The Role of Tolerance Education in Diversity Management: A Cultural Historical Activity Theory Perspective

Abstract

Tolerance education aims to promote the culture of peace and acceptance of others for well-being and diversity management. Therefore, it is important to create learning environments, content, and facilities for tolerance education in line with the universal values in education. However, little is known about how the literature investigated and summarized the findings related to tolerance education. Therefore, this study conducts a systematic review about this topic, where 75 reviewed studies were analyzed according to the Cultural-Historical Activity Theory (CHAT) components. Findings highlighted that: (1) from the subject component, future research should involve more stakeholders, like parents and policymakers, when discussing tolerance education; (2) from the object component, tolerance education should not only focus on the physical environment, but also on the virtual environment; (3) from the tools component, limited digital tools and technology have been used to promote tolerance education; (4) from the community component, more investigation of tolerance education should be outside of school contexts; (5) from the rules component, more ICT training should be provided. The use of big data and learning analytics could be one of the potential methods to assess students in tolerance education; (6) from the labor division component, school family interaction role is very important to manage risks and diversities through tolerance education; and (7) from the outcomes component, tolerance education studies should go beyond simply investigating the awareness and attitudes of learners, and investigate, for instance, the behavioral changes of learners. Finally, recommendations were made under each CHAT component.

Digital Learning Environment Values of Pre-Service Teachers as a Basis for Successful Professional Self-Realisation: A Case Study

“…Sakalli et al [46] concluded that such values as tolerance exist not only in the physical environment but also in the virtual environment. Rezer researched students' social values in the situation of digital learning during the pandemic and found that "the global digitalisation of education in conditions of the COVID-19 pandemic can influence the formation of instrumental values of higher school students while the virtual transfer of knowledge and experience by teachers" [47] p. 229.…”

Current research trends on cognition, integrative complexity, and decision-making: a systematic literature review using activity theory and neuroscience

“…The AT framework is an analytical tool recently utilized to summarize the literature on technology adoption in education ( Sakallı et al, 2021 ; Tlili et al, 2022 ). It captures the components identified in the literature that moderate or mediate the relationship between IC, neuroscience, and decision-making.…”

“…To address these knowledge gaps, a systematic literature review was conducted using the AT framework, as exemplified in Tlili et al (2022) . AT has been utilized in various reviews to analyze different academic subjects, demonstrating its usefulness in conducting focused reviews centered on describing an activity rather than abstract theoretical concepts (e.g., Tlili et al, 2020 ; Sakallı et al, 2021 ). 1 Viewing the research on IC as an activity with multiple significant components, the AT framework allows us to explore research as an activity interconnecting people, practices, and concepts in a complex task, providing insights into procedural and thematic topics related to IC and decision-making.…”

Relation between school education aims and Finnish adolescents’ global mindedness: The mediating role of tolerance

“…In addition to the direct effect, it is possible that some school education aims play roles in enhancing adolescents' tolerance to diversity (Johnson & Johnson, 2006;Sakallı et al, 2021), and further facilitates their global mindedness (Burnouf, 2004;Noddings, 2005). In other words, tolerance might mediate this relationship.…”

“…citizenship, well-being, and social-emotional skills). We further explore the role of adolescents' tolerance in the associations, since being tolerant and appreciative to diverse values and cultures is the antecedent of being global-minded (Burnouf, 2004;Noddings, 2005), and this attitude can be largely cultivated in school (Johnson & Johnson, 2006;Sakallı et al, 2021). As such, it is expected that these school education aims may affect adolescents' tolerance, which in turn, further impacts their global mindedness.…”