Multicultural education policies in Canada and the United States

Guimarães-Iosif, Ranilce

doi:10.20355/c5w885

Cited by 1 publication

(1 citation statement)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…At this level, teachers must be able to instill at all times, and on various occasions multicultural values, including teachers must be fair, respect differences, and uphold humanity. Although it is not "formal" for schools to use a multicultural curriculum, teachers must have a strong commitment to realizing multicultural because it is part of the responsibility to maintain, and build the nation (Firdaus et al, 2020;Guimaraes-Iosif, 2008;Putra, 2021).…”

Section: Discussionmentioning

confidence: 99%

Understanding Multiculturalism Education from Indonesia, Singapore, Malaysia, and Thailand

Patras

Hidayat

Maksum

et al. 2022

Kelola

View full text Add to dashboard Cite

Every nation faces increasingly complex challenges. Differences every day meet us. The purpose of this study is to learn from the implementation of multicultural education in four countries. This study uses a qualitative approach with content analysis techniques. The data source comes from 12 English articles obtained from scopus.com with the keywords "Multicultural Indonesia", "Multicultural Singapore", "Multicultural Malaysia", and "Multicultural Thailand". The findings of this study are that multicultural implementation can be carried out through policies and policy practices that must be consistent; the use of real multiculturalism practices; the use of universal values of culture and religion that exist in their respective societies; the use of multicultural music, and the use of the Education curriculum. The results of this study can be used for discussion on the issue of more effective multicultural implementation

show abstract

Section: Discussionmentioning

confidence: 99%