Dialogic Multicultural Education Theory and Praxis: Dialogue and the Problems of Multicultural Education in a Pluralistic Society

Abstract

The purpose of this theoretical article is to highlight the role that dialogic pedagogy can play in critical multicultural education for pre-service teachers. The article starts by discussing the problematic that critical multicultural education poses in a democratic society that claims freedom of speech and freedom of expression as a basic tenet of democracy. Through investigating research findings in the field of critical multicultural education in higher education, the author argues that many of the educational approaches-including the ones that claim dialogue to be their main instructional tool- could be described as undemocratic, and thus have done more harm than good for the multicultural objectives. On the other hand, the author argues that dialogic pedagogy could be a better approach for critical multicultural education as it promises many opportunities for learning that do not violate the students’ rights of freedom of expression and freedom of association. Throughout this paper, the author tries to clarify the difference between dialogic pedagogy and other conceptualizations of dialogue in critical multicultural education arguing for the better suitability of dialogic pedagogy for providing a safer learning environment that encompasses differing and at times conflicting voices.

Strategi Pengembangan Pendidikan Multikultural pada Institusi Pendidikan Islam

“…Sebagai perbandingan, pendidikan multikultural yang berkembang di Negara barat, seperti Amerika Serikat, yaitu proses pendidikan yang menekankan strategi pembelajaran dengan menjadikan latar belakang budaya siswa yang beragam sebagai dasar untuk meningkatkan pembelajaran siswa di kelas dan lingkungan sekolah. Hal ini dilakukan dalam rangka mendukung dan memperluas konsep budaya, perbedaan, persamaan, dan demokrasi dalam aspek kehidupan berbangsa dan bernegara (Elkader, 2015). Penyelenggaraan pendidikan multikultural yang berlangsung di Amerika memposisikan keragaman siswa sebagai faktor penting yang dapat mendukung pelaksanaan dan pengembangan pendidikan multikultural lebih secara luas.…”

The Multicultural Islamic Education Development Strategy on Educational Institutions

“…As a comparison, multicultural education that develops in western countries, such as the United States, is an educational process that emphasizes learning strategy by making the background of students a diverse culture as the basis for improving student learning in the classroom and school environment. This is done in order to support and expand the cultural concepts, differences, similarities, and democracy in the aspects of national and State life (Elkader, 2015). The implementation of multicultural education that takes place in America is positioning the diversity of students as an important factor that can support the implementation and development of multicultural education more broadly.…”

Deep Talk: A Dialogic Instruction Method for Enhancing the Sense of Belonging

“…According to Muhonen et al (2020), the main reasons for the lack of child-initiated discussions are the large group size and the culture of pedagogy in early year's education. More research is needed to investigate the relationships among children, how these relationships could be better developed (Elkader, 2015) and how children could feel more secure in expressing their ideas and personal thoughts, which are referred to by McMillan (1996) as the inner views or inner speech of individuals about their experience.…”