Multicultural Education and Multiliteracies: Exploration and Exposure of Literacy Practices With Preservice Teachers

Abstract

This quasi-experimental, mixed model study explored the use of an instructional approach that provided direct instruction and experiences in multicultural education while empowering preservice teachers to examine their perspectives using a hybrid classroom format. The purpose of the study was to explore preservice teachers' attitudes and dispositions toward the integration of multicultural education and multiliteracies to promote literacy among struggling readers. For the purposes of this study, we defined multicultural education as a field of study and an emerging discipline whose major aim is to create educational opportunities for all students, including students who are traditionally disenfranchised, to meaningfully and successfully engage in the education process. The study used a convenience sample of preservice teachers enrolled in a graduate-level educational program at a small private university in the Northeast. Results indicate opportunities for the use of an instructional approach that provides direct instruction and experiences in multicultural education while empowering preservice teachers to examine their perspectives in a hybrid classroom environment.The nature of literacy, multicultural education, and the inclusion of the Internet and other communication technologies demands an expanded view of text to include visual, digital, and other multimodal formats (Alvermann,

Incorporating Multicultural Education Using Multiliteracies Practices in the Extensive Reading Class

“…Applying multicultural education also can encourage students to explore different perspectives through blended learning. These findings support integrating multicultural education into multiliteracies practice (O'Byrne & Smith, 2015).…”

The Argumentative Writing Skill with Multicultural Awareness in Indonesian Language for Foreign Learners

“…The success of this study also reflected in some of the studies that have been conducted by Saddhono (2012Saddhono ( , 2013Saddhono ( , 2014Saddhono ( , and 2015. This study turned out to be in line with the study by researchers in the field of multicultural (Iwai, 2013;Hund, 2012;Gay, 2013;O'Byrne: 2015) who studied in schools and higher education. This study is relevant because BIPA learner can be compared to learning in primary and secondary school level.…”

Integrating Pancasila (Religious-Humanist- Nationalist-Democratic-Caring) Values in Learning at the High School Level

“…This shows that Pancasila can be used as one of the literacy programs to improve students' ability to receive learning materials. Literacy here is one of the characteristics to be able to increase the reading interest of these students [41]. So that with this literacy, Pancasila can be read and developed by students and the young generation of Indonesia.…”