Multicultural education for strengthening harmony in diversity

Rohmat, Rohmat; Sutiyono, Agus; Hani, Tri Hani Tri; Priyanto, Adun Priyanto Adun

doi:10.18844/cjes.v18i1.8022

Cited by 1 publication

(1 citation statement)

References 38 publications

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“…In corroborating this, on the one hand, as proponed by Rohmat et al (2023), multicultural education is easier in words than in practice. They continued that while multicultural education is a popular construct, it has its own peculiarities which may seem strange to those who are not familiar with its principles and components.…”

Section: Discussionmentioning

confidence: 81%

Nurturing Multiculturalism in Iranian EFL Teacher Education: An In-Depth Scrutiny of Experts’ and Teachers’ Perceptions

Salimi,

Rad

2023

Preprint

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Given that Iran is the host of a variety of cultures characterized with diverse languages, viewpoints, and customs, the empty place of multiculturalism in its ELT system is deeply felt. The present study sought to tackle multiculturalism in EFL teacher education in the context of Iran by exploring Iranian EFL experts’ and teachers’ perceptions. The participants of this study consisted of the two groups. The first group included 15 male and female multicultural education experts. The second group of the participants included of 60 (30 males and 30 females) Iranian EFL teachers. To collect the required data, a demographic information scale, two semi-structured interviews and an audio-reflective journal were used. Data analysis was done via qualitative thematic analysis by MAXQDA. As revealed by the results, several themes were extracted as the components of the multicultural EFL teacher education, as uncovered by the experts’ views some of which include Eliminating Race-Related Inequalities, Eliminating Gender-Related Inequalities, and Eliminating Social Class-Related Inequalities. Moreover, the Necessary Communicative Skills, Positive Thinking, Difference Acceptance, and Multicultural Content, Various Evaluation Methods were found as some of the extracted EFL teachers’ perceptions of multicultural EFL teacher education. The findings have some implications for different groups of stakeholders including EFL teachers, teacher educators and teacher education material developers who can take useful insights from the findings in teaching EFL, educating student-teachers and developing future curricula, respectively.

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Section: Discussionmentioning

confidence: 81%