Multiculturalism in the world system: towards a social justice model of inter/multicultural education

Torres, Carlos Alberto; Tarozzi, Massimiliano

doi:10.1080/14767724.2019.1690729

Cited by 32 publications

(27 citation statements)

References 20 publications

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“…At a governance level, this is possible by addressing each of the five core critiques on which recent criticism on integration has focused: normativity; negative objectification of migrants as "other"; an outdated image of society; methodological nationalism; and a narrow focus on migrants in the factors shaping integration processes (Spencer & Charsley, 2021). From the educational field, we believe that education can play a major role in doing this, since diversity is mobile and complex, and thus requires approaches that foster constructive multiculturalism to combine a flexible, mobile, and different idea of cultural identity with a claim for equity and social justice against discrimination and oppression (Torres & Tarozzi, 2020).…”

Section: Discussionmentioning

confidence: 99%

Towards a Common Public Culture? Boundaries to Belonging in Catalonia

Martí

Pàmies

Caravaca

et al. 2022

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The tension between the will to build a collective national identity and the increasing diversity of today’s societies is one of the main challenges facing nation‐states today. Catalan society, being no exception, also faces many challenges as diasporic identities and transnational loyalties proliferate, weakening both citizens’ roots and their need to belong. The present article aims to identify situations and social spaces of discrimination and explicit/implicit racism, existing mechanisms and responses aimed at avoiding and dealing with these situations, and the groups they affect most in Catalan society. Through a participatory research, 23 focus groups were carried out—of between six and 12 participants—in eight territories (Pàmies et al., 2020). Results reveal diverse areas of discrimination, ranging from the violation of civil and political rights to that of economic, social, and cultural rights. The situations described and named by some as examples of micro‐racism complicate the sense of belonging for many citizens, challenging the real possibility of achieving a pluricultural collective identity. Thus, to promote belonging and build a common public culture with which everyone feels identified, as promoted by official speeches, it is necessary to recognize plurality and diversity and promote citizen participation—and representation—in devising public actions, as well as encourage interactions that emphasize all common and shared aspects in a context conditioned by the reactive fragmentation of identity politics.

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Section: Discussionmentioning

confidence: 99%

Towards a Common Public Culture? Boundaries to Belonging in Catalonia

Martí

Pàmies

Caravaca

et al. 2022

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“…Traditionally, the term diversity, that is, differentiating between people and groups, was applied toward appreciation for human differences (Global Diversity Practice, 2021). However, postmodern counseling approaches have recently embraced multicultural approaches inclusive of understanding and appreciating cultural differences, attitude and values, multicultural competence, as well as cultural literacy (Torres & Tarozzi, 2019). Social justice in turn, highlights social, political, and economic inequities that may encumber the academic, personal/social, and career development of not only individuals, but also families and communities at large (Ratts & Wood, 2011).…”

Section: Defining Professional Support By Counselor Education Faculty...mentioning

confidence: 99%

Defining professional support by counselor education faculty of color using critical race theory

Shillingford

Ngazimbi

Patel

2022

Couns Edu & Supervision

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Implementing professional support systems that are beneficial to the professional needs of faculty of color (FOC) have been found to promote positive work environments. Using a Critical Race Theory lens, the results of this qualitative study yielded two important themes related to support for counselor educators of color (a) culturally responsive mentoring and (b) purposeful support toward tenure and promotion. Culturally relevant implications that addresses programs and systems have been provided.

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“…A new, more tolerant paradigm is needed in dealing with cultural pluralism, namely the Multicultural Education paradigm. The Multicultural Education paradigm is important because it can help students to behave and have a tolerant and inclusive view of the reality of a diverse society in terms of culture, ethnicity, race, ethnicity, and religion (Arsal, 2019;Latypova et al, 2021;Torres & Tarozzi, 2020). Multicultural education as an alternative education should be developed and used as a model of education in Indonesia for the following reasons, First, the reality is that Indonesia is a country inhabited by various tribes, nations, ethnic religions, with diverse languages and heterogeneous cultures as well as diverse traditions and civilizations.…”

Section: Multicultural Education Based On Local Cultural Valuesmentioning

confidence: 99%

Teacher's Strategy for Implementing Multiculturalism Education Based on Local Cultural Values and Character Building for Early Childhood Education

Suri¹,

Chandra

2021

J Ethn Cult Stud

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The introduction of multicultural education based on local cultural values and school-level character building in early childhood education is essential so that children can recognize the diversity around them, be it ethnic, ethnic, religious, race, or culture. This field research of early childhood education teachers in Lampung, Indonesia, sought to determine the learning strategies teachers used in implementing multicultural education based on local cultural values and character-building at the level of early childhood education. The study found that teachers in early childhood education used contribution, enrichment, transformation, and problem-based learning strategies. While these four strategies can develop conducive learning conditions that consider students' uniqueness, a teacher needs a clear vision and goals to facilitate multicultural education. Early childhood education must provide knowledge and help develop attitudes and behaviors for all students and school members to foster and implement educational interactions based on multiethnic and multicultural values in the school environment.

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Multiculturalism in the world system: towards a social justice model of inter/multicultural education

Cited by 32 publications

References 20 publications

Towards a Common Public Culture? Boundaries to Belonging in Catalonia

Towards a Common Public Culture? Boundaries to Belonging in Catalonia

Defining professional support by counselor education faculty of color using critical race theory

Teacher's Strategy for Implementing Multiculturalism Education Based on Local Cultural Values and Character Building for Early Childhood Education

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