Exploring the Dimensions of Multicultural Education and its Implication in Teaching Learning

Sherpa, Dawa

doi:10.3126/ire.v4i1.25708

Cited by 9 publications

(9 citation statements)

References 3 publications

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“…The economic downturn's exacerbation of these challenges further highlights the need for comprehensive strategies addressing both the immediate and long-term welfare of children separated from their families (Jones et al, 2012). Multicultural education better helps to ensure children (Sherpa, 2019). Promoting inclusive classroom is a way to solve these problems (Acharya, 2020).…”

Section: Discussionmentioning

confidence: 99%

Rights and Safeguarding of Children: A Qualitative Investigation in Arghakhanchi

Acharya

2023

Orchid Acad. Siraha

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In Nepal, there are many intricate issues surrounding child abuse and neglect, especially in rural areas. The objective of this research is to give a thorough knowledge of these problems that goes beyond simple information. The study uses a qualitative methodology and was carried out in Arghakhanchi. It involved two focus group discussions (FGDs) and five one-on-one interviews. The study, which takes a rights-based methodology, identifies inadequacies in child protection and takes into account the intersectionality of gender and poverty in rural Nepal. Qualitative information was analyzed by making themes, sub-themes, and categories. The study looks into a number of pieces of information that affect children's rights, including cultural norms, socioeconomic situations, and the efficiency of safety. The content that has been identified is financial resources, social values and beliefs, family dynamics, and service structures. It is found that dysfunctional homes, early pregnancy, school dropouts, exploitation, homelessness, child labor, and physical and emotional abuse are the hindrances to child rights. The findings placed a strong emphasis on community-based insight that can play a major role in defending children's rights. The ramifications go beyond guiding policy and community-based initiatives, with the goal of enhancing the general welfare of children in comparable rural environments in Nepal.

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Section: Discussionmentioning

confidence: 99%

Rights and Safeguarding of Children: A Qualitative Investigation in Arghakhanchi

Acharya

2023

Orchid Acad. Siraha

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“…Multicultural skills include the "capability to empathize and genuinely connect with individuals who are culturally different from themselves (…) ability to gain the trust and respect of individuals who are culturally different from themselves" (Pope & Reynolds, 1997, p. 271). Furthermore according to Sherpa (2019), "Teaching and learning materials must be diverse and critically examined for bias. Variety of instructional materials, (...) and learning content must be presented from a variety of perspectives in order to be fit not only that of majority groups but also minority and disadvantaged groups of learners."…”

Section: Multicultural Competence and Its Dimensionsmentioning

confidence: 99%

Multicultural Competence Scale for Prospective Teachers: Development, Validation and Measurement Invariance

Erdem¹

2020

EJER

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This study reports on the development, validation and measurement invariance of the Multicultural Competency Scale (MCS) for preservice teachers. Research Methods: Data from 640 pre-service teachers were collected for two studies. After data screening procedures 628 responses were left. The data were divided into two sets for exploratory factor (n1=314) and confirmatory factor analysis (n2=314) using a random split half method in SPSS. Findings: According to the results of the exploratory factor analysis, a 14-item, three-factor solution came out: awareness, skill and knowledge. Awareness

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“…The goal of multicultural education is considered to provide equal educational opportunities for all races, nations and groups of different cultures (Banks, 2008). Multicultural education respects each individual, his/her culture and creates a healthy environment in the classroom among the students (Sherpa, 2019).…”

Section: Respect Of Multicultural Educationmentioning

confidence: 99%

Diversity Management in Classroom: Exploration of Teacher's Role

Sherpa¹

2020

Patan Pragya

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Nepal is a country of diversity in terms of ideological, cultural, religious, caste, geographical and sexual orientation, ethnicity, class and language. Diversity is not merely a problem, it is an opportunity for exploring creativity of individuals who have cultural, racial, and ethnic differences. In this context, this study aims to explore the role of teacher in diversity management in the classroom. I chose purposive sampling to identify the participant for my study. Headteacher, teacher and the students are the participant in my study. Multicultural education, Fair treatment and respect of differences are key for living diversity. Differences of the individuals need to addressed inside and outside the classroom. Diversity is the property of the school from which teacher and students learn different idea information and knowledge form the diversified students in his school. Diversity need to celebrate in the school in the different functions.

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Exploring the Dimensions of Multicultural Education and its Implication in Teaching Learning

Cited by 9 publications

References 3 publications

Rights and Safeguarding of Children: A Qualitative Investigation in Arghakhanchi

Rights and Safeguarding of Children: A Qualitative Investigation in Arghakhanchi

Multicultural Competence Scale for Prospective Teachers: Development, Validation and Measurement Invariance

Diversity Management in Classroom: Exploration of Teacher's Role

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