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Thematische Bibliographien / Center for Urban and Multicultural Education / Zeitschriftenartikel

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Zeitschriftenartikel zum Thema „Center for Urban and Multicultural Education“

Autor: Grafiati

Veröffentlicht am 28. Juli 2024

Zuletzt aktualisiert am 31. Juli 2025

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1

Skyllstad, Kjell. "Managing Urban Cultural Complexity." Lidé města 14, no. 2 (2012): 347–67. https://doi.org/10.14712/12128112.3517.

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Around the middle of the 1970s some musicians and music educators living in the Norwegian capital of Oslo met to discuss ways to create better harmony between the nature and extent of music activities in the capital and the increasing cultural complexity of its population caused by a sharp increase in immigration. This gave rise to the founding of the Intermusic center, a pioneer organization working towards bringing the population at large into living contact with the rich cultural heritage of the variegated immigrant population. The competence earned through this pioneering work was later to

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Bohn, T. M., S. Yu Malysheva, and A. A. Salnikova. "Difficulties of Soviet Urbanization and Construction of the “Socialist City” in the Multicultural Periphery: Kazan in the 1920s." Uchenye Zapiski Kazanskogo Universiteta. Seriya Gumanitarnye Nauki 163, no. 3 (2021): 226–40. http://dx.doi.org/10.26907/2541-7738.2021.3.226-240.

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Based on the example of Kazan in the 1920s, the difficulties and problems of implementing the Soviet policy of urbanization and “socialist city” construction in cities with a nationally and religiously heterogeneous population are shown. This policy and the related processes of rural-urban migration, “indigenization”, “apartment redistribution”, and development of the urban outskirts at the expense of the former “bourgeois” center destroyed, deliberately and purposefully, the urban culture that had previously prevailed here and changed the social and national composition of the urban populatio

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Zeen, Aliya, and Frauch Jonathan. "The Future of Multi-Cultural Societies." Journal of European Studies and Education 2, no. 3 (2020): 35–42. https://doi.org/10.5281/zenodo.3628065.

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In a global World, many of our cities and larger urban areas are in reality the true picture of a 21st century multicultural society. International cities like Amsterdam, Berlin, London, Moscow, New York, Shanghai and Singapore are the face of the new global societies we live in. How will our perceptions on multi-cultural societies change in this next decade? People naturally move to seek a better life; this occurred in the 19th and 20th century America, and Europe, but also on a local scale within countries, as our urban centers expanded. This movement also shaped our perceptions on what a mu

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Siemiatycki, Myer. "Governing Immigrant City." American Behavioral Scientist 55, no. 9 (2011): 1214–34. http://dx.doi.org/10.1177/0002764211407840.

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This article explores the paradoxes of Toronto’s experience of immigrant and minority political incorporation. The city once synonymous with ethnic homogeneity is now among the world’s most multicultural urban centers. The city, which proclaims “Diversity Our Strength” as its official motto, has a poor record of electing immigrants and minorities to public office. And the city, whose municipal council is overwhelmingly composed of White, European-origin politicians, has an exemplary record of promoting inclusion, equity, antiracism, and human rights in its policies and programs. The article an

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Teguh Yuwono and K.P.Suharyono Soemarwoto Hadiningrat. "RE-ENGINEERING JAKARTA CITY INTO A SUSTAINABLE AND RESILIENT GLOBAL CITY BASED ON CONTEMPORARY PUBLIC POLICY." JIPOWER : Journal of Intellectual Power 1, no. 3 (2024): 8–18. https://doi.org/10.63786/jipower.v1i3.23.

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The relocation of the capital of Indonesia from Jakarta to the archipelago has the consequence of reengineering Jakarta into a specific city referring to the dynamics and aspirations that develop as the embodiment of contemporary public policy. Where the aspirations of the community are one of the important considerations that will be taken by the central government and the Jakarta Special Region government. The change of Jakarta's status from the Special Capital Region of Jakarta to the Special Region of Jakarta must be determined in any case, so that there is no overlap in its implementation

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Coello de Cunha Guimaraes, Natacha, J. Antonio Garcia-Casal, Sofía Díaz Mosquera, María Alvarez Ariza, and Raimundo Mateos Álvarez. "456 - Viability of RUDAS as a screening tool for cognitive decline in primary health care settings." International Psychogeriatrics 32, S1 (2020): 176–77. http://dx.doi.org/10.1017/s1041610220003087.

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IntroductionPrimary Health Care (PHC) has an essential role in the early detection of people with cognitive impairment (CI). Rowland Universal Dementia Assessment Scale (RUDAS) is a brief cognitive test, appropriate for people with minimum completed level of education and easily adaptable to multicultural contexts. For these reasons it could be a good instrument for dementia screening in PHC. It comprises the following areas: recent memory, body orientation, praxis, executive functions and language.ObjectivesThe objective of this study was to analyse the viability of RUDAS, as an instrument fo

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Shkurov, E., M. Yenin, T. Kolomiiets, and Kenneth Laundra. "Globalization processes in the modern city." National Technical University of Ukraine Journal. Political science. Sociology. Law, no. 3(51) (December 8, 2021): 19–30. http://dx.doi.org/10.20535/2308-5053.2021.3(51).246412.

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The pace of urbanization at the beginning of the XXI century is accelerating. For large cities, the processes of globalization are becoming significant. Globalization has become one of the powerful factors that determine the formation of both visual-architectural, and cultural-behavioral and economicpolitical spheres of city life. Globalization creates and sets the general trends of behavioral patterns of society, determining their frames of unified processes at the global and regional levels. Ukrainian sociological thought lacks a reception of Western discourses of the city's globalization. T

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Tway, Eileen. "The Resource Center: Multicultural Education." Language Arts 66, no. 5 (1989): 571–77. http://dx.doi.org/10.58680/la198924910.

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Trubowitz, Julius. "A Multicultural Education Experience." Urban Education 30, no. 3 (1995): 306–16. http://dx.doi.org/10.1177/0042085995030003004.

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Rios, Francisco A. "Thinking in Urban, Multicultural Classrooms." Urban Education 28, no. 3 (1993): 245–66. http://dx.doi.org/10.1177/0042085993028003002.

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Henke, Suellyn M. "Broadcast Arrest, Urban Education, and Multicultural Spectatorship." Cultural Studies ↔ Critical Methodologies 3, no. 1 (2003): 62–78. http://dx.doi.org/10.1177/1532708603239268.

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Harris, J. John, Elinor L. Brown, Donna Y. Ford, and Jeanita W. Richardson. "African Americans and Multicultural Education." Education and Urban Society 36, no. 3 (2004): 304–41. http://dx.doi.org/10.1177/0013124504264444.

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Goodwin, A. Lin. "Multicultural Stories." Urban Education 32, no. 1 (1997): 117–45. http://dx.doi.org/10.1177/0042085997032001007.

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Choi, Hyun Ju, and Bo Hyun Kim. "IPA Analysis of Multicultural Education Attitudes of Kindergarten and Daycare Center Teachers." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 12 (2023): 355–70. http://dx.doi.org/10.22251/jlcci.2023.23.12.355.

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Objectives The purpose of this study is to investigate early childhood teachers' perceptions of the importance and practice of multicultural education attitudes and to find ways to improve them. Methods The subjects of this study were 399 teachers working in kindergartens and daycare centers in Seoul and Gyeonggi. For the collected data, a paired-sample t-test was conducted to verify the difference in the importance and implementation of attitudes toward multicultural education according to the type of early childhood education institution, and an IPA analysis was conducted to confirm fu

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Köşker, Nilüfer, and Erdi Erdoğan. "Trends in Multicultural Education Research: A Five-Year Content Analysis of Turkish and ERIC Databases." International Journal of Education and Literacy Studies 8, no. 1 (2020): 48. http://dx.doi.org/10.7575/aiac.ijels.v.8n.1p.48.

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This study aims to determine trends in research on multicultural education in Turkish and Eric databases, to compare and to discuss them. Within the scope of the study, research on multicultural education in the International Education Resources Information Center (ERIC) and ULAKBİM TR Index (Turkey National Academic Network and Information Center) databases were included. In the study, 308 articles reached in ERIC database and 60 articles in ULAKBİM database were analyzed using content analysis. As a result of the analysis, it was determined that there has been an increase in multicultural ed

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Nurani, Yuliani, Niken Pratiwi, Robinson Situmorang, and Ni Gusti Ayu Made Yeni Lestari. "Children’s Character Learning Model Based on Indonesian Local Wisdom: Implemented to Early Childhood Education in Play Centers." JPUD - Jurnal Pendidikan Usia Dini 18, no. 1 (2024): 99–111. http://dx.doi.org/10.21009/jpud.181.07.

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Character education can equip young children to become Indonesia's golden generation who are superior and skilled in noble work. This research aims to produce an early childhood character learning model based on local Indonesian wisdom through the Playing Center title which will be implemented at Early Childhood Education Institutions (ECE) in Indonesia. This research method uses the steps of the Borg and Gall research and development model. The subjects in this research were 30 teachers from five ECE institutions in the DKI Jakarta area. The data used as the basis for building a framework for

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Furman, Jim S. "Tensions in Multicultural Teacher Education Research." Education and Urban Society 41, no. 1 (2008): 55–79. http://dx.doi.org/10.1177/0013124508321440.

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Houser, Neil O. "Multicultural Education for The Dominant Culture." Urban Education 31, no. 2 (1996): 125–48. http://dx.doi.org/10.1177/0042085996031002002.

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Okoye-Johnson, Ogo. "Does Multicultural Education Improve Students’ Racial Attitudes? Implications for Closing the Achievement Gap." Journal of Black Studies 42, no. 8 (2011): 1252–74. http://dx.doi.org/10.1177/0021934711408901.

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The effects of multicultural education on the racial attitudes of students in prekindergarten through twelfth grade are examined in this meta-analysis. Multicultural education was operationalized for this study as programs and curricula dealing with racial and cultural diversity. The effect sizes of curricular intervention and reinforcement dimensions of multicultural education in suburban and urban settings among age groups 3-8 and 9-16 were compared to see the relative effectiveness of multicultural education on students’ racial attitudes. The mean effect size of 0.488 from a total of 60 eff

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Cicchelli, Terry, and Su-Je Cho. "Teacher Multicultural Attitudes." Education and Urban Society 39, no. 3 (2007): 370–81. http://dx.doi.org/10.1177/0013124506298061.

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Kim, Jungyoon, and Eunsook Seo. "Current Status and Improvement Directions of Multicultural Education Curriculum for Elementary School Pre-service Teachers: Focusing on Educational Universities in Korea." Journal of Meditation based Psychological Counseling 32 (December 31, 2024): 137–45. https://doi.org/10.12972/mpca.20240019.

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Purpose: This study examines the current status and limitations of multicultural education curricula for pre-service elementary school teachers in Korea. It aims to propose strategies for enhancing their multicultural competencies. Methods: By analyzing data from 10 education universities in 2024, the study investigates course offerings, their classification as mandatory or elective, and their content focus. Results: Multicultural education is primarily offered as elective and theory-based courses, with limited practical components. Regional disparities were identified, with rural universities

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Rubin, Daniel Ian. "From the Beginning: Creating a Diversity and Multicultural Education Course at Jacksonville State University." Education and Urban Society 50, no. 8 (2017): 727–46. http://dx.doi.org/10.1177/0013124517713612.

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In the fall of 2015, a new secondary education class, Diversity and Multicultural Education, was introduced at Jacksonville State University in Jacksonville, Alabama, USA. Although many multicultural theorists emphasize the importance of students taking diversity/multicultural education courses in college, there is no real model for creating such a class. This article creates a framework for how to conceptualize and teach a diversity and multicultural education course at the university level. It discusses the creation of the class through a critical pedagogy framework, the units which comprise

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White, Brian. "Supporting Student Teachers in an Urban, Multicultural Setting." NASSP Bulletin 81, no. 585 (1997): 58–64. http://dx.doi.org/10.1177/019263659708158510.

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Awang-Shuib, Awang-Rozaimie, Siti-Huzaimah Sahari, and A. J. Ali. "Multicultural Awareness and Urban Communities: Validating a multicultural awareness scale." Journal of ASIAN Behavioural Studies 2, no. 5 (2017): 45. http://dx.doi.org/10.21834/jabs.v2i5.218.

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Cultural misunderstanding, conflict, difßculties, anxiety or uncertainty is stipulated due to contrast expectation, unwillingness to compromise or the different ways of life orientation. Present study aims to validate a scale to determine the extent multicultural awareness among multiethnic society of Malaysia. A key ßnding indicated that, the instruments are walid and reliable in assessing level of cultural awareness among multicultural society of Malaysia using part-time post-graduate students’ samples from a public higher education institution. Multicultural awareness is vital to lessen eth

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Johnston, Mark, and Lia Shimada. "Urban Forestry in a Multicultural Society." Arboriculture & Urban Forestry 30, no. 3 (2004): 185–92. http://dx.doi.org/10.48044/jauf.2004.023.

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The increasingly multicultural character of modern urban society creates challenges and opportunities for the urban forester. For the urban forestry strategy to respond effectively to contemporary social issues, it must include policies and programs that promote social inclusion and the involvement of disadvantaged ethnic communities. This can be accomplished through a distinct community strategy. Although the fundamental principles of community involvement still apply, their application needs to reflect the multicultural diversity of the individual city or neighborhood. The education, consult

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Adya Winata, Koko. "Implementasi Pendidikan Multikultural di Era Revolusi 4.0." Southeast Asian Journal of Islamic Education Management 1, no. 2 (2020): 118–29. http://dx.doi.org/10.21154/sajiem.v1i2.9.

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This paper examines and describes the implementation of multicultural education components in the 4.0 revolution era. Multicultural Education provides an understanding of various types of educational activities as an integral part of universal culture. Multicultural education emphasizes a philosophy of cultural pluralism into the education system based on the principles of equality, mutual respect, tolerance, acceptance and understanding. Tolerance in diversity and moral commitment to social justice. Multicultural Education is perceived as an endeavor to achieve the shared life of diverse and

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Kim, Yu-Ree, and Ock-Nyu Kim. "Effect of Dream Start Center workers’ Multicultural Education Experience on Multicultural Competency : Mediating Effect of Multicultural Admissibility." JOURNAL OF KOREAN IMMIGRATION POLICY AND ADMINISTRATION 5, no. 1 (2022): 63–83. http://dx.doi.org/10.46894/kaipa.2022.5.1.4.

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Epstein, Shira Eve. "“Who are your Friends?” Complexities in Multicultural Education." Urban Review 42, no. 1 (2009): 39–57. http://dx.doi.org/10.1007/s11256-008-0118-6.

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Epstein, Shira Eve. "“Who are your Friends?” Complexities in Multicultural Education." Urban Review 42, no. 4 (2009): 372. http://dx.doi.org/10.1007/s11256-009-0124-3.

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Agirdag, Orhan, Michael S. Merry, and Mieke Van Houtte. "Teachers’ Understanding of Multicultural Education and the Correlates of Multicultural Content Integration in Flanders." Education and Urban Society 48, no. 6 (2014): 556–82. http://dx.doi.org/10.1177/0013124514536610.

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Han, Ju Yeon, and Mikyung Jun. "Teaching Global Citizenship Education: An Autoethnographic Study on the Experience of a Home Economics Teacher at the Seoul Multicultural Education Support Center." Korean Home Economics Education Association 37, no. 1 (2025): 41–61. https://doi.org/10.19031/jkheea.2025.3.37.1.41.

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This study utilizes an autoethnographic approach to examine my one-year experience as a dispatched teacher delivering global citizenship education at the Seoul Multicultural Education Support Center. The research question guiding this study is: ‘As a home economics teacher seeking to teach global citizenship education, what did I experience, and what is its significance?’ With a decade of experience in home economics education, I sought to expand my pedagogical competencies and critically reflect on my biases and fears about diversity by teaching at the Seoul Multicultural Education Support Ce

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Wu, Siu Fung. "Reading Romans in a Globalized and Increasingly Urban World." Mission Studies 35, no. 3 (2018): 321–41. http://dx.doi.org/10.1163/15733831-12341588.

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Abstract There have been many studies on urbanization, migration, and globalization in recent years. While the Scripture is often used in these studies, it is not common that Paul’s letter to the Romans is the primary focus of discussion. But Rome was the largest urban center in the ancient world, with a multicultural society that is not unlike many cities today. This means that Romans is very relevant to our globalized and increasingly urban world. This paper will show that Romans provides important resources for urban mission practitioners. In particular, it will propose that Paul envisions

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Haddix, Marcelle, and Detra Price-Dennis. "Urban Fiction and Multicultural Literature as Transformative Tools for Preparing English Teachers for Diverse Classrooms." English Education 45, no. 3 (2013): 247–83. http://dx.doi.org/10.58680/ee201323559.

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Discussions of urban fiction and multicultural literature hold great potential for transforming the practice of beginning English teachers in diverse school settings. In this article, the authors,both teacher educators of color, present two case studies of preparing middle- and secondary-level English educators from a diversities perspective. Given continued conversations in the field of English education on how to best prepare new teachers for working effectively with diverse student populations, the authors present situated representations of how teachers’ critical encounters with literature

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Riojas Clark, Ellen, Nancy Johnson Nystrom, and Bertha Pérez. "Language and culture: Critical components of multicultural teacher education." Urban Review 28, no. 2 (1996): 185–97. http://dx.doi.org/10.1007/bf02354384.

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Chapman, Thandeka K. "Desegregation and Multicultural Education: Teachers Embracing and Manipulating Reforms." Urban Review 40, no. 1 (2007): 42–63. http://dx.doi.org/10.1007/s11256-007-0076-4.

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Saldana, Deborah C., and Hersholt C. Waxman. "An Observational Study of Multicultural Education in Urban Elementary Schools." Equity & Excellence in Education 30, no. 1 (1997): 40–46. http://dx.doi.org/10.1080/1066568970300106.

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Nur Atika, Aisyah, Khutobah, Misno, Haidor, Lutfi Ariefianto, and Syarifudin. "Early Childhood Learning Quality in Pandalungan Community." JPUD - Jurnal Pendidikan Usia Dini 13, no. 2 (2019): 296–309. http://dx.doi.org/10.21009/jpud.132.07.

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The challenge for rural communities to provide quality education for early childhood in Indonesia is difficult. National politics, policies, and economic and cultural conditions affect the Early Childhood Education system, and Indonesia is a large multicultural country, so, even the quality of education is difficult. This study aims to look at the quality of children's education in Pandalungan. Using qualitative methods with ethnographic design, data collection techniques using interviews, observation, and documentation. The results showed that educational institutions for children in urban ar

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Ahyani, Hisam, Agus Yosep Abduloh, Uus Ruswandi, Mohamad Erihadiana, and Naeli Mutmainah. "The Urgency of Multicultural Islamic Education, Democracy And Human Rights In Indonesia." Indonesian Journal of Interdisciplinary Islamic Studies 5, no. 2 (2022): 21–43. http://dx.doi.org/10.20885/ijiis.vol.5.iss2.art2.

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On the one hand, in the 4.0 era, contemporary Islamic education cannot avoid the phenomenon of interrelationships between human beings in the increasingly intensive and pluralistic systems of technology, information and communication. This era demands the practice of Islamic education with a multicultural perspective, democracy and human rights. On the other hand, there is an unpreparedness in the practice of Islamic education to face these challenges, such as teaching staff who do not understand multicultural education, learning materials and resources that are biased by social class, gender,

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Gardiner, Mary E., and Ernestine K. Enomoto. "Urban School Principals and Their Role as Multicultural Leaders." Urban Education 41, no. 6 (2006): 560–84. http://dx.doi.org/10.1177/0042085906294504.

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Nickolai-Mays, Susanne, and Jerry L. Davis. "In-Service Training of Teachers in Multicultural Urban Schools." Urban Education 21, no. 2 (1986): 169–79. http://dx.doi.org/10.1177/004208598602100204.

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Roviana, Sri. "Experiences from Muhammadiyah on Practices of Multicultural Education: Analysis Through Bourdieu's Concept of Social Capital." Islam Realitas: Journal of Islamic and Social Studies 9, no. 1 (2023): 42. http://dx.doi.org/10.30983/islam_realitas.v9i1.6202.

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This article aims to answer the question of whether a multicultural perspective has been implemented in higher education. Muhammadiyah, an Islamic organization, has a strategic role in building and developing multicultural education in Indonesia. Ethnic, cultural, and religious diversity is critical for Muhammadiyah Education, so a multicultural perspective becomes the center of attention. Until now, the education practice organized by Muhammadiyah tries to practice a multicultural perspective so that it does not reject students from non-Muslim religions, diverse ethnicities, and varied cultur

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Badrkhani, Parisa. "Iranian University Faculties and Managing Culturally Diverse Classrooms: Strategies for Peace Establishment in the Higher Education." Education and Urban Society 52, no. 2 (2019): 234–56. http://dx.doi.org/10.1177/0013124519859649.

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There are large number of students from around the world who are planning to continue their education in the U.S. universities. They have different nationalities, cultural backgrounds, social beliefs, and so on. Moreover, the educators who are from different countries have the special cultures. This is their task to manage the culturally diverse classrooms to obtain the best results for the educational purposes. In this study, the focus was on three main issues: (a) teaching in multicultural higher education, (b) students’ attitudes toward the different cultures (especially their classmates),

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Latypova, Endzhe, Vladimir Kozmenko, and Saken Toktamysov. "Multicultural Education of Autochthons and Migrants in Russia." Journal of Ethnic and Cultural Studies 8, no. 3 (2021): 203. http://dx.doi.org/10.29333/ejecs/751.

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The study aims to analyze modern scientific approaches to multicultural education of autochthons, migrants, and foreign students to assess the real state and prospects of such education development in Russia. The 2019 RPORC (Russian Public Opinion Research Center) survey “Higher education: in Russia or abroad?” was used in the study. A total of 1,600 respondents took part in the study. Based on the Pareto Optimality principle, a model of an integrated multicultural education process has been developed. Survey data analysis has shown that for the majority of Russians (78%) it is not important w

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Park, Bong Ill. "An Analysis of Perceptions on Multiculturalism Among Elementary, Middle and High School Teachers in Chungcheongnam-do." Korea Association of Yeolin Education 31, no. 1 (2023): 31–60. http://dx.doi.org/10.18230/tjye.2023.31.1.31.

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The purpose of this study is to analyze the teachers' perception of multiculturalism from an integrated point of view to examine the problems and to consider directions for improvement. To this end, a quantitative study was conducted on elementary, middle and high school and faculty members of educational administrative agencies belonging to the Chungcheongnam-do Office of Education, and a total of 669 people responded, and a qualitative study was conducted on multicultural affairs managers of the Office of Education. As a result of the analysis, first, multicultural awareness improvement educ

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Olmedo, Irma M. "Family Oral Histories for Multicultural Curriculum Perspectives." Urban Education 32, no. 1 (1997): 45–62. http://dx.doi.org/10.1177/0042085997032001003.

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Burden, Jr., Joe W., Samuel R. Hodge, and Louis Harrison, Jr. "Physical Education Undergraduate Students’ Colorblind Racial Ideology and Multicultural Teaching Competence." Multicultural Learning and Teaching 10, no. 1 (2015): 55–75. http://dx.doi.org/10.1515/mlt-2013-0001.

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AbstractThe purpose of this study was to analyze links between racial ideology and multicultural teaching competencies as perceived by undergraduate students in physical education teacher education (PETE) programs. Data were collected from physical education students (N = 239) across five PETE programs in the Northeastern region of the United States via a demographic questionnaire and two survey scales: (a) the Colorblind Racial Attitudes Scale (CoBRAS; Neville et al., 2000, Construction and initial validation of the color-blind racial attitudes scale (CoBRAS). Journal of Counseling Psychology

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Husband, Terry. "Using Multicultural Picture Books to Promote Racial Justice in Urban Early Childhood Literacy Classrooms." Urban Education 54, no. 8 (2018): 1058–84. http://dx.doi.org/10.1177/0042085918805145.

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Recent census data indicate that student populations in U.S. classrooms continue to become increasingly racially diverse. Despite these changes, many early childhood teachers remain reluctant to teach children about race and racial justice. In this article, I argue that multicultural picture books can and should be used to promote racial awareness and racial justice among young children. I discuss reasons why early childhood teachers should abandon colorblind approaches to race and racism in their classrooms. Then, I provide a framework of multiple approaches to teaching children about race th

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Agus Yosep Abduloh, Uus Ruswandi, Mohamad Erihadiana, Naeli Mutmainah, and Hisam Ahyani. "The Urgence And Reflection Of Multicultural Islamic Education, Democracy And Human Rights In Indonesia." Jurnal Alwatzikhoebillah : Kajian Islam, Pendidikan, Ekonomi, Humaniora 8, no. 1 (2022): 1–18. http://dx.doi.org/10.37567/alwatzikhoebillah.v8i1.911.

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The complexity of the challenges posed by teaching staff who are not ready and do not understand multicultural education today has become a major obstacle, especially in the 4.0 era as it is today. In addition, materials and resources must be free from biases, such as social class, gender, ethnicity, religion, and urban bias. Thus, authors of sources, materials, need to use the perspective of multicultural education, democracy and human rights in Era 4.0 in terms of implementing Islamic education in Indonesia. The purpose of this study is to determine the urgency and reflection of multicultura

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Erawati, Desi. "Interpretasi Multikulturalisme Agama Dan Pendidikan." Jurnal Studi Agama dan Masyarakat 13, no. 1 (2017): 100. http://dx.doi.org/10.23971/jsam.v13i1.594.

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<p align="center"><em>Multicultural of meaning can be understand various aspects of life , but more often come to the surface when touched by religious and multicultural education. Pluralist in about have a religion always touted though still much conflict do in the name of religion. In the world of education , just as the discourse of multicultural education, theory , concept , or the like is not on the level of the students have not his actions to realize in life should be. Conceptually speaking , should probably dig the meaning of multicultural local wisdom in the sphere of cult

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Hobbel, Nikola, and Thandeka K. Chapman. "Beyond the Sole Category of Race: Using a CRT Intersectional Framework to Map Identity Projects." Journal of Curriculum Theorizing 25, no. 2 (2009): 76–89. https://doi.org/10.63997/jct.v25i2.80.

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Using student narratives, we argue for a heuristic tool, the identity project, claiming that identity projects are artifacts of identity as both process and category. Identity projects can offer teachers, researchers, and students insights into socio-historical structures and contexts and the individual's existential relationship to these contexts. KimberlÃ© Crenshaw's Critical Race Theory (CRT) intersectional framework allows us to map the terrain of identity projects. Identity projects may incorporate features of CRT counterstories, but they also act as contextstories, reinscribing oppressiv

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