Multicultural Education of Students as an Important Part of Education

Abstract

This article is about the improvement of the cross-cultural interaction of students. It is dealt with some country studies projects. It is shown that country studies projects have a positive effect on the process of teaching students. The content of this article can be used to improve the process of teaching a foreign language. results showed that Multicultural competencies of the students are the component of the professional competencies. Country studies projects, namely: creative works and country studies educational festivals are the effective basis for the formation of multicultural competencies of students.

RETRACTED ARTICLE: Chinese contemporary art teachers’ professional development in the 20th and 21st centuries within the multicultural framework

“…Within the framework of art education and contemporary art teaching in particular, the curriculum combined the traditional Chinese educational model with digital technologies and innovative electronic resources [ 32 ]. Globalization processes and the contradictions related to them have set contemporary art education a task to prepare students for life in a multinational and multicultural environment, to develop their communication skills and cultural experience with the representatives of different nationalities [ 55 ]. Trends in contemporary art teaching in China aim to teach students and schoolchildren not only the peculiarities of national culture and art, but also the understanding of the diversity of world cultures, their value and uniqueness through multicultural education [ 3 ].…”

Transcultural Adaptation of Tibetan Nursing Trainees: A Case Study of “9+3” Vocational Technical Students in Sichuan Province, China

“…Chinese school education should learn from the training model of cultivating teachers’ transcultural adaptability in the United States, actively carry out multicultural education, and focus on multicultural teaching [ 43 ]. Attention should be paid to improving their ability to understand, choose, and adapt to cultural diversity, rather than just imparting to them the established basic educational courses, educational method courses, and educational practice courses [ 44 ].…”

“…Minority students should comprehensively use the comprehensive perspectives of pedagogy, psychology, anthropology, ethnology, sociology, statistics, and other disciplines to study, all of which require them to proceed from the reality and actual situation of their own ethnic areas [ 47 ]. To explore a multicultural curriculum model that is suitable for the advantages and characteristics of the nation and the region [ 43 ]. When developing and designing the curriculum, teachers should fully consider the students from different regions, different nationalities, and different cultural backgrounds, provide them with a variety of curriculum cultural resources, and cultivate students’ transcultural awareness, ability, and way of thinking [ 48 ].…”

Pendidikan Multikultural Berbasis Kearifan Lokal Bagi Siswa Sekolah Dasar

“…Negara Indonesia yang multikultural ini harus disyukuri karena merupakan anugerah dari Tuhan. Multikultural dikatakan sebagai ciri utama masyarakat modern (Ishmuradova & Ishmuradova, 2019). Budaya merupakan bentuk pemahaman umum tentang cara berpikir, merasakan, dan berperilaku masyarakat atau kelompok sosial tertentu (Brown, 1963).…”

“…Biasanya ada norma budaya dalam suatu masyarakat, tetapi dapat berubah dan berkolaborasi dengan budaya lain. Semua anggota masyarakat harus kompeten untuk saling berkomunikasi agar efektif proses multikultural (Ishmuradova & Ishmuradova, 2019). Eko et al, (2020) mengungkapkan, pendidikan multikultural adalah suatu kebutuhan, yang berawal dari kebudayaan nasional yaitu Bhinneka Tunggal Ika yang berlandaskan Pancasila, dengan tujuan umum mewujudkan masyarakat Indonesia yang egaliter dan sejahtera.…”