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Journal articles on the topic 'Multiethnic Education'

Author: Grafiati

Published: 10 December 2022

Last updated: 31 July 2025

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1

Greenwald, Oksana. "Trends of Higher Education Evolution in the Multiethnic Environment of Mining Regions." E3S Web of Conferences 278 (2021): 03013. http://dx.doi.org/10.1051/e3sconf/202127803013.

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Internationalization of higher education as a national strategy has resulted in intensive growth of the number of international students in the regional universities. A current multiethnic educational environment requires defining the trends of the regional higher education evolution aimed at training both students and educators for productive and efficient cross-cultural interaction hence enhancing the quality of higher education. The analysis of the researches devoted to sustainable development of Kuzbass (West Siberia, Russia), national and international normative legal documents regulating

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2

Barnes, Diane. "Multiethnic Parentage." Journal of Ethnic And Cultural Diversity in Social Work 10, no. 3 (2001): 31–48. http://dx.doi.org/10.1300/j051v10n03_03.

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Auster, Lawrence. "America: Multiethnic, not multicultural." Academic Questions 4, no. 4 (1991): 72–84. http://dx.doi.org/10.1007/bf02683115.

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4

NOMOTO, Hiroyuki. "Multicultural and Multiethnic Education in Japan." Educational Studies in Japan 4 (2009): 53–65. http://dx.doi.org/10.7571/esjkyoiku.4.53.

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5

Zhou, X. "MULTIETHNIC EDUCATIONAL ENVIRONMENT AS A FACTOR FOR INTERCULTURAL ADAPTATION OF STUDENTS." Educational Psychology in Polycultural Space 62, no. 2 (2023): 107–19. http://dx.doi.org/10.24888/2073-8439-2023-62-2-107-119.

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The article contains a theoretical analysis of the concept of “multiethnic educational environment of the university” as a significant category in modern pedagogical science. Transformations in the global educational area, rise in the quota for teaching foreign students in Russian universities and increase in demand for Russian educational programs within the framework of education expanse become the main factors which determine the need for a comprehensive study of creating an effective multiethnic educational environment of the university. Such an environment is an important condition for th

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Paris, Django. ""They're in My Culture, They Speak the Same Way": African American Language in Multiethnic High Schools." Harvard Educational Review 79, no. 3 (2009): 428–48. http://dx.doi.org/10.17763/haer.79.3.64j4678647mj7g35.

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In this article, Paris explores the deep linguistic and cultural ways in which youth in a multiethnic urban high school employ linguistic features of African American Language (AAL) across ethnic lines. The author also discusses how knowledge about the use of AAL in multiethnic contexts might be applied to language and literacy education and how such linguistic and cultural sharing can help us forge interethnic understanding in our changing urban schools. The article not only fosters an understanding of how AAL works in such multiethnic urban schools, but also sheds light on opportunities for

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7

Shah, Saeeda. "Leading Multiethnic Schools." Educational Management Administration & Leadership 34, no. 2 (2006): 215–37. http://dx.doi.org/10.1177/1741143206062495.

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8

Kopetchuk, V. "The Problem of a Multiethnic Environment in the Scientific and Educational Literature." Zhytomyr Ivan Franko state university journal. Рedagogical sciences, no. 2(88) (March 30, 2017): 157–60. http://dx.doi.org/10.35433/pedagogy.2(88).2017.157-160.

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Summary. The article analyzes the scientific and educational literature on the issue of the multiethnic environment in the modern education system. The research identifies the main components and approaches to the formation of the multiethnic education. The concepts of patriotism and tolerance are considered, and the functions of international communication are characterized.

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Leeman, Yvonne, and Trees Pels. "Citizenship Education in the Dutch Multiethnic Context." European Education 38, no. 2 (2006): 64–75. http://dx.doi.org/10.2753/eue1056-4934380205.

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Burlakova, Mariya V., and Tatiyana V. Burlakova. "Career-oriented training of students within multi-ethnic groups at pedagogical university: a new vision of the individualized education." Yaroslavl Pedagogical Bulletin 2, no. 119 (2021): 19–25. http://dx.doi.org/10.20323/1813-145x-2021-2-119-19-25.

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The phenomenon of multiethnic groups is becoming an urgent issue at the university level. An increased number of mixed groups of learners from different cultures highlights the lack of appropriate methods and means of planning the educational process and requires developing a newer scientific understanding of the education individualization as a strategy for training specialists at the pedagogical university. This paper deals with the theoretical foundations of the individualization in students training in the multiethnic group. The authors have set the objectives of studying the passport of t

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Bidwell, Lee. "Book Review: Multiethnic Moments." Teaching Sociology 36, no. 2 (2008): 174–76. http://dx.doi.org/10.1177/0092055x0803600214.

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12

NAKAYAMA, Aoi. "Education for Multicultural and Multiethnic Diversity in Germany." Comparative Education 2000, no. 26 (2000): 130–47. http://dx.doi.org/10.5998/jces.2000.130.

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13

Meier, Kenneth J. "Multiethnic Moments: The Politics of Urban Education Reform." Perspectives on Politics 5, no. 03 (2007): 626. http://dx.doi.org/10.1017/s1537592707071770.

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14

Lundquist, Barbara Reeder. "Doctoral Education of Multiethnic-Multicultural Music Teacher Educators." Design For Arts in Education 92, no. 5 (1991): 21–38. http://dx.doi.org/10.1080/07320973.1991.9934856.

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15

Au, Kathryn H. "Culturally Responsive Instruction: Application to Multiethnic Classrooms." Pedagogies: An International Journal 2, no. 1 (2007): 1–18. http://dx.doi.org/10.1080/15544800701343562.

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16

Corson, David. "Realities of teaching in a multiethnic school." International Review of Education 37, no. 1 (1991): 7–31. http://dx.doi.org/10.1007/bf00598165.

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17

Fawaid, Achmad, Muhammad Kholil, and Ninda Ayu Rosida Dewi. "The role of culturally-responsive gamification to improve multiethnic students’ self-engagement in Islamic education." Al-Fikru: Jurnal Pendidikan Dan Sains 5, no. 2 (2024): 267–75. https://doi.org/10.55210/al-fikru.v5i2.1868.

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The cultural-friendly learning environment is considered as an important factor influencing on the students’ self-engagement and become a central challenge that teachers in Islamic educational settings commonly deal with. This study aims to analyze the implementation of an gamified activity for creating a multicultural-situated learning and improving multiethnic students’ self-engagement in Islamic education. A total of 80 sixth graders with various backgrounds from two classes participated in this research. The one class was purposively assigned to the experimental group (N = 40) using the Pe

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18

Boleng, Didimus Tanah, Sonya V. T. Lumowa, Evie Palenewen, and Aloysius Duran Corebima. "THE EFFECT OF LEARNING MODELS ON BIOLOGY CRITICAL THINKING SKILLS OF MULTIETHNIC STUDENTS AT SENIOR HIGH SCHOOLS IN INDONESIA." Problems of Education in the 21st Century 75, no. 2 (2017): 136–43. http://dx.doi.org/10.33225/pec/17.75.136.

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Teachers play an important role in the world of education, including in the process of planning the learning activities. A meaningful learning will be able to provide a good effect on students’ thinking ability. One of the students’ thinking skills that can be empowered is the critical thinking. Critical thinking skills can help a person to face the challenges of a globalized world. This research aimed at revealing the effect of PBL learning model on the critical thinking skills of multiethnic students. The design of this research was quasi experimental in non-equivalent pretest-posttest contr

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Zaitseva, Elena Aleksandrovna, and Anatoliy Vyacheslavovich Nuzhdin. "Peculiarities of teaching and educating students in multiethnic educational environment." Samara Journal of Science 5, no. 2 (2016): 154–59. http://dx.doi.org/10.17816/snv20162304.

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One of the main aims and objectives of Modern Russian education is to make a human be ready for effective working and interacting in the multiethnic educational environment. Different aspects of the multiethnic education are registered in numerous Legal Acts of the Russian federation. Educators multiethnic competence comprises such aspects as knowing national, religious, gender and other peculiarities of students under training, respective attitude towards them; the ability to behave in terms of cultural conformity as well as the ability to organize meaningful dialogue in a multiethnic group a

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20

David-Izvernar, Mihaela, Alina Roman, Mușata Bocoș, et al. "A comparative study of intercultural competence and inclusion: Mainstream vs. multiethnic schools using the Intercultural Competence and Inclusion in Education Scale (ICIES)." Journal of Infrastructure, Policy and Development 9, no. 1 (2025): 10635. https://doi.org/10.24294/jipd10635.

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Using the Intercultural Competence and Inclusion in Education Scale (ICIES), this study examines variations in intercultural competence and inclusion between mainstream and multiethnic high schools. The sample consisted of 384 high school students, aged 17 to 18, from both rural and urban areas in Western Romania, enrolled in grades 11 and 12. The ICIES demonstrated strong reliability, with a Cronbach’s alpha of 0.721. Exploratory factor analysis revealed three distinct dimensions: Intercultural opportunities and activities, Comfort in diverse settings, and Cultural reflection and values. Inde

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21

Campbell, Patricia Shehan. "Introducing Multicultural/ Multiethnic Music Education To the School Curriculum." NASSP Bulletin 76, no. 544 (1992): 36–41. http://dx.doi.org/10.1177/019263659207654408.

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22

Basu, Ranu. "Multiethnic neighbourhoods as sites of social capital formation." Education, Citizenship and Social Justice 1, no. 1 (2006): 59–82. http://dx.doi.org/10.1177/1746197906060713.

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23

Paziura, N. "APPROACHES TO ORGANIZING MULTICULTURAL EDUCATION IN SECONDARY SCHOOLS IN EAST ASIA." Aesthetics and Ethics of Pedagogical Action, no. 31 (June 3, 2025): 39–51. https://doi.org/10.33989/2226-4051.2025.31.331525.

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The article highlights the importance of implementing multicultural education for the education of multiethnic students in the educational system of Asian countries and their further socialization in response to the significant increase in foreigners choosing Asian countries as their place of residence. The article examines the approaches of three Asian countries (Japan, South Korea, and Taiwan) to deepening the understanding of national diversity as globalization trends become increasingly noticeable in society. It is found that approaches to multicultural education are similar in South Korea

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24

Sabogal, Fabio, Regina Otero-Sabogal, Rena J. Pasick, Christopher N. H. Jenkins, and Eliseo J. Pérez-Stable. "Printed Health Education Materials for Diverse Communities: Suggestions Learned from the Field." Health Education Quarterly 23, no. 1_suppl (1996): 123–41. http://dx.doi.org/10.1177/109019819602301s10.

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Health education materials designed for the general population may be perceived as unattractive, irrelevant, or unclear by members of certain cultural groups. Given the increasingly multicultural demographics of the United States, planners need to be aware of the specific characteristics of a target audience to address cultural differences and similarities in health messages. The authors describe the use of the subjective culture methodology and social marketing to develop health education materials targeted to multicultural populations, illustrate cultural factors that should be considered wh

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25

STANFIELD, JOHN H. "Multiethnic Societies and Regions." American Behavioral Scientist 40, no. 1 (1996): 8–17. http://dx.doi.org/10.1177/0002764296040001004.

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26

KARKLINS, RASMA, and BRIGITA ZEPA. "Religious-Centered Multiethnic Societies." American Behavioral Scientist 40, no. 1 (1996): 33–45. http://dx.doi.org/10.1177/0002764296040001006.

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27

Serrant-Green, Laura. "Communication and Health in a Multiethnic Society." Nurse Education Today 23, no. 5 (2003): 388–89. http://dx.doi.org/10.1016/s0260-6917(02)00212-5.

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28

Koubeissy, Rola, and Genevieve Audet. "Teachers’ critical reflection: what are the practices for social justice in education?" L’éducation en débats : analyse comparée 11, no. 1 (2021): 60–77. http://dx.doi.org/10.51186/journals/ed.2021.11-1.e433.

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This article explores teachers’ participation in the school’s social justice system through the lens of the critical multicultural approach (May & Sleeter, 2010; May, 2000; 2003). Based on a research project about reconstruction and the theorization of teachers’ stories of practice (Desgagné, 2005) in a multiethnic context, data was collected from teachers in highly multiethnic primary schools in Québec. They were asked to narrate a story about a problem or an event with an immigrant or refugee student in their class. Four of these stories have been selected for this article. Our aim was t

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29

SINYAGINA, NATALYA, and MAYRANUSH GEVORGYAN. "INTERNATIONAL AND POLYCULTURAL DIALOG: RELEVANCE OF THE EDUCATION SYSTEM AND DIAGNOSTIC CAPABILITIES." Main Issues Of Pedagogy And Psychology 5, no. 2 (2014): 25–36. http://dx.doi.org/10.24234/miopap.v5i2.14.

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The article is focused on the modernization of international multicultural dialogue. Many works of foreign and Armenian researchers are explored about the theme. It is presented a complex of diagnostic methods which allows to research the features of international multicultural dialogue in the monoethnic and multiethnic environment.

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30

Piper, Heather. "Negotiating political identities: multiethnic schools and youth in Europe." Cambridge Journal of Education 41, no. 2 (2011): 243–44. http://dx.doi.org/10.1080/0305764x.2011.575280.

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31

Walker, Allan, and Clive Dimmock. "Leading the Multiethnic School: Research Evidence on Successful Practice." Educational Forum 69, no. 3 (2005): 291–304. http://dx.doi.org/10.1080/00131720508984697.

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32

Moisset, Jean. "Pour une education imerculturelle au Quebec." Journal of Educational Thought / Revue de la Pensée Educative 21, no. 1 (2018): 1–9. http://dx.doi.org/10.55016/ojs/jet.v21i1.44189.

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In this paper, the author notes that the society of Quebec is more and more multiracial, multiethnic and multicultural. This reality, of course, is mirrored in the school system's population, particularly in the large cities. Respect for the rights of the ethnocultural minorities is often problematical. It is asserted that a deep change in attitudes is necessary to promote respect for others' rights. That is the very finality of intercultural education of which a functional definition is suggested and from which are drawn some pedagogical inferences.

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33

de Abreu, Guida, and Ed Elbers. "The social mediation of learning in multiethnic schools: Introduction." European Journal of Psychology of Education 20, no. 1 (2005): 3–11. http://dx.doi.org/10.1007/bf03173207.

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34

Dahlstedt, Magnus. "The Politics of Activation: Technologies of Mobilizing “Multiethnic Suburbs” in Sweden." Alternatives: Global, Local, Political 33, no. 4 (2008): 481–504. http://dx.doi.org/10.1177/030437540803300405.

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Since the 1990s, the idea of “mobilization from below” has become a salient feature in Swedish debates on “multiethnic suburbs.” In this article, the idea of “mobilization from below” is analyzed in three different policy areas—democracy, urban, and education policy. Following Michel Foucault and his theories of power and governmentality, the ambition of “mobilizing multiethnic suburbs” is analyzed as particular “technologies of government” creating citizens as “active” and “responsible” subjects. In the urge to “activate” citizens, it is argued, a neoliberal agenda has gained momentum in Swed

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35

Voronchenko, Tatiana, and Nina Vinogradova. "SEARCHING FOR WAYS OF IMPROVING TEENAGERS’ TOLERANCE: DETERMINATION BY MULTIETHNIC ENVIRONMENT." CBU International Conference Proceedings 4 (September 22, 2016): 367–71. http://dx.doi.org/10.12955/cbup.v4.781.

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The coexistence of people of different cultures within a state, as a consequence of mass migration, has created an urgent need to identify ways to promote effective interethnic dialogue and harmonic social relationships. This study examines the problem exemplified in the multiethnic Transbaikal region of the Russian Federation, where more than one hundred nationalities cohabit. The paper illuminates the notion of tolerance, and interprets an array of sociological data to analyze the level of teenagers’ tolerance in a multiethnic environment. Methods of study include a research survey, correlat

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Tonegawa, Yoshiko. "Multilingual Education in Ethiopia: Use of the Mother Tongue and Lingua Franca." International Journal of Instruction 18, no. 1 (2025): 341–56. https://doi.org/10.29333/iji.2025.18119a.

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Ethiopia is a multilingual and multiethnic country with more than 80 ethnic groups and languages. While the Ethiopian People’s Revolutionary Democratic Front promoted mother-tongue education, it urged the use of Amharic as lingua franca. Despite more than 30 years having passed since the enactment of these policies, their impact has not been adequately discussed. This study examines language policy under Ethiopia’s ethnic federalism from the perspective of the mother tongue as the medium of instruction in schools and lingua franca. To achieve this objective, a literature analysis was conducted

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37

Horváth, Csilla. "Régi problémák, új megoldások: manysi nyelvtanítás az alternatív és közoktatási intézményekben." Nyelvtudományi Közlemények 110 (2014): 67–78. https://doi.org/10.15776/nyk.2014.110.3.

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The Mansi language is a severely endangered Uralic minority language spoken in Western Siberia, used in a Russian-dominated, multiethnic and multilingual environment. Most of the Mansi population lives in towns and cities, Mansi children grow up in multiethnic families with Russian as the common language. Since the family cannot serve as the most stable base of language acquisition and language use, education plays an even more important role in fostering the spread of bilingualism and reversing language shift. In this paper I present an analysis and comparison of teaching methods used in gove

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38

King, Edith W. "Reflections: effects of systemic racism on multiethnic youth." Intercultural Education 33, no. 3 (2022): 360–63. http://dx.doi.org/10.1080/14675986.2022.2071035.

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39

Cooper, Michael. "Creating Universities for a Multiethnic and Multicultural World: A Utopia?" Journal of Studies in International Education 11, no. 3-4 (2007): 522–30. http://dx.doi.org/10.1177/1028315307304188.

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Gorgorió, Núria, and Núria Planas. "Social representations as mediators of mathematics learning in multiethnic classrooms." European Journal of Psychology of Education 20, no. 1 (2005): 91–104. http://dx.doi.org/10.1007/bf03173213.

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41

SINYAGINA, NATALYA, and MAYRANUSH GEVORGYAN. "CLASSIFICATION OF RISKS OF MULTICULTURAL EDUCATION IN MONOETHNIC AND MULTIETHNIC ENVIRONMENT." Main Issues Of Pedagogy And Psychology 13, no. 1 (2017): 35–40. http://dx.doi.org/10.24234/miopap.v13i1.200.

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This article is focused on the risks of multicultural education taking into account the ethnic composition of the region. The authors substantiate the relevance of multicultural education based on the results of empirical research conducted in high schools of Armenia and Russia. It is noted that the development and implementation of pedagogical models and programs of multicultural education are calculated only positive results, in real conditions of practice, it is impossible to avoid the risks. Identified and substantiated the following risks of multicultural education: strategical, risks of

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42

Willis, Arlette Ingram. "Keeping It Real: Teaching and Learning about Culture, Literacy, and Respect." English Education 32, no. 4 (2000): 267–77. http://dx.doi.org/10.58680/ee20001555.

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Describes one teacher education program designed to broaden students’ thinking about the influences of culture in society, and teaching and learning about literacy. Offers an “unromanticized glimpse” into the lives of teacher education students as they struggle to come to terms with their transformation as literacy educators preparing to teach literacy in multiracial, multiethnic, multilingual classrooms of the 21st century.

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43

Mohd Yusof, Najeemah, Anna Christina Abdullah, and Norlida Ahmad. "Multicultural Education Practices in Malaysian Preschools with Multiethnic or Monoethnic Environment." International Journal of Multicultural and Multireligious Understanding 1, no. 1 (2015): 12. http://dx.doi.org/10.18415/ijmmu.v1i1.7.

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In today’s increasingly diverse world, ethnicity has a dramatic impact on a growing child. The ‘melting pot’ concept has given children whether from majority or minority ethnic groups have contact with groups other than their own and must learn to live with ethnic diversity. Ethnic diversity affects social interaction among students of different ethnic groups. Social interaction among students of different ethnic groups has been a major focus of study in Malaysia in recent years. Schools in Malaysia have students from a variety of ethnic, linguistic, religious and cultural backgrounds. When st

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44

Chaudhari, Prema, and Jane Elizabeth Pizzolato. "Understanding the Epistemology of Ethnic Identity Development in Multiethnic College Students." Journal of College Student Development 49, no. 5 (2008): 443–58. http://dx.doi.org/10.1353/csd.0.0028.

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de Abreu, Guida, and Tony Cline. "Parents' representations of their children's mathematics learning in multiethnic primary schools." British Educational Research Journal 31, no. 6 (2005): 697–722. http://dx.doi.org/10.1080/01411920500314869.

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Palaiologou, Nektaria. "Negotiating political identities: multiethnic schools and youth in Europe." Intercultural Education 22, no. 2 (2011): 233–34. http://dx.doi.org/10.1080/14675986.2011.567084.

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47

Yamauchi, Lois A., Tara Nakagawa, and Kathryn Murdoch. "Ethnic Attitudes Among Elementary School Students in a Multiethnic School Community." Journal of Research in Childhood Education 12, no. 2 (1998): 155–65. http://dx.doi.org/10.1080/02568549809594881.

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48

Jensen, Iben. "The Practice of Intercultural Communication - reflections for professionals in cultural meetings." Journal of Intercultural Communication 3, no. 2 (2003): 1–13. http://dx.doi.org/10.36923/jicc.v3i2.387.

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In this article I will argue that the globalisation process has carried two major implications for intercultural communication research: 1) It has provided a new target group; professional practitioners in multiethnic societies. 2) It has made 'cultural identity' one of the most important concepts in intercultural research. The challenge for intercultural research today is to provide analytical tools for the practitioners - tools which are developed in relation to the complexity in multiethnic societies.

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Bozic, Gordana. "Reeducating the Hearts of Bosnian Students: An Essay on Some Aspects of Education in Bosnia and Herzegovina." East European Politics and Societies: and Cultures 20, no. 2 (2006): 319–42. http://dx.doi.org/10.1177/0888325404273502.

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The article looks into the present education system in Bosnia and Herzegovina and the influence of politics in the creation and maintenance of segregated schools. It analyzes the concept of “educational protectionism,” which underlines the difference between “ethnically correct education” and “adequate education,” the latter being embedded in the human rights for group minorities to have education that reflect their language, culture, history, and religion. The article presents a preliminary case study of a multiethnic schoolin Popov Most, Eastern Bosnia, analyzing parents’ attitudes toward co

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Veress, Emőd. "Language and Law in Multiethnic Societies: The Case of Transylvania." International Journal for the Semiotics of Law - Revue internationale de Sémiotique juridique 33, no. 3 (2020): 929–44. http://dx.doi.org/10.1007/s11196-020-09754-1.

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Abstract Transylvania is a multiethnic society that was part of the Hungarian legal space for centuries. Still, after the WWI, this territory became part of Romania, alongside with a significant number of Hungarian-speaking minority population. What happened with Hungarian as a legal language after the annexation of Transylvania to Romania? The article deals with the history and current status of Hungarian legal language in Romania, emphasizing the frequent contradictions between legal texts and realities, the importance of political context, and fluctuations in the minority rights. The focus

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