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Статті в журналах з теми "Post-multicultural"

Автор: Grafiati

Опубліковано: 11 березня 2023

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1

Mitchell, Angelyn, and Barbara Frey Waxman. "Multicultural Literatures through Feminist/Post-structuralist Lenses." Tulsa Studies in Women's Literature 15, no. 2 (1996): 373. http://dx.doi.org/10.2307/464150.

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2

Possamai, Adam, Arathi Sriprakash, Ellen Brackenreg, and John McGuire. "Chaplaincies in a “Post-Secular” Multicultural University." Fieldwork in Religion 9, no. 2 (August 3, 2015): 147–65. http://dx.doi.org/10.1558/firn.v9i2.16454.

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As universities in Australia are faced with a growth in diversity and intensity of religion and spirituality on campus, this article explores the work of chaplains and its reception by students on a multi-campus suburban university. It finds that the religious work of these professionals is not the primary emphasis in the university context; what is of greater significance to students and the university institution is the broader pastoral and welfare-support role of chaplains. We discuss these findings in relation to post-secularism theory and the scaling down of state-provided welfare in public institutions such as universities.

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3

Hellgren, Zenia. "Intercultural citizenship in the post-multicultural era." Ethnic and Racial Studies 43, no. 8 (December 3, 2019): 1515–16. http://dx.doi.org/10.1080/01419870.2019.1696466.

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4

Levey, Geoffrey Brahm. "The Turnbull government’s ‘Post-multiculturalism’ multicultural policy." Australian Journal of Political Science 54, no. 4 (July 3, 2019): 456–73. http://dx.doi.org/10.1080/10361146.2019.1634675.

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5

Muraca, Paula. "Post-multicultural writers as neo-cosmopolitan mediators." Journal of Intercultural Studies 38, no. 5 (September 3, 2017): 576. http://dx.doi.org/10.1080/07256868.2017.1375177.

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6

Brennan, Sebastian De. "Multicultural Australia: The Way Forward Post-Cronulla." AQ: Australian Quarterly 78, no. 4 (2006): 34. http://dx.doi.org/10.2307/20638415.

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7

Nyoni, Jabulani. "Decolonial Multicultural Education in Post-Apartheid South Africa." International Journal for Innovation Education and Research 1, no. 3 (November 30, 2013): 83–92. http://dx.doi.org/10.31686/ijier.vol1.iss3.118.

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This article explores decolonial epistemic priorities in Open and distance learning (ODL) multicultural teacher education and training praxis, raises questions about the andragogical approach, and challenges the primary educational goal for students, opining that multicultural teacher education and training has become fixated on a simplistic decoloniality of Western knowledges and practices. Using the internet based asynchronous OBB system; I adopted a qualitative discursive analysis to identify linguistic conventions within the academic discourse message board community of practice as regards the dominate views and values that can be embedded in curriculum craft in post-colonial states. I put forward a case to prioritise the development of learning dispositions in multicultural students that encourage openness to further inquiry and productive ways of thinking in and through complex and contested knowledge terrains with the hope of engendering the concept pluriversality. I argue that this andragogical approach adds a critical dimension to the decolonial task in imbedding first nation’s indigenous knowledges, views and/or perspectives rather than mimicking fixated Western priorities.

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8

Gunew, Sneja, Brigitta Olubas, Mridula Nath Chakraborty, Daniella Trimboli, and Paula Muraca. "Discussion: Post-multicultural Writers as Neo-cosmopolitan Mediators." Journal of Intercultural Studies 38, no. 5 (September 3, 2017): 586–97. http://dx.doi.org/10.1080/07256868.2017.1375182.

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9

Ali, Gulzar, Muhammad Haseeb Nasir, and Azhar Habib. "UNVEILING CULTURAL DIFFERENTIALISM IN PAKISTANI ENGLISH FICTION: A SOCIOLINGUISTIC STUDY OF BAPSI SIDHWA’S ICE-CANDY MAN." Pakistan Journal of Social Research 04, no. 04 (December 31, 2022): 209–15. http://dx.doi.org/10.52567/pjsr.v4i04.804.

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This paper aims to explore cultural differentialism in Bapsi Sidhwa’s Ice-Candy Man (1988). In the novel, during the pre-partition days, Indian multicultural society is depicted as tolerant and peaceful, because the multicultural group of Ayah Shanta, Lenny, Ice-Candy Man, and other minor characters live in harmony and peace. However, the bloody episode of partition unveils the rift of cultural differences in the multicultural group replicating the cultural divergence in the multicultural society of India. For the interpretation of data, qualitative research methodology is employed, and moreover, theoretical framework is based on George Ritzer (2011) and Samuel Huntington’s (1993) views of cultural differentialism. This paper will pinpoint cultural differences of different cultural communities, including Parsees, Hindus, Muslims, and Christians, during pre-partition and post-partition days in united India. This study will also guide researchers to uncover other dimensions of the novel apropos to cultural differentialism. In addition, it will help people of multicultural societies to tolerate cultural differences for promoting peaceful coexistence in today’s globalised world. Keywords: Cultural differentialism, multicultural societies, multicultural group, pre-partition, post-partition, peaceful coexistence.

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10

Byington, Karen, Jerry Fischer, Louisa Walker, and Ellen Freedman. "Evaluating the Effectiveness of a Multicultural Counseling Ethics and Assessment Training." Journal of Applied Rehabilitation Counseling 28, no. 4 (December 1, 1997): 15–19. http://dx.doi.org/10.1891/0047-2220.28.4.15.

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The purpose of this study was to evaluate the effectiveness of a training program designed to enhance the multicultural competence of practicing rehabilitation counselors in the areas of ethical and assessment issues. To assess these areas, the Multicultural Counseling Ethics and Assessment Competency Scale (MCEACS) was developed as a part of the study. The MCEACS in its final form was a 17-item scale that demonstrated high internal consistency with a Cronbach's alpha of .92. Furthermore, it demonstrated a moderate relationship with the Multicultural Awareness, Knowledge, and Skills Survey (MAKSS) and was sensitive to counselor change as a pre- and post-test measure. Results of the evaluation of the multicultural training program indicated consistent positive changes from pre- to post-tests. It is evident that even a brief training can have a measurable effect on rehabilitation counselors' multicultural awareness, knowledge, and skills.

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11

Widaningtyas, Adoniati Meyria, and Natri Sutanti. "Multicultural counseling: The strategy of social fasilitator of post-conflict education and psychosocial guidance in multicultural society." ProGCouns: Journal of Professionals in Guidance and Counseling 3, no. 1 (May 31, 2022): 40–49. http://dx.doi.org/10.21831/progcouns.v3i1.49182.

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Unfortunately, multicultural problems manifested in patterns of thought, attitude, and behavior of intolerance are still seen in many societies over the past decade. It started to become common that certain groups attacked other ethnic and racial groups thereby causing conflict. This might be due to the handling of cases that are not ideal and appropriate, situations of intolerance, and social conflicts that have a wide impact, including causing psychological problems such as anxiety, hatred, violence, or depression. This study aimed to critically examine psychological coping strategies carried out in various countries to assist post-conflict victims with trauma, especially in multicultural societies. This study used an integrative review approach to analyze nine selected articles about psychological strategy and social education for post-conflict settings from 2010 to 2021 by reputable journals or publications. The results showed that the post-conflict victim handling strategy in various countries is carried out using psychosocial approaches and counseling/narrative therapy which are considered the most effective to help victims with trauma. Multicultural skills are an important part of post-conflict psychological handling, and hence is recommended multicultural counseling as a post-conflict psychological treatment and social education model is widely applied by societies with a high level of diversity.

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12

Gunew. "Hsu-Ming Teo's Post-Multicultural Affective Improvisations on Love." Antipodes 33, no. 2 (2019): 378. http://dx.doi.org/10.13110/antipodes.33.2.0378.

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13

Gunew, Sneja. "Hsu-Ming Teo's Post-Multicultural Affective Improvisations on Love." Antipodes 33, no. 2 (2019): 378–92. http://dx.doi.org/10.1353/apo.2019.0051.

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14

Suastika, Nengah I., Kadek I. Suartama, Dewa Bagus Sanjaya, and Ketut Sedana Arta. "Application of multicultural-based learning model syntax of social studies learning." Cypriot Journal of Educational Sciences 16, no. 4 (August 31, 2021): 1660–79. http://dx.doi.org/10.18844/cjes.v16i4.6030.

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Abstract This study analyses the differences in knowledge, attitudes and multicultural skills of primary school students divided into two learning models, namely a multicultural-based learning model and a student team achievement division (STAD). This study used a quasi-experiment with two control classes and two experimental classes which were determined through random sampling. Prior to being randomised, an equivalence test was carried out to ensure all classes were equal. The experiment used was a post-test-only control group design with multicultural knowledge test instruments, multicultural attitude inventories and observation guidelines of multicultural skills. The results show that the multicultural knowledge, attitudes and skills of students who took multicultural-based learning model syntax were better than students who took the STAD type of cooperative learning model. The mean score of multicultural knowledge, multicultural attitudes and multicultural skills were 25.60, 147.95 and 121.05, respectively. Meanwhile, students who took the STAD learning model showed the mean score of multicultural knowledge, multicultural attitudes and multicultural skills were 22.88, 128.08 and 114.27, respectively. The syntax of a local genius-based learning model is easier for teachers and students to understand the learning steps. This makes learning more challenging, fun, values-based and meaningful for students’ real lives. Keywords: Model syntax, multicultural, knowledge, attitude, skill.

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15

Lee, Sang-Mi, and You-Me Lee. "The Effect of Parent Education Program for Bilingual Education of Children on the Bilingual Teaching Efficacy and Bicultural Competence of Parents in Chinese Multicultural Families." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 20 (October 31, 2022): 845–62. http://dx.doi.org/10.22251/jlcci.2022.22.20.845.

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Objectives The purpose of this study was to examine the effect of parent education programs for bilingual education of children on the bilingual teaching efficacy and bicultural competence of parents in Chinese multicultural family. Methods For the foregoing, this study selected 13 mothers in Chinese multicultural families living in Seoul⋅Gyeonggi as a single research group, and conducted a program composed of mind opening-understanding of subject-case exploration-discussion(practice)-finish for 10 times. To examine the effect of parent education programs for bilingual education of children, this study conducted a survey on the bilingual teaching efficacy and bicultural competence before, immediately after and 6 weeks after the program, and measured difference between scores of pre-post and post-follow-up test through the Wilcoxon Signed Ranks Test. Results First, parents in Chinese multicultural families who participated in parent education programs for bilingual education of children showed a significant difference in pre-post test (Z=-3.30, p<.01), whereas no significant difference was shown in the post-follow-up test (Z=-1.922, p>.05). Second, participants showed a significant difference in the pre-post test of bicultural competence (Z=-2.92, p<.01), but no significant difference was shown in the post-follow-up test (Z=-.045, p>.05). Conclusions Parents in Chinese multicultural families who participated in this study experienced significant improvement in bilingual teaching efficacy and bicultural competence after participating in parent education programs for bilingual education of children, and this study confirmed that improved bilingual teaching efficacy and bicultural competence was maintained continuously for a certain period of time 6 weeks after the program was finished.

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16

Maree, J. G., and E. M. Sedibe. "Multicultural Guidance and Counselling in Post-Apartheid South African Education." Education and Society 15, no. 1 (January 1, 1997): 59–68. http://dx.doi.org/10.7459/es/15.1.06.

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17

LEE, S. "3.11 go no Tabunka Kazoku [The Post-3.11 Multicultural Family]." Social Science Japan Journal 17, no. 1 (January 1, 2014): 113–18. http://dx.doi.org/10.1093/ssjj/jyt039.

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18

Sowa-Behtane, Ewa. "Stowarzyszenie Rodzin Wielokulturowych – organizacja pozarządowa reprezentująca interesy osób odmiennych kulturowo." Kultura-Społeczeństwo-Edukacja 13, no. 1 (June 15, 2018): 117–26. http://dx.doi.org/10.14746/kse.2018.13.9.

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The article attempts to shows that in the era of post-modernity, the ethnically, racially, religiously, culturally ornationally mixed marriages are more and more frequent phenomenon, contributing to the emergence of new types of cultural identity. The degree of cultural difference determines the number of problems which occur between partners. National, religious, linguistic and cultural differences can affect both positively and negatively functioning multicultural families.The main context of this article is the activity of Multicultural Families Association, which was formed in the aftermath of diagnosis multicultural families living in Krakow. The Association responds to the needs of these families.

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19

Trent, Stanley C., Eugene Pernell, Anne Mungai, and Robert Chimedza. "Using Concept Maps to Measure Conceptual Change in Preservice Teachers Enrolled in a Multicultural Education/ Special Education Course." Remedial and Special Education 19, no. 1 (January 1998): 16–31. http://dx.doi.org/10.1177/074193259801900103.

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Researchers in fields outside of special education have found that concept maps reveal changes in student cognitions as a result of course enrollments and clinical experiences. Hence, we used concept maps to trace conceptual change in preservice teachers enrolled in an introductory multicultural/special education course at Michigan State University (MSU). We analyzed pre- and post-concept maps, explanatory paragraphs, and comparative essays of 30 randomly selected undergraduate students enrolled in the course. Results revealed significant quantitative and qualitative differences between pre- and post-measures. We present these results in detail and outline implications for research and teaching in the area of multicultural teacher education in special education.

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20

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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21

Day‐Hookoomsing, Patricia N. "Leadership training for improved quality in a post‐colonial, multicultural society." International Journal of Sociology and Social Policy 20, no. 8 (September 2000): 23–32. http://dx.doi.org/10.1108/01443330010789025.

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22

Fendt, Gene. "Hippias Major, Version 1.0: Software for Post-Colonial, Multicultural Technology Systems." Journal of Philosophy of Education 37, no. 1 (February 2003): 89–99. http://dx.doi.org/10.1111/1467-9752.3701006.

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23

Caudwell, Jayne, Jaeyeon Choe, Janet E. Dickinson, Natalia Lavrushkina, and Rosie Littlejohns. "‘Multicultural lunches’: sharing food in post-Brexit south coast of England." Annals of Leisure Research 23, no. 4 (January 17, 2019): 544–61. http://dx.doi.org/10.1080/11745398.2019.1568892.

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24

Gunew, Sneja. "The dilemmas of a multicultural nomad caught up in (post)colonialism." Postcolonial Studies 1, no. 3 (November 1998): 321–31. http://dx.doi.org/10.1080/13688799889996.

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25

Dahles, Heidi, and Merel Bruckwilder. "A Multicultural Joint Venture Under the Post-Developmental State in Singapore." Asia Pacific Business Review 11, no. 4 (December 2005): 501–18. http://dx.doi.org/10.1080/13602380500135786.

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26

Lung-Amam, Willow, Stacy Anne Harwood, Gerardo Francisco Sandoval, and Siddhartha Sen. "Teaching Equity and Advocacy Planning in a Multicultural “Post-racial” World." Journal of Planning Education and Research 35, no. 3 (May 14, 2015): 337–42. http://dx.doi.org/10.1177/0739456x15580025.

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27

Zakzanis, K. K., and E. Yeung. "Base Rates of Post-concussive Symptoms in a Nonconcussed Multicultural Sample." Archives of Clinical Neuropsychology 26, no. 5 (June 4, 2011): 461–65. http://dx.doi.org/10.1093/arclin/acr021.

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28

Xu, Yaoying, Chenfang Hao, and Mary Ellen Huennekens. "Effects of a multicultural perspectives course on teacher candidates’ intercultural competence." Journal for Multicultural Education 10, no. 1 (April 11, 2016): 72–86. http://dx.doi.org/10.1108/jme-07-2015-0025.

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Анотація:

Purpose The purpose of this study was to investigate the intercultural competence of pre-service special education teacher candidates through the contents of a graduate-level multicultural perspectives course. Design/methodology/approach This study used a graduate-level multicultural perspectives course to examine the intercultural competence of special education teacher candidates. A paired-samples t-test of significance was performed to investigate the pre- and post-growth of participants’s cultural sensitivity using the intercultural development inventory (IDI). Findings Participants’ intercultural sensitivity mean score suggested that their intercultural competence needs to be improved. The results showed no significant difference in the overall mean developmental scores between pre- and post-tests. However, significant differences were found between the pre- and post-test scores in perceived orientation and acceptance cluster. Originality/value A significantly higher perceived score was identified suggesting that participants might overestimate their level of intercultural sensitivity. Different from the existing literature, this study suggested that gender and education level were significant predictors of post-test developmental scores.

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29

Matuszak, Alla F., Olga Yu Pavlova, Alexandra V. Zyryanova, Elizaveta V. Kalugina, Vera G. Ulyanova, and Yulia A. Akhkamova. "Training future teachers to work in a multicultural environment." Perspectives of Science and Education 52, no. 4 (September 1, 2021): 132–46. http://dx.doi.org/10.32744/pse.2021.4.9.

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The multicultural nature of the environment in which the modern educational process is carried out imposes on the teacher the obligation to be able to work with children of different ethnic groups, different beliefs, from different cultures. Since, in practice, most novice teachers are not ready for effective activity in a multicultural environment, the purpose of the research was to study training pedagogical students to work in a multicultural environment. In the research the following methods were used: analysis of pedagogical literature on the issue; pedagogical experiment (the one group pretest-post-test design); diagnostic techniques, including interviewing pedagogical undergraduate students, ranking of activities to train to work in a multicultural environment. The experiment involved junior students (I-II year) and senior students (IV-V year) of the South Ural State Humanitarian Pedagogical University, studying in the direction of “Pedagogical education (with two training profiles)”, where the second profile is English (84 respondents). After the pedagogical experiment, self-assessment of students' readiness to work in a multicultural environment improved: at the final stage of the experiment, on the basis of the sign test (G-criterion) at a significance level of 0.01, statistically significant differences were revealed between the pre-experimental and post-experimental values of self-esteem. The obtained empirical value of the criterion, equal to 7 (Gemp = 7), is less than the critical one (Gctit = 19), which indicates the transition of the group to a higher level of readiness to work in a multicultural environment. The preferences of the types of activity during the experiment changed: before the experiment, students chose the activity-based component of training, after the experiment they preferred information-based component. The results indicate that in order to train pedagogical students to work in a multicultural environment, a complex of activities, including both information-based and activity-based components of education, is to be applied. It was concluded that special attention should be paid to the study of the cultures of countries from which a vast number of migrants came to Russia, as well as to elements of conflictological education. The applied part of teacher training should include school-based experience in teaching classes with multicultural students.

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30

Nugraha, Yudhi Purwa, Anastasia Hariyati, and Fitri Uswatun Khasanah. "The Optimizing of Counselor Competence for Multicultural Counseling." Social, Humanities, and Educational Studies (SHEs): Conference Series 2, no. 2 (December 31, 2019): 56. http://dx.doi.org/10.20961/shes.v2i2.38546.

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Indonesia has a variety of cultures. Each culture has special characteristics. Special characteristics of each culture can cause obstacles to the individual. Experiences by students who come from different cultures. Students from different cultures show language barriers, academic barriers, barriers in values and norms, and experience racism. Educators’ low multicultural competence also influence it. The objective of this article is to prepare school counselors for provide multicultural services based data needs of students through the exploration of feelings, competencies, enthusiasm, opportunities and goals to develop multicultural service programs in a programmed, systematic, integrated, and sustainable manner, expected to be able to help develop students' competencies optimally. The next objective is to analyze the implementation of multicultural counseling with an eclectic approach based on data exploration of the students’ potential. The assistance provided by the counselor is based on techniques Psychodynamic, Existential-Humanistic, Cognitive Behavioral Therapy, Post-Modern approaches.

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31

Altybassarova, М. А., and G. М. Кappasova. "POLITICAL COMMUNICATION IN A MULTICULTURAL SOCIETY (ON THE EXAMPLE OF KAZAKHSTAN)." BULLETIN Series of Sociological and Political sciences 75, no. 3 (September 15, 2021): 34–39. http://dx.doi.org/10.51889/2021-3.1728-8940.05.

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Анотація:

Currently, research in the field of political communication in a multicultural society has intensified in the Republic of Kazakhstan, the Russian Federation and other CIS countries. The study of the socio-political and cultural foundations of political communication in the post-Soviet space, through the prism of the peculiarities of the political system of the Republic of Kazakhstan, is an important step for predicting the further development of political communication in a multicultural society. Reforms in this area require a detailed study of this problem in a multicultural society. In the modern conditions, some trends in political communication in multicultural pluralism are decisive. At the same time, it consists in the transformation of digital messages. People often cant adequately navigate modern political technologies. A large flow of information is regularly covered in the mass media. Another trend of political communication in a multicultural society is the complete subordination of the available information to the ideological plan. The republican mass media for the development of political communication in a multicultural society are characterized by the following features: the creation of creative publications, social movements, the strengthening of a civilized civil society, the exclusion of unfair PR technologies in pre-election political campaigns.

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Indah Firdausi, Melisa, Hapidin Hapidin, and Tuti Tarwiyah. "PENGEMBANGAN MEDIA PERMAINAN MONAYA UNTUK MENINGKATKAN PEMAHAMAN MULTIKULTURAL ANAK USIA 7-8 TAHUN." Didaktik : Jurnal Ilmiah PGSD STKIP Subang 4, no. 2 (December 30, 2018): 303–15. http://dx.doi.org/10.36989/didaktik.v4i2.77.

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The purpose of this study is to improve the multicultural understanding of children aged 7-8 years through the MONAYA game media. MONAYA's game media is a game of Cultural Monopoly which has content of cultural or multicultural diversity and has printed on large banners and makes children as pawns using dice and supporting cards of large size so as to attract children's interest in teaching and learning activities and become wrong an alternative learning media. This study uses ADDIE (Analyze, Design, Develop, Implement, Evaluate) methods and has been tested through one-on-one trials), small group trials and field group trials and has been validated by early childhood education experts, media experts and multicultural experts. There is an increase in the results of very high child pre-test and post-test and enthusiastic activities which indicate that the MONAYA game media is suitable to be used to increase multicultural understanding of children aged 7-8 years

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33

Patel, Leena, Anna McTurk, and Marilisa Scognamiglio. "Exploring the effects of a multicultural literature intervention on children’s creative writing skills." Educational Psychology in Scotland 22, no. 1 (2022): 68–74. http://dx.doi.org/10.53841/bpsepis.2022.22.1.68.

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Multicultural literature can be used as a pedagogical tool to promote the voices of marginalised communities (Yokota, 2001). At present, most of the research on multicultural literature focuses on studies which are based in America. To address this research gap, this study aimed to explore the effects of one Scottish primary school’s bespoke multicultural literature intervention by analysing stakeholders ‘perspectives on pupils’ creative writing skills post-intervention. Four focus groups were conducted with: the senior management team, class teachers, P7 pupils, and the authors/illustrators who participated in the intervention. Through thematic analysis (Braun & Clarke, 2006), two overarching themes were identified: Developing Critical Awareness and Promoting Culturally Diverse Stories. The findings suggested that the intervention helped to: develop pupils ‘critical awareness skills; enrich pupils’ creative writing skills; and normalise multiculturalism. From a Scottish context, these findings illustrate how the multicultural literature intervention appeared to have a positive effect on P7 pupils.

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Renganathan, Sumathi, and Inge Kral. "Exploring language and education policies for the indigenous minorities in Australia and Malaysia." International Journal of Multicultural Education 20, no. 1 (February 28, 2018): 138. http://dx.doi.org/10.18251/ijme.v20i1.1530.

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This paper examines the implication of language and education policies for the indigenous minority populations in two contrasting multicultural and multilingual post-colonial nations, Australia and Malaysia. By comparing and contrasting ethnolinguistic and educational policies in these two diverse nations, this paper explores how indigenous minorities have been positioned within each nation’s quest for meeting the challenges of becoming multilingual and multicultural nations. The authors argue that although both countries promote multicultural ideals, they fall short in their acknowledgement of the dignity of difference for their indigenous communities. Thus, the authors assert that educational and language policies for indigenous peoples must acknowledge the importance of difference and therefore include indigenous cultural ways of knowing, being and doing to achieve successful educational outcomes.

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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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Fairchild, Sherry R., Vijayan K. Pillai, and Carolyn Noble. "The impact of a social work study abroad program in Australia on multicultural learning." International Social Work 49, no. 3 (May 2006): 390–401. http://dx.doi.org/10.1177/0020872806063413.

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English Internationalizing the US social work curriculum with programs of study abroad is an effective method to develop students’ awareness of the importance of global interdependence and increase multicultural knowledge. Results from the Multicultural Awareness/Knowledge/Skill Survey and pre-post focus groups indicate the merits of a US-Australian social work program of study abroad for master’s-level social work students. French Internationaliser le curriculum américain en travail social par le biais de programmes d'études à l'étranger est un moyen efficace pour prendre conscience de l'importance de l'interdépendance globale et pour hausser nos connaissances multiculturelles. Les résultats du sondage sur les degrés de conscience, de connaissances et d'habiletés multiculturelles ainsi que les résultats des entrevues en 'focus groups' pré et post expérience, révèlent les mérites d'un programme d'étude de maítrise à l'étranger en travail social dans un échange entre les Ütats-Unis et l'Australie. Spanish Una manera eficaz de desarrollar el sentido de interdependencia global y aumentar el conocimiento de asuntos multiculturales es a través de planes de estudio que incorporen temas internacionales y con programas en países fuera del propio. Los resultados de la encuesta Conciencia Multicultural/Conocimiento/Destrezas, y los grupos de pre y post focus señalan los méritos que tienen en este sentido los programas internacionales de master's de trabajo social entre EE.UU. y Australia.

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Mashuri, Saepudin. "INTEGRASI NILAI MULTIKULTURAL DALAM PEMBELAJARAN PENDIDIKAN AGAMA ISLAM DI DAERAH PASCA KONFLIK." PENDIDIKAN MULTIKULTURAL 5, no. 1 (February 26, 2021): 79. http://dx.doi.org/10.33474/multikultural.v5i1.10321.

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Artikel ini berkenaan dengan integrasi nilai multikultural dalam pembelajaran PAI di sekolah dengan setting sosial masyarakat Poso pasca konflik yang sedang membangun perdamaian. Penelitian ini bertujuan untuk mengungkapkan proses integrasi nilai multikultural dalam pembelajaran PAI di SMKN 1 dan SMAN 3 Poso, Sulawesi Tengah. Penelitian ini menggunakan pendekatan kualitatif dengan studi multisitus di dua sekolah yang memiliki karakteristik umum yang sama. Teknik pengumpulan data, yaitu: wawancara mendalam, observasi partisipan dan studi dokumentasi. Analisis data dilakukan dengan metode komparatif konstan untuk menemukan persamaan, perbedaan dan hubungan temuan penelitian di kedua situs. Hasil penelitian ini menunjukkan bahwa nilai multikultural yang diintegrasikan di kedua sekolah adalah kontekstual dengan realitas keragaman peserta didik, masyarakat dan upaya membangun perdamaian di sekolah dan daerah Poso pasca konflik. Kemudian, nilai multikultural yang diitegrasikan bersifat universal yang mencakup: saling memaafkan, kasih sayang, saling menghormati, kepedulian, toleransi, kebersamaan dan perdamaian. Proses integrasi nilai multikultural dilakukan melalui empat pendekatan, yaitu: formal-tekstual, sosial-kontekstual, kontributif-kultural dan aditif-tematik dengan empat bentuk integrasi, meliputi: normatif, interpersonal, sosial dan budaya lokal.Kata Kunci: Integrasi, Nilai Multikultural, Pembelajaran PAI, Perdamaian, Sekolah Pasca Konflik This paper deals with multicultural values integration in Islamic education learning takes place on the social setting of post-conflict schools and society who are building peace. The purpose of this study is to reveal the process of multicultural values integration in Islamic education learning at di SMKN 1 dan SMAN 3 Poso, Central Sulawesi. The study is a qualitative approach with multi-sites study in two schools with same general characteristics. The data collection techniques are: in-depth interview, partisipant observation, and document study. Analysis was carried out by comparative constant analysis to find smillarities, difference, and correlation of the results of the research in two schools. The results of the study indicate that integration of multicultural values in Islamic education learning in both schools are contextual with the reality of students diversity, society and effort to build peace in the post - conflict schools and Poso area. Then, the integrated of multicultural values is universal. The values are forgiveness, compassion, mutual respect, care, tolerance, togetherness, and peace. The process of multicultural values integration in Islamic education learning in both schools has been performed through four approaches. The approaches consist of: formal-textual, social-contextual, contributive-cultural, and additive-thematic. While its forms of the integration include: normative, interpersonal, social, and local culture.Key Words: Integration, Multicultural Values, Islamic Educatin Leaning, Peace, Post-Conflict Schools

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Parker, Jerry. "Multicultural Education as a Framework for Educating English Language Learners." International Journal of Multidisciplinary Perspectives in Higher Education 4, no. 1 (December 26, 2019): 22–35. http://dx.doi.org/10.32674/jimphe.v4i1.1404.

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This article discusses the value of multicultural education as a framework for guiding the teaching and learning process in post-secondary education. The focus centers on English Language Learners in the United States throughout all disciplines. An analysis of the five dimensions of Critical Multicultural Education (Banks, 2019) is given along with further commentary on key areas of focus to best guide both English Language Learners and native-born students to a better understanding of the course content and each other. The ideas from this article serve as a starting place for faculty members and higher education administrators from all over the world and across disciplines who seek to re-conceptualize their classrooms and/or the college or university experience to accommodate the ever-diversifying population of students via research in multicultural education.

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Leal Zabala, José Uriel. "Rehumanización ancestral nativo-mestiza: una tejedura convivencial multicultural post-conflicto para Colombia." Entornos 30, no. 2 (November 30, 2017): 207–10. http://dx.doi.org/10.25054/01247905.1648.

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SEILER, TAMARA PALMER. "Multi-Vocality and National Literature: Toward a Post-Colonial and Multicultural Aesthetic." Journal of Canadian Studies 31, no. 3 (August 1996): 148–65. http://dx.doi.org/10.3138/jcs.31.3.148.

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GUNN, SIMON, and COLIN HYDE. "Post-Industrial Place, Multicultural Space: The Transformation of Leicester,c.1970–1990." International Journal of Regional and Local History 8, no. 2 (November 2013): 94–111. http://dx.doi.org/10.1179/2051453013z.0000000008.

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Marshall, Patricia L. "Multicultural Education in a Post-Race Political Age: Our Movement at Risk?" Multicultural Perspectives 11, no. 4 (December 14, 2009): 188–93. http://dx.doi.org/10.1080/15210960903445863.

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Reid, Cameron, and Rachel Nash. "Microliteracy and the Discourse of Canadian Multiculturalism." Ethnologies 26, no. 1 (August 11, 2006): 35–60. http://dx.doi.org/10.7202/013340ar.

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Abstract This article outlines the chaotic proliferation of multicultural micro-literacies over the decades since the Canadian government first brought the concept of multiculturalism to the national stage in the mid-1960s. The authors define multicultural literacy in terms of patterned and sustained orientations to multiculturalism discourse — orientations that manifest themselves by way of recurrent social and textual practices. In the years prior to 1988 and the official enactment of multiculturalism in Canada, the discourse lent itself to naïve and largely optimistic renderings in a phase of literacy development described in the essay as protoliteracy. Subsequent efforts by the Canadian government to mute the discourse, even as it made multiculturalism into official policy, cleared the way for a post-literate multiplication of multicultural literacies in this country, which severely fragmented and undermined the discourse in the process.

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Nursyamsi, Pirman. "Segregasi Sosial Pasca Pemilu 2019 dan Pentingnya Pendidikan Multikultural Islami." Tsamratul Fikri | Jurnal Studi Islam 14, no. 1 (June 13, 2020): 89. http://dx.doi.org/10.36667/tf.v14i1.382.

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The following research aims to describe the following matters: (1) Post 2019 Election Social Segregation in SMK Bakti Karya Parigi (2) The Importance of Multicultural Education in SMK Bakti Karya Parigi. The method used in this research is qualitative descriptive method. The data collection technique is by way of observation, interview, documentation study, and literature study. Furthermore, the research phase consists of pre-field stage, field stage and analysis phase and data interpretation. From the results of the study it was found that: (1) Post-2019 Social Segregation in the SMK Bakti Karya Parigi environment both in the school environment and in the dormitory environment has never happened, because all students, teachers and the local community tend to be accustomed to differences of opinion from any aspect, they seemed accustomed to the diversity and harmony that existed and seemed unconcerned by the heat of the country's democratic space that occurred after the 2019 elections, but they continued to work together in giving their voting rights in the 2019 elections. (2). SMK Bakti Karya Parigi as one of the pioneers of multicultural education in Indonesia has given a good example to the community to be able to respect and respect each other's differences so that people will not be easily provoked and manipulated by people who want to divide the unity and integrity of the people. Multicultural education for the community is very important because from the multicultural education the community will be able to understand differences, both in terms of religion, social, and culture.

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Couture, Valerie. "Enhancing Multicultural Awareness: Understanding the Effect of Community Immersion Assignments in An Online Counseling Skills Course." International Journal of Higher Education 10, no. 5 (May 20, 2021): 201. http://dx.doi.org/10.5430/ijhe.v10n5p201.

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Counselor education programs provide counselors-in-training (CITs) with courses focused on counseling skill development to increase the CITs’ interpersonal counseling abilities and increase multicultural awareness. The research study presents findings from the author’s exploration of online students’ experiences in an experiential community immersion assignment. For analysis, the data was divided into three timeframes: (a) pre-experience, (b) active-experience, and (c) post-experience. In the pre-experience timeframe two themes emerged: (a) overwhelming nervousness and (b) judgmental thoughts. In the active-experience timeframe two themes emerged: (a) welcoming environment and (b) normalization of the minority population. During the post-experience reflections three common themes emerged: (a) similarities between groups, (b) motivation to create relationships, and (c) increased empathy. The study concluded the participants reported an overall increase in multicultural awareness through their community immersion experiences.

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Plets, Gertjan. "Post-Soviet Heritages in the Making." International Journal for History, Culture and Modernity 7, no. 1 (November 2, 2019): 1080–88. http://dx.doi.org/10.18352/hcm.600.

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Despite the growing interest in post-Soviet space (the countries formerly located in the Soviet Union or its sphere of influence) in the field of memory studies, researchers have only just begun to the study how ‘things and practices’ from the past are mobilized, institutionalized and repackaged in this particular part of the world. This special collection explores how heritage is being made in a highly diverse and multicultural space where Soviet modernist conceptions of culture and identity interact with local deeply rooted attitudes as well as post-Soviet economic and political challenges.

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FATIMA, Mobassera Jahan. "Essays on Secularism and Multiculturalism." Turkish Journal of Diaspora Studies 1, no. 2 (September 30, 2021): 168–72. http://dx.doi.org/10.52241/tjds.2021.0031.

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Since the post-war period, the Western European demand for labor and shifts in populace flows in the post-colonial era have created a multicultural challenge for secularism, which has been an earnest political issue for a long time (p. 165). In recent years, several debates on multiculturalism and the viability of the multiculturalist approach have been ongoing, particularly in Western Europe (p. 97).

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Pratiwi, Ika Ari, Siti Masfuah, and Wawan Shokib Rondli. "Pendidikan Multikultural Berbantuan Metode Pictorial Riddle Untuk Meningkatkan Karakter Kreatif dan Bersahabat Siswa Kelas 3 Sekolah Dasar." Scholaria: Jurnal Pendidikan dan Kebudayaan 8, no. 2 (May 4, 2018): 109–19. http://dx.doi.org/10.24246/j.js.2018.v8.i2.p109-119.

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The differences in social, religious, and cultural status make an impact on social attitudes, the cooperative systems, and how to make friends in school. Efforts to harmonize and unify the diversity of students in schools today is integrated with multicultural education. The purpose of this research is to describe the effectiveness of multicultural education implementation with the help of pictorial riddle method to increase the value of creativity, and friendly/communicative character. In this research, the application of multicultural education is carried out in thematic integrated learning of social and natural science in grade 3 semester 2. The quasi experiment design with control group used pre-test and post-test. The result showed that multicultural education, aided with pictorial riddle method increased the value of creative and friendly/communicative character. The creative character in the experimental class increased significantly from the pretest score of 69 to 85 in the posttest, with the gain of 0.53 in the medium criterion. The increase of friendly/communicative value in the pretest experimental class was 70, increased to 80 at posttest, with the gain of 0,31 in medium criterion.

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Rosati, Massimo. "Post-secular society, transnational religious civilizations and legal pluralism." Philosophy & Social Criticism 36, no. 3-4 (March 2010): 413–23. http://dx.doi.org/10.1177/0191453709358845.

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Taking for granted a radical criticism of the universalistic value of a post-Protestant understanding of religion and of the nexus between political democracy and secularization, the article aims first at framing the perspective of multicultural jurisdictions within contemporary processes of change of religious pluralism on a transnational scale; secondly at framing that perspective within the intellectual tradition of legal pluralism; and finally at inquiring into the compatibility of the new conceptual constellation ‘post-secular society plus legal pluralism’ with a liberal frame.

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Ilunina, Anna Aleksandrovna. "Multicultural and Post-Colonial Problematics in the Novel “American Gods” by Neil Gaiman." Filologičeskie nauki. Voprosy teorii i praktiki, no. 4 (April 2021): 1032–36. http://dx.doi.org/10.30853/phil210154.

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