Multicultural Education in English Language Teaching: A Study of Paradigms, Perceptions, and Implementation Strategies

Haswani, Fahri; Baharuddin, Baharuddin; Simbolon, Naeklan

doi:10.5430/wjel.v13n2p424

Cited by 4 publications

(2 citation statements)

References 23 publications

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“…Animals are created in many shapes, colors, and shapes. Flowers are created with various citizens and shapes [26] [27]. Fruits are created with various colors and flavors, These things show that plurality is a reality of nature, the creation of God.…”

Section: Multicultural Islamic Educationmentioning

confidence: 99%

Good Character, Good Deeds and Good Speech for Developing Multicultural Islamic Education: An Islamic Concept

Muhtar Arifin Sholeh,

Waston,

Nirwana AN

et al. 2023

mier

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This research is qualitative research that aims to develop an Islamic quality-of-life model for Islamic multicultural education. Research is conducted by referring to various sources of writing (literary research), and then formulating with deductive and inductive reasoning (thinking). The four criteria for a successful life (luck, win), namely faith, good deeds, correctness, and patience. These four criteria constitute a unified whole, and should not be broken down or reduced. The word 'sholih' means 'whole' (not broken apart) or 'complete', which is also usually translated as 'good'. Goodness due to wholeness and completeness. Wholeness and completeness in the concept of "Amal Sholih" include amal imaniah (faithful action), amal ilmiah (scientific action), amal karimah (noble action), amal rahmah (beloved action), amal barakah (better action), amal salamah (safe action), and amal kamilah (complete action). Faithful action is the action that must be based on faith, namely the six pillars of faith. Scientific action is an action that contains knowledge. Amal karimah is human deeds that show good deeds. Beloved action is the action that reflects rahmah (compassion, love), which arises from a clean conscience. Better action is a human action that provides benefits and added value (added goodness) to others and oneself. Safe action is the act of human beings who are safe and save themselves and others in this world and the hereafter. Complete action is the human action that fulfills 100% of the target.

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Section: Multicultural Islamic Educationmentioning

confidence: 99%

Good Character, Good Deeds and Good Speech for Developing Multicultural Islamic Education: An Islamic Concept

Muhtar Arifin Sholeh,

Waston,

Nirwana AN

et al. 2023

mier

View full text Add to dashboard Cite

show abstract

“…There have been many similar studies, for example : Haswani et al (2023), multicultural education in English language teaching, photographing the role of the teacher. Research Pratama et al (2023), the role of teachers in implementing multicultural education at Taruna Nusantara High School.…”

Section: Introductionmentioning

confidence: 99%

The Centrality of the Role of PAI Teachers in Multicultural Education Practices in Wonosobo Regency Public Schools

Fuadi,

Elsyam

2024

pgrs

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Indonesian society has various cultures, ethnicities, religions and different economic levels. Multicultural education and religious tolerance are very important amidst increasing religious intolerance in the educational environment. The role of PAI teachers is absolutely necessary to realize multicultural education in state schools. The research aims to reveal the centrality of the role of PAI teachers in the practice of multicultural education in Wonosobo Regency public schools. To achieve this goal, this research applies a qualitative approach to state schools in Wonosobo district. The findings of this research identify that PAI teachers have a central role in the practice of multicultural education within the scope of their school. These practices include: role modeling, habituation, and taking action against bullying and intolerant behavior at school. This research contributes to the promotion and practice of multicultural education in educational environments nationally and internationally. This study provides recommendations for a more in-depth investigation into how educators view and apply multicultural values in the scope of education to achieve a peaceful and harmonious life.

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Indonesian mosaic: the essential need for multicultural education

Mariyono

2024

QEA

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Purpose This desk research critically reviews the existing literature to be dialogued with interviews with several experts on multicultural education in Indonesia to provide input for policymaking and practical strategies. Through a systematic review of academic literature, policy documents and reports, this study aims to provide insights into the challenges and opportunities associated with multicultural education and propose action-based and actionable solutions to promote tolerance, understanding and unity among diverse cultural groups. Design/methodology/approach Using a systematic review methodology, this study analyzed existing literature and involved semi-structured interviews with several experts on multicultural education in Indonesia. By searching academic databases and online repositories, relevant literature was synthesized to generate insights into the current state of multicultural education, key challenges and potential solutions. Thematic analysis identified recurring themes and patterns across the literature, allowing for a nuanced understanding of the complexities surrounding multicultural education in Indonesia. Findings This research highlights the importance of promoting tolerance and unity among diverse cultural groups in Indonesian education, highlighting curriculum reform, teacher training and community engagement, despite institutional barriers and sociocultural prejudices. Practical implications The findings of this study suggest that to maximize the impact of multicultural education in Indonesia, there is a need for comprehensive teacher training programs, equitable resource allocation and localized curricula that reflect Indonesia’s cultural diversity. Policymakers should focus on developing strategies that address the unique challenges of implementing multicultural education in diverse regions, ensuring that all students have access to culturally relevant and inclusive education. Social implications The successful implementation of multicultural education has the potential to promote social harmony and inclusivity in Indonesia by fostering a deeper understanding and appreciation of cultural diversity. Addressing the identified challenges and gaps could lead to more cohesive and tolerant communities, reducing social tensions and conflicts rooted in cultural misunderstandings. This research calls for sustained efforts to ensure that multicultural education becomes a cornerstone of Indonesia’s educational system, contributing to the country’s broader goals of unity in diversity. Originality/value This research contributes to existing literature on multicultural education by synthesizing insights from diverse academic sources. By systematically reviewing literature, this study offers a comprehensive understanding of challenges and opportunities in Indonesia and provides evidence-based recommendations for policymakers, educators and stakeholders. Emphasizing the importance of promoting tolerance and unity, this study offers practical strategies for realizing these goals in Indonesian society.

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Multicultural Education in English Language Teaching: A Study of Paradigms, Perceptions, and Implementation Strategies

Cited by 4 publications

References 23 publications

Good Character, Good Deeds and Good Speech for Developing Multicultural Islamic Education: An Islamic Concept

Good Character, Good Deeds and Good Speech for Developing Multicultural Islamic Education: An Islamic Concept

The Centrality of the Role of PAI Teachers in Multicultural Education Practices in Wonosobo Regency Public Schools

Indonesian mosaic: the essential need for multicultural education

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