that practitioners take into consideration. Understanding the client’s kinship and migration history were also highlighted as important for a positive therapeutic outcome. Furthermore, therapists strongly indicated knowledge and thus cultural sensitivity is predominantly gained through direct contact with clients rather than gained through additional training and external advice. We used Multidimensional Scalogram Analysis (MSA), to obtain two dominant perspectives that we suggest guides multicultural counselling. One approach takes into account specific cultural information. A second acknowledges the significance of cultural and racial issues but gives preference to individual experiences of racism. Therapists’ socio-demographic variables or preferred theoretical perspective didn’t appear to affect the different models outlined. Implications of our findings are discussed.

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Mazid, Sukron, Sauqi Futaqi y Farikah Farikah. "THE CONCEPT OF “FREEDOM OF LEARNING” IN A MULTICULTURAL EDUCATION PERSPECTIVE". Ta'dib 24, n.º 1 (28 de junio de 2021): 70. http://dx.doi.org/10.31958/jt.v24i1.2759.

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This paper seeks to examine the concept of “Merdeka Belajar” or “Freedom of Learning” which was initiated by the Indonesian Minister of Education and Culture, Nadiem Makarim. The study of freedom of learning uses text study with content analysis method. The concept of “Freedom of Learning” is very interesting when studied with a multicultural education perspective. Moreover, the two concepts have the same relevance and spirit, namely freedom and justice in the human resources development context, particularly through the educational process. Based on the results, the implementation of “MerdekaBelajar” program so far includes four aspects, namely financing, teachers / educators, assessment, and graduates. In a multicultural perspective, problems in management and assessment aspects basically caused by a misunderstanding of the meaning of standards and standardization. Meanwhile, the teacher and graduate aspects lie in the importance of developing multicultural competencies.Integrating a multicultural education perspective in the “Freedom of Learning” policy also transforms an education system that is creative, innovative, and character.

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Noor, Ady Ferdian, A’am Rifaldi Khunaifi Supardi y Sukirno, Haryanto. "Multicultural Education Praxis for Primary Schools: Perspective of Muhammadiyah Primary Schools Indonesia". International Journal of Psychosocial Rehabilitation 23, n.º 4 (20 de diciembre de 2019): 1039–52. http://dx.doi.org/10.37200/ijpr/v23i4/pr190432.

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