Preparing Teacher-Researchers for Local-Global, Multicultural Classrooms: Prospects for Postcritical and Feminist Qualitative Methodologies

Sprecher, Katharine

doi:10.31390/taboo.13.2.06

Cited by 2 publications

(2 citation statements)

References 28 publications

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“…The dominant Western episteme in producing and disseminating knowledge exemplifies "the ascendancies and silences produced by modern science that grants credibility to northern 'regimes of truth'"(R'boul, 2020, p. 1). In particular, multiple accounts have called for encouraging more epistemological diversity in multicultural education, e.g., decolonial multiculturalism and local-global contexts (Sprecher, 2011) and multicultural education and the postcolonial turn (Hudson, 2003). Multicultural education has to be grounded in postcolonial theory, which recognizes southern spaces' dilemma of knowledge production.…”

Section: Postcoloniality and Decolonilaity In Multicultural Educationmentioning

confidence: 99%

Reimagining Multicultural Education

R’boul

Alastuey

2021

Evolving Multicultural Education for Global Classrooms

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Multicultural education has actively endeavored to undermine inequalities and imbalances by offering pedagogical frameworks for accounting for and managing cultural diversity. However, foundational literature on multicultural education seems to be dominated by Western scholars, mainly American. This assumption is not in alignment with the objectives of critical education which seeks to stymie power imbalances and grant visibility to less popular individuals along with their cultures, understandings, and perspectives. That is why it is important to ask questions about whether multicultural education has exhibited any signs of seeking to stymie the hegemony of Western episteme in terms of its theory and praxis. This chapter argues that it is necessary to include other epistemologies in multicultural education theory and praxis in order to realize global cognitive justice. The main aim is to make a case for the possibility of further developing multicultural education by integrating other knowledges and ways of knowing.

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Section: Postcoloniality and Decolonilaity In Multicultural Educationmentioning

confidence: 99%

Reimagining Multicultural Education

R’boul

Alastuey

2021

Evolving Multicultural Education for Global Classrooms

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“…One way to instill the moral values of Pancasila, especially the aspect of Global Diversity, is by incorporating relevant content about unity into textbooks. Particularly in primary schools, the instillation of global diversity values must continue to be imparted to students as preparation for facing social dynamics (Byker & Marquardt, 2016;Juvonen et al, 2019;Sprecher, 2017). This education is crucial from an early age because children tend to quickly absorb meanings and information and to form more flexible mindsets and behaviors (Tarmini et al, 2023) (Afriyadi, 2020).…”

Section: Introductionmentioning

confidence: 99%

Global Diversity Values in Indonesia: An Elementary School High-Grade Indonesian Language Textbook Analysis

Sadiah,

Yanti,

Tarmini

2024

iejee

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This research aims to analyze global diversity values present in Indonesian language textbooks for fourth-grade elementary school students. The study employs a qualitative approach with content analysis as the method. The research objects consist of four textbooks published by Erlangga, Yudistira, Bumi Aksara, and Puskurbuk Kemdikbudristek. The analysis process involves selecting relevant material samples, developing analytical categories, coding the content, and interpreting emerging patterns. The research findings indicate that the Indonesian language textbooks for fourth-grade elementary school students provide activities and experiences that enrich their understanding of cultural diversity in Indonesia. Students are taught to develop attitudes of tolerance and intercultural communication, as well as reflection and responsibility towards diversity. These books contribute to shaping students who are inclusive, tolerant, and capable of communicating in a multicultural environment, embodying the values of global diversity character. The importance of fostering global diversity character in primary school students is highlighted through education, particularly using meticulously designed Indonesian language textbooks. These textbooks introduce students to various aspects of Indonesian and other cultures, promoting understanding, appreciation, and tolerance for cultural diversity. Emphasizing character development, the textbooks instruct students in intercultural communication and encourage interactions with culturally diverse peers, fostering effective communication skills for multicultural environments. Furthermore, students are prompted to reflect on their own multicultural experiences, shaping their global perspectives. In summary, Indonesian language textbooks serve as a vital resource in shaping students into inclusive, tolerant individuals proficient in effective communication within multicultural contexts.

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Preparing Teacher-Researchers for Local-Global, Multicultural Classrooms: Prospects for Postcritical and Feminist Qualitative Methodologies

Cited by 2 publications

References 28 publications

Reimagining Multicultural Education

Reimagining Multicultural Education

Global Diversity Values in Indonesia: An Elementary School High-Grade Indonesian Language Textbook Analysis

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