Rethinking Multicultural Education: Teaching for Racial and Cultural Justice

Jun, Eun Jeong

doi:10.1080/15210960.2016.1191294

Cited by 7 publications

(13 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Many academics argue that while acknowledging and respecting cultural differences in teaching and learning is a worthy goal in and of itself, it is insufficient to change the unequal power structures that exist in society between different cultural groups (Jun, 2016;May & Sleeter, 2010;Nelson & Rogers, 2003;Nieto, 2017;Sleeter, 1996). They criticize many of the pluralistic educational approaches based on these ideals as being excessively liberal, and they dispute their ability to impact confronting inequities among various cultural groups significantly.…”

Section: Literature Reviewmentioning

confidence: 99%

“…This kind of education assists students in analyzing the social institutions that lead to the disparity between the majority and the minority. Social challenges confronting cultural groups are discussed in the classroom, and historical themes are presented from many viewpoints (Jun, 2016;May & Sleeter, 2010). Banks (1993) suggested four distinct approaches to incorporating pluralism material into the curriculum: contribution, additive, transformation, and social action.…”

Section: Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

Development of Pluralism Education in Indonesia: A Qualitative Study

Nurman

Yusriadi

Hamim³

2022

J Ethn Cult Stud

View full text Add to dashboard Cite

This study examines Indonesia's pluralistic education strategy using qualitative research methods, including interviews, observation, and document examination, to collect data. Pluralistic education theory is applied as a theoretical framework. The research sites are three elementary schools in Riau Province, Indonesia, where students from different cultures gather to study. According to the study's findings, existing education policies provide the possibility for minority students to attend public schools. The Ministry of Education and Culture has allowed schools to make policies that reflect the cultural diversity of their students. The findings also show that the curriculum includes references to diverse cultures, that textbooks include lessons that encourage students to live in harmony with individuals from different cultures, and that many schools have created multilingual education programs. A closer examination of these practices reveals that what appears to be acceptance of cultural variation is part of pluralism. Multicultural materials that have been introduced into the autonomous curriculum have mainly been included. The curriculum maintains the established characteristics that identify Indonesian culture.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Development of Pluralism Education in Indonesia: A Qualitative Study

Nurman

Yusriadi

Hamim³

2022

J Ethn Cult Stud

View full text Add to dashboard Cite

show abstract

“…Social justice has been studied in educational research in teacher education (Cochran-Smith, 1999), educational leadership (Bogotch, 2002), higher education and critical pedagogy (McArthur, 2010), disability (Smith, 2008), LGBTQ+ inclusive curriculum (Snapp et al, 2015), racial and cultural justice (Au, 2009), and immigration policy and praxis (Arar et al, 2019). Social justice orientations to research, teaching, and practice takes on a critical examination of the systems of power that oppress some and privileges others within institutions, policies, societal structures, and then engage in deliberate efforts of activism through social action for social change (Hackman, 2005).…”

Section: Importance Of Social Justice Praxismentioning

confidence: 99%

Fostering creativity, equity, and inclusion through social justice praxis

Ramlackhan

Catania

2022

Power and Education

View full text Add to dashboard Cite

The increasing population of culturally and linguistically diverse students in the United States necessitates the use of culturally responsive practices for equitable and inclusive educational systems. This duoethnographic study explores how social justice, equity, and inclusion principles are embedded within our research and teaching in higher education programs for leadership and teacher education. Findings focus on addressing inequities through social justice praxis and the implications emphasise leading, teaching, and learning through creativity, justice, and inclusion.

show abstract

“…Bila hal tersebut berhasil di miliki oleh generasi muda kita sejak dini, maka kehidupan mendatang dapat diprediksi akan relatif damai dan penuh penghargaan antar sesama dapat terwujud (Jun, 2016;Kim & So, 2018;Lawyer, 2018).…”

Section: Pendahuluanunclassified

Penanaman Nilai Kearifan Lokal pada Peserta Didik Melalui Pendidikan Multikultular

Syarif¹,

Ratuloly

2020

hrtg

View full text Add to dashboard Cite

This study aims to find out the value of local wisdom in students and what factors influence the difference in local wisdom based on multikultular in elementary school. This research method is a qualitative description, data collection techniques are observation, interview and documentation. Data analysis starts from data collection, data reduction, withdrawal of conclusions.The results showed that local wisdom is embedded in elementary school students through formal and nonformal learning, formal learning includes daily teaching activities from 07:30-13:00 while nonformal learning includes extracurricular activities in the form of olaraga practice, dance, music and habituation of living together in the school environment. Fostering local wisdom in elementary school through learning activities teaching the learning process emphasizes on optimizing the role of rationality for students, practice and habituation of dissent. The factors that influence multicultural-based local wisdom differences in elementary schools are the diversity of students who have a wide range of religious differences, social status, gender, ability, age and race, and the collaboration of students in participating in sports and arts events. Abstrak Penelitian ini bertujuan mengetahui nilai kearifan lokal pada peserta didik dan faktor apa saja mempengaruhi perbedaan kearifan lokal berbasis multikultular di Sekolah Dasar. Metode penelitian ini adalah deskripsi kualitatif, teknik pengumpulan data adalah observasi, wawancara dan dokumentasi. Analisis data dimulai dari pengumpulan data, reduksi data, penarikan kesimpulan. Hasil penelitian menunjukkan bahwa kearifan lokal yang tertanam pada peserta didik Sekolah Dasar melalui pembelajaran formal dan nonformal, pembelajaran formal meliputi kegiatan belajar mengajar setiap hari dari jam 07:30-13:00 sedangkan pembelajaran nonformal meliputi ekstrakurikuler berupa latihan olaraga, tarian, musik dan pembiasaan hidup bersama di lingkungan sekolah. Penumbuhkan kearifan lokal di Sekolah Dasar dilakukan melalui proses pembelajaran yang menekankan pada optimalisasi peran rasionalitas bagi siswa, praktek dan pembiasaan perbedaan pendapat. Fakor-faktor yang mempengaruhi perbedaan kearifan lokal berbasis multikultural di Sekolah Dasar adalah keberagaman siswa karena memiliki berbagai macam perbedaan, yaitu, perbedaan agama, status sosial, dan ras, serta pengelaborasian peserta didik dalam mengikuti lomba olahraga dan seni. Kata kunci: kearifan lokal, pendidikan multikultural

show abstract

Rethinking Multicultural Education: Teaching for Racial and Cultural Justice

Cited by 7 publications

References 0 publications

Development of Pluralism Education in Indonesia: A Qualitative Study

Development of Pluralism Education in Indonesia: A Qualitative Study

Fostering creativity, equity, and inclusion through social justice praxis

Penanaman Nilai Kearifan Lokal pada Peserta Didik Melalui Pendidikan Multikultular

Contact Info

Product

Resources

About