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Journal articles on the topic 'Multicultural education'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Kim, Kab Soon, and Sang-Mi Lee. "The Impact on Multicultural Education of Early Childhood Teachers’ Multicultural Acceptance: Focus on the mediated effect of human rights awareness." Korean Association For Learner-Centered Curriculum And Instruction 25, no. 7 (2025): 83–96. https://doi.org/10.22251/jlcci.2025.25.7.83.

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Objectives The purpose of this study was to examine the impact on multicultural education of early childhood teachers’ multicultural acceptance focusing on the mediated effect of human rights awareness. Methods The survey was conducted on three hundred sixteen undergraduates from Early Childhood Education in Seoul and Gyeonggi-do. Cronbach Coefficient was calculated to test reliability of the survey questionnaires for the collected data, and Pearson’s Ratio Analysis was applied. Additionally, the third state of mediating effect analysis from Baron and Kenny (1986) was implemented to examine th

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2

Ha, Seongran, and Gyunyeol Park. "Multicultural Society and Multicultural Education." Journal of Humanities and Social sciences 21 12, no. 4 (2021): 2239–50. http://dx.doi.org/10.22143/hss21.12.4.159.

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3

Vázquez Gómez, Gonzalo. "Multicultural education." Educar 16 (February 1, 1989): 7. http://dx.doi.org/10.5565/rev/educar.508.

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Dean, Ann V., Spencer J. Salend, and Lorraine Taylor. "Multicultural Education." TEACHING Exceptional Children 26, no. 1 (1993): 40–43. http://dx.doi.org/10.1177/004005999302600110.

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5

Gottlieb, Esther E. "Multicultural Education." Educational Administration Quarterly 31, no. 4 (1995): 658–65. http://dx.doi.org/10.1177/0013161x9503100410.

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Cochran-Smith, Marilyn. "Multicultural Education." Journal of Teacher Education 52, no. 2 (2001): 91–93. http://dx.doi.org/10.1177/0022487101052002001.

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Manning, M. Lee. "Multicultural Education." Middle School Journal 21, no. 1 (1989): 14–16. http://dx.doi.org/10.1080/00940771.1989.11495932.

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Rothenberg, Dianne. "Multicultural Education." Middle School Journal 24, no. 4 (1993): 73–75. http://dx.doi.org/10.1080/00940771.1993.11495381.

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Cravener, Patricia. "Multicultural Education." Nurse Educator 21, no. 4 (1996): 6–7. http://dx.doi.org/10.1097/00006223-199607000-00005.

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10

Mitter, Wolfgang. "Multicultural education." Prospects 22, no. 1 (1992): 31–40. http://dx.doi.org/10.1007/bf02196517.

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Chepyator-Thomson, Jepkorir Rose. "Multicultural Education." Journal of Physical Education, Recreation & Dance 65, no. 9 (1994): 31–32. http://dx.doi.org/10.1080/07303084.1994.10606998.

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12

Hagens, Helen E. "Multicultural education." Early Childhood Education Journal 23, no. 3 (1996): 163–64. http://dx.doi.org/10.1007/bf02364752.

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Dombro, Amy Laura. "Multicultural education." Day Care & Early Education 14, no. 4 (1987): 44. http://dx.doi.org/10.1007/bf01619815.

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Rooney, S. Craig, Lisa Y. Flores, and Chantele A. Mercier. "Making Multicultural Education Effective for Everyone." Counseling Psychologist 26, no. 1 (1998): 22–32. http://dx.doi.org/10.1177/0011000098261002.

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The purpose of this article is to respond to and elaborate on Kiselica's article on preparing Anglo graduate students for the journey toward a multicultural perspective. This article affirms Kiselica's assertions for a balanced support-challenge model in multicultural training, for the usefulness of self-disclosure in these courses, and for articulation of the rewards of struggling to become a multiculturalist. The authors also suggest that the experiences and reactions of non-Anglo trainees in the process of developing positive multicultural attitudes must be included in the dialogue regardin

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15

BAE, YOUNG JU. "A New Conception of Multicultural Education: Multicultural lifelong Education." Journal of Lifelong Learning Society 5, no. 1 (2009): 177–97. http://dx.doi.org/10.26857/jlls.2009.05.5.1.177.

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Al-Ma'ruf, Ali Imron. "PEMBELAJARAN SASTRA MULTIKULTURAL DI SEKOLAH: APLIKASI NOVEL BURUNG-BURUNG RANTAU." Kajian Linguistik dan Sastra 19, no. 1 (2015): 60–75. http://dx.doi.org/10.23917/kls.v19i1.4410.

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The learning of multiculturalism opens ones’ fundamental reality in society. Thisarticle aims to describe the learning of multicultural literature at school with applyingto novel “Burung-burung Rantau” (BbR), a work of Y.B. Mangunwijaya inSemiotics analysis. Indonesian multicultural literature is expected from the processof ‘Indonesianisation’ from many good cultural expressions of local colour, nation,and global-universal. With enthusiasm of posmodernisme, multicultural literaturecan pierce religion limit, culture, class, ethnic, and nation. Novel BbR expressesbrainchild multicultural past ev

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Lee, Soo Jung, Kyung Eun Jahng, and Koeun Kim. "Light and shade of multicultural education in South Korea." Journal for Multicultural Education 14, no. 2 (2020): 149–61. http://dx.doi.org/10.1108/jme-11-2019-0081.

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Purpose This paper aims to attend to the issues that remain veiled and excluded in the name of multiculture. Design/methodology/approach This paper problematizes South Korean multicultural education policies through Bourdieu’s concept of capital as a theoretical frame. Findings First, the paper discusses that material wealth is unequally distributed to most of the multicultural families, resulting in their lack of economic capital. Second, it notes that students from multicultural families are deprived of cultural capital, as they are racialized in Korean society. As a strategy used to disting

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18

Mohd Jaladin, Rafidah Aga, Janette Graetz Simmonds, and Cynthia Joseph. "PROFESSIONAL COUNSELLORS’ PERCEPTIONS AND EXPERIENCES OF MULTICULTURAL COUNSELLING IN MALAYSIA: A QUALITATIVE STUDY." Journal of Nusantara Studies (JONUS) 5, no. 2 (2020): 261–81. http://dx.doi.org/10.24200/jonus.vol5iss2pp261-281.

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Background and Purpose: The contemporary status of multicultural counselling field in Malaysia is ambiguous as there is limited research in this field. Even though Malaysia is deemed as a multicultural nation, there are still some issues and concerns with regards to the understanding and practice of multicultural counselling. Hence, the present research aims to: (a) explore the definitions of the term ‘multicultural counselling’ as perceived by professional counsellors; (b) identify the dimensions of multicultural competence as perceived by counsellors’ community sample; (c) identify the chara

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Sommer, Sheryl. "Multicultural Nursing Education." Journal of Nursing Education 40, no. 6 (2001): 276–78. http://dx.doi.org/10.3928/0148-4834-20010901-08.

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Syafruddin, Rif'an. "Multicultural of Education." Indonesian Journal of Education (INJOE) 1, no. 1 (2021): 7–14. http://dx.doi.org/10.54443/injoe.v1i1.2.

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Multicultural education to apply in the teaching and learning process cannot be separated from planning. Planning for instruction as well as for learning begins with one premise but ends with another. It begins with the idea that teachers need to seek curriculum objectives, usually from the foreign ministry of education or curriculum document publishers

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Anderson, William M. "Multicultural Music Education." Music Educators Journal 78, no. 9 (1992): 25. http://dx.doi.org/10.2307/3398425.

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Howard, Tyrone C., Donna Y. Ford, and J. John Harris. "Multicultural Gifted Education." Journal of Negro Education 68, no. 1 (1999): 124. http://dx.doi.org/10.2307/2668216.

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23

Bleidt, Barry. "Multicultural Pharmaceutical Education." Journal of Pharmacy Teaching 3, no. 2 (1992): 1–7. http://dx.doi.org/10.1300/j060v03n02_01.

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24

Bian, Wei, Jianyu Wang, and Betsy McKinley. "Integrating Multicultural Education." Journal of Physical Education, Recreation & Dance 80, no. 5 (2009): 40–46. http://dx.doi.org/10.1080/07303084.2009.10598324.

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25

Obiakor, Festus E. "Multicultural Special Education." Intervention in School and Clinic 42, no. 3 (2007): 148–55. http://dx.doi.org/10.1177/10534512070420030301.

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Strom, Robert, Darlene Johnson, Shirley Strom, and Susan Daniels. "Multicultural parent education." International Journal of Early Childhood 24, no. 1 (1992): 35–40. http://dx.doi.org/10.1007/bf03174159.

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27

Radeck, Ereni. "INTER/MULTICULTURAL EDUCATION." Revista Gênero e Interdisciplinaridade 5, no. 02 (2024): 120–36. http://dx.doi.org/10.51249/gei.v5i02.1977.

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Introduction: Reflection on the possibilities and intercultural challenges encountered in the pedagogical work of integrating teachers, specifically in the assistance provided to high school students, leads us to studies that seek to identify interfering factors or pedagogically outdated models being followed. This article presents a contribution to the study of intercultural teacher education, aiming to enhance knowledge through a literature review on the relevance of cultural conceptions. Furthermore, it seeks to innovate and propose new pedagogical models to address the challenges of interc

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Ham, Seung-Hwan, Seunghyun Lee, and Seongho Lee. "Multiculturalist Reflections about Multicultural Education : The Topography of Multicultural Education." JOURNAL OF KOREAN IMMIGRATION POLICY AND ADMINISTRATION 5, no. 1 (2022): 1–17. http://dx.doi.org/10.46894/kaipa.2022.5.1.1.

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29

Ryu, Young-Cheol. "Awareness Analysis of Multicultural Education Training Teacher for Multicultural Education." Journal of Multicultural Society 9, no. 2 (2016): 157. http://dx.doi.org/10.15685/jms.2016.08.9.2.157.

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Alvarado, Jose Luis, Valerie Ooka Pang, and Easter Finley. "Moving Multicultural Education Forward in Teacher Education." Educational Renaissance 3, no. 1 (2014): 55–64. http://dx.doi.org/10.33499/edren.v3i1.74.

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Multicultural Education as a field of study in education is intimately connected to Teacher Education. Most frameworks in Multicultural Education are primarily centered on the inclusion of cultural and linguistic diversity in the curriculum of schools. The purpose of this article is to explain why cognitive learning theory must be an essential element in frameworks of Multicultural Education and Multicultural Teacher Education. Teachers need to understand the principles of cognitive development in students in order to create classrooms where students become self-regulated learners.

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31

Iseminger, Shalyse. "Multicultural Education in Theological Education." Multicultural Perspectives 18, no. 3 (2016): 174–79. http://dx.doi.org/10.1080/15210960.2016.1191293.

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32

Rohmat, Rohmat. "Manajemen Kurikulum Pendidikan Islam Berbasis Multikultural." INSANIA : Jurnal Pemikiran Alternatif Kependidikan 15, no. 1 (2018): 3–17. http://dx.doi.org/10.24090/insania.v15i1.1512.

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Abstract: This article attempts to create a reflection of the Islamic educational curriculum, and some alternative Islamic education curriculum based of multicultulral. As for some of the underlying assumptions, that the practice of teaching Islamic education was oriented toward mastery of teaching material has not been oriented toward understanding and awareness creation on respect for diversity of race, ethics, culture. Islamic Education as one of the important aspects as the formation of character, should have the concept that learing is more directed at the character formation of children

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33

Smith, Sean. "Teacher Education." Journal of Special Education Technology 17, no. 3 (2002): 51–55. http://dx.doi.org/10.1177/016264340201700305.

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In this issue, Dr. Monica Brown, a colleague here at the University of Kansas, offers perspectives related to multicultural education and technology. While specific needs exist within multicultural education, readers should see that there are direct correlation between the needs of multicultural education and technology and special education and technology. We would argue that as we strive to address training needs of future as well as current special and general education teachers towards technology, special education and multicultural perspectives should be considered as part of this process

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Lawyer, Gloshanda. "The Dangers of Separating Social Justice from Multicultural Education: Applications in Higher Education." International Journal of Multicultural Education 20, no. 1 (2018): 86. http://dx.doi.org/10.18251/ijme.v20i1.1538.

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This article presents the case of the author’s experience as a student in a multicultural education course. The exploration of this case expands on Cho’s (2017) theoretical linking of social justice and multicultural education by highlighting the practical dangers of disengaging social justice from multicultural education. As an alternative to critiquing the field of multicultural education, this paper focuses on the execution of social justice in a multicultural education course. Both a social justice and a multicultural education lens are applied to analyze the author’s experience in the cou

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35

Anugrah, Dena Sri, Udin Supriadi, and Saepul Anwar. "Multicultural Education: Literature Review of Multicultural-Based Teacher Education Curriculum Reform." Eurasia Proceedings of Educational and Social Sciences 39 (December 30, 2024): 93–101. https://doi.org/10.55549/epess.875.

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In the context of an increasingly culturally diverse society, multicultural education becomes an essential aspect in preparing teachers to create an inclusive and responsive learning environment for the diversity of students. This paper reviews the literature related to multicultural-based teacher education curriculum reform through a systematic literature review. By analyzing various sources, such as peer-reviewed journal articles, books, and research reports, this study explores the concepts, principles, and best practices in integrating multicultural perspectives into teacher education prog

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Alunandika, Dhimas, and Saiful Amien. "Multicultural Education in Islamic Education Didactic-Methodical Review." Edumaspul: Jurnal Pendidikan 8, no. 1 (2024): 1790–97. https://doi.org/10.33487/edumaspul.v8i1.7950.

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Multicultural education is a cross-border discourse because it is related to democracy and human rights, social justice, and honesty and tolerance for cultural diversity in plural societies. Multicultural education basically aims to create educational discussions, policy makers in the field of Islamic education, students majoring in education science, and general students. This type of research is Library Research, Any form of basic theory related to the research topic is discussed in the literature review, also known as library research. This research uses a qualitative approach, which means

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Oksana, Chaika (Čajka). "Foreign Language Teaching: Content of Poly- And Multicultural Education." International Journal of Social Science And Human Research 05, no. 08 (2022): 3614–21. https://doi.org/10.5281/zenodo.7002367.

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The paper considers foreign language teaching through addressing the issues of quality in education and highlighting the significance of including certain methodologies connected with educating poly- and multicultural personalities in teacher training processes. The mentioned anticipates changes to be made not only to the structure of teaching foreign languages in poly- and multicultural education but also to the educational content. Therefore, what is discussed first relates to a huge dilemma on the terrains of Ukraine, neighbouring and some post-Soviet countries in respect of wrong and/or mi

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L. Borbon, Amor. "Appraisal of Multicultural Education in Higher Education." International Multidisciplinary Research Journal 4, no. 2 (2022): 41–47. http://dx.doi.org/10.54476/s805258.

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The study explores on the assessment of the Multicultural Education in St. Bridget College, Batangas City in the following areas: School Community and Policy, Curriculum, Instruction, and Student Services. This utilized a descriptive method with a researcher-made questionnaire based on the works of Banks. Mean, standard deviation, percentage, Cronbach alpha, and T-test were used in the study. Findings revealed that Multicultural Education is observed in the institution. More so, no significant difference is determined in the perceptions of both teachers and students regarding their assessment

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Kim, Ayeong. "The Direction and Challenges of Population and Multicultural Education on Moral Education." Education Research Institute, Chungbuk National University 44, no. 3 (2023): 397–436. http://dx.doi.org/10.55152/kerj.44.3.397.

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The purpose of this study is to critically discuss the characteristics of multicultural education in Korea related to population and multicultural phenomena, and to clarify the direction and task of multicultural value education in moral education. Multicultural education in Korea is related to the phenomenon of low birth and aging society. These characteristics are the cause of Korean multicultural education revealing 'the absence of humanistic discourse', 'the creation of intentional boundary support', and 'limits to reflecting various discourses'. This is related to the subjective self-view

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Koriakina, Anzhelina, and Lyudmila Amanbaeva. "Premises for a Multicultural Approach to Education." Strategies for Policy in Science and Education-Strategii na Obrazovatelnata i Nauchnata Politika 29, no. 4 (2021): 402. http://dx.doi.org/10.53656/str2021-4-5-multi.

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The goal of education at the present stage is development of a person able to participate in intercultural communication in modern multicultural conditions. Based on this goal, modern education should be based on the principles of a multicultural approach to education that can serve as a response to the challenges of ethnic diversity. In order to more fully disclose the value of a multicultural approach to education, we need to examine its premises. In the article, the premises for a multicultural approach to education are analyzed. It is revealed that there are some pedagogical, philosophical

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41

Bahtiar, Reza Syehma, Wuri Wuryandani, Sujarwo Sujarwo, Amiruddin Hadi Wibowo, and Diah Yovita Suryarini. "The implementation of multicultural education in Indonesian elementary education system." Edelweiss Applied Science and Technology 8, no. 6 (2024): 7178–87. https://doi.org/10.55214/25768484.v8i6.3548.

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Known as multi-ethnic country, Indonesia, may face multi-cultural challenge if it is not managed properly. Accordingly, multi-cultural education required in the early stage of education, in elementary school. This paper aims to describe what multicultural education means in the Indonesian elementary education system, and how it is implemented. This study used literature review research design to review various literatures and see the multicultural system within teaching and learning in Indonesia. The data collected from various literatures of previous research on multicultural education and In

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Doepker, Gina M. "A Personal Journey to Merge Literacy Education and Multicultural Teacher Education." Multicultural Learning and Teaching 10, no. 2 (2015): 197–210. http://dx.doi.org/10.1515/mlt-2015-0003.

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AbstractThere has been considerable attention to multicultural education and how to effectively integrate it into teacher education programs so that it helps teachers to be attentive to and effective for the economically, culturally, and racially diverse student populace. This article will focus on my personal journey with multicultural teacher education and literacy education. There will be a discussion of multicultural or diverse-oriented teacher education with a focus on the challenges as well as the potentials that face these teacher preparation programs. In addition, there will be a discu

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Darmawati Jufri and St. Wardah Hanafie Das. "The Nature of Multicultural Education in Indonesia: A Perspective on Islamic Education." Harmony Philosophy: International Journal of Islamic Religious Studies and Sharia 1, no. 4 (2024): 01–14. https://doi.org/10.70062/harmonyphilosophy.v1i4.26.

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Indonesia is a country with a vast diversity of cultures, religions, and ethnicities, which makes it one of the most pluralistic societies in the world. Multicultural education is present as a strategic approach to instill the values of tolerance, inclusion, and social harmony in the midst of this diversity. This article explores the nature of multicultural education in Indonesia from the perspective of Islamic education, which emphasizes respect for differences as part of the sunnatullah. Through literature research methods, this article discusses the concept, implementation, and challenges o

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Azhari, Devi Syukri, Romat Efendi Sipahutar, Umi Kalsum, and Putri Syahri. "Multicultural Education and the Significance of Education." Edu Cendikia: Jurnal Ilmiah Kependidikan 4, no. 03 (2024): 1101–8. https://doi.org/10.47709/educendikia.v4i03.5078.

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Education is a strategic instrument in building intelligent, moral individuals who actively contribute to society. In Indonesia's context as a diverse society, multicultural education serves as a vital approach to fostering social harmony by encouraging respect for cultural, religious, and local value differences. This research aims to delve into the meaning of education and the implementation of multicultural education to support inclusive diversity. A literature review of various recent journals found that multicultural education plays a pivotal role in nurturing tolerant, fair, and democrat

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45

Fatoni, Fatoni, Is Susanto, Heri Okta Pratama, and Siti Julaihah. "Multicultural Inclusive Education in the Deradicalization of Islamic Education in Indonesia." Tadris: Jurnal Keguruan dan Ilmu Tarbiyah 6, no. 2 (2021): 401–8. http://dx.doi.org/10.24042/tadris.v6i2.10246.

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It is projected that multicultural inclusive education will prevent acts of extremism and intolerance. This study aimed to examine how multicultural inclusive education could be used to deradicalize Islamic education in Indonesia. In June 2020, the researchers searched the Google Books database for library research. The prism technique was used to gather and extract data based on the established inclusion and exclusion criteria. According to the analysis, multicultural inclusive education can be employed as a substitute for instilling an understanding of peaceful coexistence in the contexts of

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Arsal, Zeki. "Critical multicultural education and preservice teachers’ multicultural attitudes." Journal for Multicultural Education 13, no. 1 (2019): 106–18. http://dx.doi.org/10.1108/jme-10-2017-0059.

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Purpose This study aims to examine the effect of critical multicultural education on the multicultural attitudes of preservice teachers in a teacher education program. Design/methodology/approach The study sample consisted of 76 preservice teachers enrolled in a teacher preparation program. This study used a pretest–posttest quasi-experimental research design with pretest-posttest. The multicultural content integration was implemented in an experimental group for one semester, and data were collected using the teacher multicultural attitude survey. Findings Analyses indicated that preservice t

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47

Donnell, Chandra M., Stacia L. Robertson, and Cozetta D. Shannon. "Multicultural Education and Training in Rehabilitation Counseling Education Programs." Rehabilitation Research, Policy, and Education 23, no. 3 (2009): 193–202. http://dx.doi.org/10.1891/2168-6653.23.3.193.

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Racial-ethnic backgrounds of rehabilitation counseling clientele have become increasingly diverse. Additionally, the current emphasis on globalization and international rehabilitation in diverse communities requires educators to examine teaching methods and strategies to best train rehabilitation counselors working within these complex diverse populations. Rehabilitation counseling training programs have begun to embrace multicultural practices as they are implemented in accreditation standards; however, implementation of multicultural practices in educational programs is still unclear. The pu

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Lee, Ki-Yong, and Jung-Suk Kang. "Mediating Effects of Multicultural Competency between Multicultural Education Experience and Multicultural Teaching Efficacy of Multicultural Education-Oriented Schools Elementary Teachers." Korean Association of Practical Arts Education 30, no. 3 (2017): 119–37. http://dx.doi.org/10.24062/kpae.2017.30.3.119.

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Cherng, Hua-Yu Sebastian, and Laura A. Davis. "Multicultural Matters: An Investigation of Key Assumptions of Multicultural Education Reform in Teacher Education." Journal of Teacher Education 70, no. 3 (2017): 219–36. http://dx.doi.org/10.1177/0022487117742884.

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Five decades of rhetoric and reform in teacher education underscore the importance of multicultural education in preparing teachers to meet the needs of all students. State and national policy initiatives targeting multicultural education build on two assumptions: first, that preservice teachers lack the multicultural awareness to function as culturally responsive educators, and second, that higher levels of multicultural awareness correspond with increased pedagogical proficiency. Few studies have examined variation in multicultural awareness across preservice candidates, or the link between

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50

Walls, Patricia. "Multicultural Competence: Are BSW Students Adequately Prepared?" Journal of Baccalaureate Social Work 14, no. 2 (2009): 141–60. http://dx.doi.org/10.18084/basw.14.2.6244025003u46w61.

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Using a survey instrument based on Lum's approach for measuring multicultural competence and the Multicultural Awareness-Knowledge-Skills Survey, researchers assessed senior-level social work students' cultural competence to determine effectiveness of BSW multicultural curricula in undergraduate education. Research questions included whether (1) BSW students are adequately prepared for multicultural competent practice, (2) multicultural curriculum content in social work increases cultural competence, and (3) sociodemographic variables such as race/ethnicity, age, and gender are significant pre

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