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Artículos de revistas sobre el tema "Multicultural perspective"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 20 de febrero de 2023

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1

Rodriguez, Amardo. "Reimagining Diversity: Moving from A Multicultural Perspective to An Ecological Perspective." Tamara. Journal for Critical Organization Inquiry 18 (September 15, 2020): 12–29. http://dx.doi.org/10.7206/tamara.1532-5555.6.

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2

Thompson, Aaron, Bron B. Ingoldsby, and Suzanna Smith. "Families in Multicultural Perspective." Family Relations 45, no. 3 (July 1996): 353. http://dx.doi.org/10.2307/585513.

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3

Schneider, Dona. "Families in multicultural perspective." Social Science & Medicine 42, no. 12 (June 1996): 1747–48. http://dx.doi.org/10.1016/0277-9536(96)83461-7.

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4

Basit, Abdul. "Multicultural Counseling in Islamic Perspective." KONSELING RELIGI Jurnal Bimbingan Konseling Islam 11, no. 1 (June 29, 2020): 113. http://dx.doi.org/10.21043/kr.v11i1.6435.

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<p>In this globalization and information era, the role of multicultural counseling is very urgent for the community. Given the cultural exchange between one country and another country is so massive. If a counselor only focuses on the client's person without regard to the cultural factors influence it, then the process of implementing counseling can cause bias and ineffective. In its historical development, the theory and practice of multicultural counseling is still dominated by multicultural counseling originating from the West. Meanwhile, Indonesia is a country where the majority of t

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5

Hadiwijaya, Munawwir, and Adi Adi. "The Implementation of Multicultural Based Learning in Reducing Intolerance Attitudes among Students." Journal of English Teaching, Literature, and Applied Linguistics 2, no. 2 (October 18, 2018): 19. http://dx.doi.org/10.30587/jetlal.v2i2.625.

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The purpose of this study is to determine the effectiveness of multicultural based learning with Multiple Perspectives Approach in suppressing intolerance among students. The result shows that there is a significant influence of multicultural learning models with multiple perspective approaches to students’ tolerance levels: 4.56 (control) and 6.28 (experimental). The tolerance level of students after applying multicultural based learning methods with multiple perspective approaches is better (X_A1n = 6.76) compared to the tolerance level of students using conventional learning methods (X_A2 =

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6

Gallimore, Desirée P. M. "Multiculturalism and Students with Visual Impairments in New South Wales, Australia." Journal of Visual Impairment & Blindness 99, no. 6 (June 2005): 345–54. http://dx.doi.org/10.1177/0145482x0509900604.

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This study found that a large number of students with visual impairments in public and private schools in New South Wales come from culturally diverse backgrounds, that teacher training does not incorporate multicultural perspectives, and that instructors and itinerant vision teachers lack knowledge and skills to teach from a multicultural perspective. Recommendations are provided to guide the inclusion of multicultural perspectives in teacher preparation programs and teachers’ practices.

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7

Mishra, Sreelekha, and C. Bharath Kumar. "Understanding Diversity: A Multicultural Perspective." IOSR Journal of Humanities and Social Science 19, no. 9 (2014): 62–66. http://dx.doi.org/10.9790/0837-19946266.

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8

Estrada, Ana Ulloa, and Penny Haney. "Genograms in a Multicultural Perspective." Journal of Family Psychotherapy 9, no. 2 (June 22, 1998): 55–62. http://dx.doi.org/10.1300/j085v09n02_05.

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9

Sherraden, Margaret, and Ulma Segal. "Child welfare services: Multicultural perspective." Children and Youth Services Review 16, no. 1-2 (January 1994): 137–39. http://dx.doi.org/10.1016/0190-7409(94)90021-3.

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10

Salyers, Kathleen M., and Martin H. Ritchie. "Multicultural Counseling: An Appalachian Perspective." Journal of Multicultural Counseling and Development 34, no. 3 (July 2006): 130–42. http://dx.doi.org/10.1002/j.2161-1912.2006.tb00033.x.

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11

Meléndez, Jorge L. "A multicultural perspective on leadership." Journal of Leadership Studies 1, no. 3 (2007): 84–87. http://dx.doi.org/10.1002/jls.20028.

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12

Bergsli, Oddhild Peggy. "Flerkulturalitet i opplæring av helsefagarbeidere." Nordic Journal of Vocational Education and Training 12, no. 2 (August 10, 2022): 75–97. http://dx.doi.org/10.3384/njvet.2242-458x.2212275.

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This study will focus on multicultural competence as a topic in vocational training of health care workers in upper secondary school in Norway. The research question is: How do vocational teachers practice multiculturalism in health care worker vocational education? According to OECD, multiculturalism is one of the core competencies of the 21st century. The need of healthcare professionals with expertise in multicultural sensitivity and health-communication will increase in the years ahead because this competence is essential for a good and caring professional health care. The theoretical pers

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13

Akil, Mansur. "MULTICULTURAL VALUES IN INDONESIAN PRIMARY SCHOOLS." ALQALAM 27, no. 3 (December 31, 2010): 452. http://dx.doi.org/10.32678/alqalam.v27i3.1054.

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The research aimed to understand ways of implementing multicultural values in Indonesia primary schools. This case study attempted to discover the multicultura values in primary school curriculum documents and teacher's perspective on how to promote the multicultural values in primary shcool students, by interviewing primary school teacher in Makassar and examining primary school curriculum documents. The investigation showed that teaching the values of tolerance, respecting diversity, acknowledging similarities and maintaining native languages and local identy should be done gradually by init

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14

Navegantes, Eva, Celeste Azulay Kelman, and Ana Iveniki. "Perspectivas multiculturais na educação de surdos." education policy analysis archives 24 (July 18, 2016): 76. http://dx.doi.org/10.14507/epaa.24.2237.

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Multicultural perspectives in Brazil, in school curriculum or in social practices, are still seen in a dichotomized way. Sometimes they are presented in the folk form, limited to only commemorative days, and at other times, they are presented in a more critical and postcolonial perspective where the curriculum focuses on issues related to the construction of prejudice, discrimination and identities (Canen, 2012). This essay addresses the multicultural perspectives present in the education of deaf people, discussing how the school institution is an issue. It aims to identify the multicultural p

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15

Purwanti, Erik, Adam Baustin Erlangga, Niar Agustian, and Muhamad Afadh. "Meneropong Arus Pendidikan Multikultural di Indonesia." ARZUSIN 2, no. 1 (February 1, 2022): 157–76. http://dx.doi.org/10.58578/arzusin.v2i1.244.

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Indonesia is a country that has pluralistic diversity. These varieties can be viewed from two perspectives, namely a horizontal perspective and a vertical perspective. The horizontal perspective covers the diversity of religion, ethnicity, regional language, clothing, food, and culture. The vertical perspective includes differences in education level, economy, place of residence, occupation and socio-cultural diversity. The diversity of our nation makes us pay attention to the importance of multicultural education in anticipation of negative social phenomena that may come from diversity, race,

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16

Ice, Demianus. "Developing christian education by utilizing the conceptions of pluralist-multicultural value." Psychology and Education Journal 58, no. 1 (February 4, 2021): 4151–63. http://dx.doi.org/10.17762/pae.v58i1.1479.

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Christian-pluralist-multicultural education is a practice (applied) of theoretical studies that are textual (consist of ideals) of the scriptures, normative theological, pedagogical, philosophical, and the values of local cultural wisdom into Christian Education practices. The purpose of this research is to develop a pluralist-multicultural Christian education in the pluralistic context of North Maluku. To achieve the objective, this research uses qualitative research methods with data collection techniques of participatory observation, in-depth interviews, document studies, and focus group di

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17

Asmuri, Asmuri. "PENDIDIKAN MULTIKULTURAL (Telaah Terhadap Sistem Pendidikan Nasional dan Pendidikan Agama Islam)." POTENSIA: Jurnal Kependidikan Islam 2, no. 1 (April 4, 2017): 25. http://dx.doi.org/10.24014/potensia.v2i1.2530.

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Indonesia is a country which has pluralistic varieties. The varieties can be viewed from two perspectives namely horizontal perspective and vertical perspective. The horizontal perspective covers the varieties of religions, ethnics, local languages, cloth, food and culture. Meanwhile, the vertical perspectives are included as the varieties of level of education, economic, shelters, jobs and the varieties of social – cultural. The varieties of our nation leads us the take into account the importance of multicultural education as an anticipation to the negative social phenomena which possibly de

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18

Sudirman, A. M. Oleh, and dan M. Ihsan Dacholfany. "Multicultural and Multilingual Inside Education Perspective." International Journal of Criminology and Sociology 9 (December 1, 2020): 1426–40. http://dx.doi.org/10.6000/1929-4409.2020.09.163.

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19

Anderson, Allan Heaton. "Contextualization in Pentecostalism: A Multicultural Perspective." International Bulletin of Mission Research 41, no. 1 (October 26, 2016): 29–40. http://dx.doi.org/10.1177/2396939316674428.

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This article begins with discussing contextualization, what it is and is not, and why it is an important concept to understand in the practice and theology of Christian mission. Then it suggests that Pentecostalism has a fairly good record of contextualizing its message and mission, and explains why. Pentecostalism, through its offer of the power of the Spirit to enable every believer to witness to the ends of the earth, provides a contemporary example of the contextual flexibility of Christian mission in proclamation and practice. Finally, the article looks at a well-known case study of Pente

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20

Lasser, Jon, and Michael C. Gottlieb. "Facilitating Informed Consent: A Multicultural Perspective." Ethics & Behavior 27, no. 2 (April 6, 2016): 106–17. http://dx.doi.org/10.1080/10508422.2016.1174121.

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21

Wiest, Lynda R. "Teaching Mathematics from a Multicultural Perspective." Equity & Excellence in Education 34, no. 1 (April 2001): 16–25. http://dx.doi.org/10.1080/1066568010340103.

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22

Rivera-Goba, Migdalia V., and Sonia Nieto. "Mentoring Latina Nurses: A Multicultural Perspective." Journal of Latinos and Education 6, no. 1 (January 2007): 35–53. http://dx.doi.org/10.1080/15348430709336676.

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23

Gerstein, Lawrence H., Clare Rountree, and Alicia Ordonez. "An anthropological perspective on multicultural counselling." Counselling Psychology Quarterly 20, no. 4 (December 2007): 375–400. http://dx.doi.org/10.1080/09515070701567788.

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24

Kernicki, Jeanette G. "A Multicultural Perspective of Cardiovascular Disease." Journal of Cardiovascular Nursing 11, no. 4 (July 1997): 31–40. http://dx.doi.org/10.1097/00005082-199707000-00004.

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25

Smith, Amy Rex, and Marion E. Winfrey. "Teaching Pathophysiology From a Multicultural Perspective." Nurse Educator 23, no. 3 (May 1998): 19–21. http://dx.doi.org/10.1097/00006223-199805000-00011.

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26

LEE, COURTLAND C. "Empowerment in Counseling: A Multicultural Perspective." Journal of Counseling & Development 69, no. 3 (January 2, 1991): 229–30. http://dx.doi.org/10.1002/j.1556-6676.1991.tb01493.x.

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27

Nelson, Mary Lee, Sharon Gizara, Anna Crombach Hope, Rosemary Phelps, Robbie Steward, and Lauren Weitzman. "A Feminist Multicultural Perspective on Supervision." Journal of Multicultural Counseling and Development 34, no. 2 (April 2006): 105–15. http://dx.doi.org/10.1002/j.2161-1912.2006.tb00031.x.

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28

Harris, Kathleen C. "Collaboration Within a Multicultural Society." Remedial and Special Education 17, no. 6 (November 1996): 355–62. http://dx.doi.org/10.1177/074193259601700606.

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The author discusses perspectives and offers suggestions for the development of multicultural competence in each of the following Areas: understanding one's perspective in relation to culturally diverse collaborators, using effective interpersonal and communication strategies in a multicultural context, understanding the role(s) assumed by collaborators who work with students who are culturally and linguistically diverse, and Promoting the use of appropriate assessment and instructional strategies. Collaborators skilled in these areas are necessary to enhance the success of the growing numbers

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29

Rooney, S. Craig, Lisa Y. Flores, and Chantele A. Mercier. "Making Multicultural Education Effective for Everyone." Counseling Psychologist 26, no. 1 (January 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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30

Mowrer, Robert R., and Dawn M. McCarver. "A Preliminary Investigation of Multicultural Perspective and Life Satisfaction." Psychological Reports 90, no. 1 (February 2002): 251–56. http://dx.doi.org/10.2466/pr0.2002.90.1.251.

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The present study represents a preliminary investigation of Ramirez' contention that developing a multicultural identity would lead to better mental health and more life satisfaction. Using a tentative index of a multicultural perspective analysis indicated that, although a multicultural perspective is associated with more life satisfaction, it accounts for only 8% of the variance. Further, one of the measures used by Ramirez to measure an aspect of a multicultural perspective was not correlated with life satisfaction, and another correlated negatively. This latter measure accounts for only 6%

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31

Nuridin, Nuridin, Jamali Jamali, Slamet Firdaus, Didin Nurul Rosidin, Siti Fatimah, and Abas Hidayat. "Multicultural Awareness of Al-Qur'an Perspective and Prevention of Religious Radicalism-Liberalism." International Journal of Multicultural and Multireligious Understanding 8, no. 10 (October 11, 2021): 256. http://dx.doi.org/10.18415/ijmmu.v8i10.3057.

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Diversity has existed for a long time. Diversity is not a tool to cause conflict between humans. However, improper multicultural management can lead to conflict. Multicultural awareness is needed for humans with various differences, so that humans can live side by side and respect each other. This study is a normative qualitative through library research. The research is oriented towards discovering the conception of multicultural awareness as the Isyarah of Al-Qur'an. Primary data sources are taken from the Al-Qur'an and secondary data are taken from Tafsir books. This result shows that multi

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32

Asmuki, Achmad Yusuf, and Abdul Aziz. "Multicultural-Based Curriculum Conception." AL MURABBI 6, no. 1 (December 31, 2020): 87–102. http://dx.doi.org/10.35891/amb.v6i1.2436.

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This study aims to describe about 1) Classification of multicultural-based curriculum in various points of view, (2) Principles and Principles of multicultural-based education curriculum preparation. This research is designed in the form of library research. The results of this study concluded that (1) classification of Multicultural Based Curriculum from three points of view, namely First: Concept and Implementation Perspective is classified into 3 namely (a) Ideal Curriculum (b) Factual Curriculum, and (c) Hidden Curriculum. Second: The Structure and Subject Matter Perspective is classified

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33

Yuan, Huanshu. "Teaching Across Cultures." Journal of Comparative & International Higher Education 11, Spring (April 3, 2019): 11–21. http://dx.doi.org/10.32674/jcihe.v11ispring.926.

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Developing teaches’ cultural awareness and knowledge base of diversity is essential for developing teachers with multicultural perspective and culturally responsive pedagogy in China. The purpose of this qualitative study was to explore preservice Han teachers’ perspectives of multicultural education in order to enhance institutional quality and effectively prepare culturally responsive Han teachers for multicultural and multiethnic students in China. Following findings were revealed from this study: Puzzling attitudes towards multiculturalism and diversity, popularizing Western culture, unify

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34

Syed Othman, Syed Mohd Zakir. "Interlok from a Multiculturalism Perspective." Malay Literature 24, no. 2 (December 1, 2011): 231–47. http://dx.doi.org/10.37052/ml.24(2)no4.

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Interlok may be read as a multiculturalism narrative that depicts the process of building a national identity, which develops from a rigid ethnic identity. Through the narrative of social events, an envisioning of a gradual formation of a national identity, situated within a multicultural space is presented by the author. This vision of multiculturalism is perhaps an ideal, but it reflects the author’s optimism for a future where a nation can be formed from the unity of its multicultural diversity. This ideal form of multiculturalism goes beyond assimilation as it is indeed a kind of integrati

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35

Huda, Miftahul, and Rhoni Rodin. "Perbandingan Strategi dan Pola Pengembangan Pesantren dan Diniyyah Berwawasan Multikultural." Journal of Islamic Education Research 2, no. 1 (June 23, 2021): 45–62. http://dx.doi.org/10.35719/jier.v2i1.80.

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The purpose of this study are: (1) to determine the educational system, strategies, and various patterns of pesantren development with a multicultural perspective; (2) to determine the education system, strategies, and various patterns of diniyyah development with a multicultural perspective; (3) to compare systems, strategies and patterns of education in pesantren and diniyyah with multicultural insight. In this study using a qualitative approach. The method used is a research library. The data analysis technique used is content analysis. The result of this research is that multicultural educ

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36

Zaprulkhan, Zaprulkhan. "Dakwah Multikultural." MAWA'IZH: JURNAL DAKWAH DAN PENGEMBANGAN SOSIAL KEMANUSIAAN 8, no. 1 (July 1, 2017): 160–77. http://dx.doi.org/10.32923/maw.v8i1.703.

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Factually, Indonesia is a nation that has a variety of ethnic, linguistic, class, color, and religion that become the nation's assets in forming social harmony. In the study of contemporary political theory, the diversity of human society in all its aspects is also called multicultural society. In religious context, some religious people always socialize their religious teachings to plural society by ignoring the plurality of people's lives in all its aspects. This is where the significance of a multicultural perspective needs to be possessed by anyone who wants to convey religious messages in

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홍기원. "Multicultural Policy in Korea - Issues and Perspective." Multiculture & Peace 3, no. 1 (June 2009): 13–35. http://dx.doi.org/10.22446/mnpisk.2009.3.1.001.

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38

NAITO, Masanori. "A Perspective on Multicultural and Multiethnic Society." Geographical Review of Japa,. Ser. A, Chirigaku Hyoron 70, no. 11 (1997): 749–66. http://dx.doi.org/10.4157/grj1984a.70.11_749.

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39

Dasenbrock, Reed Way. "Why Read Multicultural Literature? An Arnoldian Perspective." College English 61, no. 6 (July 1999): 691. http://dx.doi.org/10.2307/378950.

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40

Kim, Hyun Jung, and Sun Hwa Park. "North Korean Refugees from the Multicultural Perspective." Journal of the Humanities for Unification 66 (June 30, 2016): 161. http://dx.doi.org/10.21185/jhu.2016.06.66.161.

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41

Bahri, Saiful. "Multicultural Education In Islamic Education Philosophy Perspective." Istawa : Jurnal Pendidikan Islam 5, no. 2 (October 26, 2020): 239. http://dx.doi.org/10.24269/ijpi.v5i2.2891.

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Multicultural education, a very strategic approach, is developed in the life of Indonesian society which has a variety of patterns in religion, ethnicity, ethnicity, and customs, all of which aim to live together in equality, strengthen and unite in the unity of the Unitary State of the Republic of Indonesia. In the concept of Islam, it also teaches multicultural education, so on this basis, the researcher wants to examine in depth how the idea of multicultural education is in the view of the philosophy of Islamic knowledge. This research uses a type of literature study research, the data whic

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42

Kim, Hyun-Sook. "Multicultural Religious Education in a Trinitarian Perspective." Religious Education 107, no. 3 (May 2012): 247–61. http://dx.doi.org/10.1080/00344087.2012.678143.

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43

Sue, Derald Wing. "Multicultural organizational consultation: A social justice perspective." Consulting Psychology Journal: Practice and Research 60, no. 2 (2008): 157–69. http://dx.doi.org/10.1037/0736-9735.60.2.157.

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Proehl, Rebecca A. "Groups in Workplace 2000: A Multicultural Perspective." Cross Cultural Management: An International Journal 3, no. 1 (January 1996): 37–44. http://dx.doi.org/10.1108/eb008404.

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ADHIKARI, NIRMAL M., and ADITYA K. SHUKLA. "Discoursing communication from the perspective of mainstream hindu philosophy." Dev Sanskriti Interdisciplinary International Journal 2 (July 31, 2013): 51–56. http://dx.doi.org/10.36018/dsiij.v2i0.23.

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This article presents an appraisal of the discourses on communication from the perspective of mainstream Hindu philosophy. Communication theory has been witnessing a paradigm shift thereby promoting theorization of communication from multicultural and multidisciplinary perspectives. Such endeavors have forwarded the discourse of communication from Asian and Hindu perspective too. However, most of the mainstream Hindu philosophies are still unexplored by the communication scholars.

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Salako, E. T., and O. A. Ojeyibi. "Teaching Social Studies from multicultural perspective: a practical approach to re-fashion African Studies for transformation." Contemporary Journal of African Studies 6, no. 1 (May 31, 2019): 96–113. http://dx.doi.org/10.4314/contjas.v6i1.6.

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Currently, global education and global citizenship for social transformation addresses the issues of cordial and harmonious existence of our time. Africa is a multilingual and multicultural continent with about 3.000 ethnic groups and 2000 languages spoken; therefore, introduction of multicultural approach in teaching will ensure effective socialization and transformative education in Africa. The roots to challenge bias, prejudice and creating classroom environment that reflects the learner’s culture for national unity lies in multicultural education. Multicultural education is a system of ins

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Ramirez, Manuel. "Response to Mowrer and McCarver's Paper on Multicultural Perspective and Life Satisfaction." Psychological Reports 91, no. 2 (October 2002): 405–6. http://dx.doi.org/10.2466/pr0.2002.91.2.405.

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It is argued that the article by Mowrer and McCarver (2002) misrepresents Ramirez's work by making assumptions based on an incomplete definition of multicultural identity and by inferring that multicultural psychotherapy can serve as a cure-all for psychopathology. It is shown that the authors did not test Ramirez's model, but instead merely used his conceptual framework to develop and test their own measure of multicultural perspective.

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48

Vallianatou, Christina, Gerard Leavey, and Jennifer Brown. "Practitioners’ perspectives of multicultural sensitivity." Counselling Psychology Review 22, no. 4 (November 2007): 58–67. http://dx.doi.org/10.53841/bpscpr.2007.22.4.58.

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In this exploratory qualitative study we explored issues related to cultural sensitivity among 10 British therapists working in multicultural settings. Our analysis, which combined content and statistical procedures, suggests that knowledge of the client’s core ethnic identity and the degree of adherence to religious or traditional values are the most prominent issues that practitioners take into consideration. Understanding the client’s kinship and migration history were also highlighted as important for a positive therapeutic outcome. Furthermore, therapists strongly indicated knowledge and

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49

Mazid, Sukron, Sauqi Futaqi, and Farikah Farikah. "THE CONCEPT OF “FREEDOM OF LEARNING” IN A MULTICULTURAL EDUCATION PERSPECTIVE." Ta'dib 24, no. 1 (June 28, 2021): 70. http://dx.doi.org/10.31958/jt.v24i1.2759.

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This paper seeks to examine the concept of “Merdeka Belajar” or “Freedom of Learning” which was initiated by the Indonesian Minister of Education and Culture, Nadiem Makarim. The study of freedom of learning uses text study with content analysis method. The concept of “Freedom of Learning” is very interesting when studied with a multicultural education perspective. Moreover, the two concepts have the same relevance and spirit, namely freedom and justice in the human resources development context, particularly through the educational process. Based on the results, the implementation of “Merdeka

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50

Noor, Ady Ferdian, A’am Rifaldi Khunaifi Supardi, and Sukirno, Haryanto. "Multicultural Education Praxis for Primary Schools: Perspective of Muhammadiyah Primary Schools Indonesia." International Journal of Psychosocial Rehabilitation 23, no. 4 (December 20, 2019): 1039–52. http://dx.doi.org/10.37200/ijpr/v23i4/pr190432.

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