Teaching ‘multiculturally’: geography as a basis for multicultural education in Korea

Shen, Shawn

doi:10.1080/2005615x.2019.1567092

Cited by 14 publications

(15 citation statements)

References 25 publications

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“…Thus, policy-making and planning for multicultural education will be very difficult regard to this volume of ethnic, linguistic and religious diversity as well as some challenges and problems such as undermining of legitimacy and practical utility of multicultural education by some inter-related epidemic events, including the anti-multiculturalism movement, and the rises of parochial nationalism (Lee et al , 2019). In addition, in many contexts, the lack of proper understanding of multicultural education nature and goals has led to multicultural education being reduced to a limited number of simple issues such as ethnics' clothes or ceremonies (Billings, 1994; Sleeter, 2018; Ashmawi et al , 2018; Shen, 2019; Nesterova, 2019). Another pervasive problem of multicultural education in different contexts is the lack of teachers' familiarity with it and their inability to implement multicultural education properly (Nieto, 2000; Banks and Banks, 2009; Sleeter, 2012; Miled, 2019; Kim, 2020).…”

Section: Theoretical Sectionmentioning

confidence: 99%

Barriers to multicultural education in Iran

Hasanpour

Batmani

Bolandhematan

2022

JME

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Purpose This paper aims to identify and investigate barriers to multicultural education in Iran. Design/methodology/approach This research is a qualitative research that was done using the phenomenological method. Participants included all experts and key informants in the field of multicultural education in the country who were selected as a statistical sample in different stages of the research using purposeful sampling. The semi-structured interview was used to collect information. Two ways, including member checking and external auditing, were used to validate the information. The thematic analysis method (theme analysis), which is based on open and core coding, was used to analyze the data. Findings The interview data revealed that barriers are generally identified in both structural and executive parts. The structural part had two main obstacles, political and scientific-professional, and the executive part had two technical and socio-cultural barriers. Also, barriers to multicultural education in curriculum design are the ideological education system, lack of a clear framework for multicultural education, etc. Furthermore, barriers to multicultural education in the curriculum implementation are hidden curriculum, the inability of teachers to implement multicultural education, etc. Finally, barriers to multicultural education in curriculum evaluation are misconception of evaluation and limited evaluation methods. Originality/value To the best of the authors’ knowledge, this study is the first one that presents the experts' viewpoints and experiences on the barriers to multicultural education in Iran.

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Section: Theoretical Sectionmentioning

confidence: 99%

Barriers to multicultural education in Iran

Hasanpour

Batmani

Bolandhematan

2022

JME

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“…Shaw berpendapat bahwa pendidikan multicultural adalah pendidikan yang bertujuan untuk menjembatani perbedaan rasial dan menghilangkan ketidaksetaraan antara berbagai kelompok sosial masyarakat (Shen, 2019). Membentuk sikap sosial siswa melalui kegiatan pembelajaran dengan memanfaatkan keberagaman dalam pergaulan tanpa memandang perbedaan budaya, ras, kondisi jasmaniah, jenis kelamin maupun status sosial masing-masing siswa (Pratiwi, Masfuah, & Rondli, 2018).…”

Section: Hasil Pengertian Pendidikan Multikulturalunclassified

“…Sebagai contoh negri Thailand menerapkan program pendidikan bilingual yang terintegrasi dengan pendidikan multicultural (Arphattananon, 2018). Sedangkan di Korea menerapkan pengajaran multicultural yang di sesuaikan dengan geografis (Shen, 2019). 4.…”

Section: Pembahasanunclassified

Pendidikan Multikultural di Sekolah Dasar (Sebuah Studi Pustaka)

Latifah¹,

Marini²,

Maksum³

2021

JPDN

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Tujuan penelitian ini adalah untuk mengelaborasi landasan teori dan pelaksanaan pendidikan multikultural di sekolah dasar. Metode penelitian yang digunakan adalah metode study literature atau penelitian kepustakaan. Metode pengumpulan data yang digunakan yaitu metode dokumentasi. Teknik analisis data yang digunakan berupa analisis isi. Agar menjaga ketepatan pembahasan dan mencegah kesalahan informasi dalam analisis data maka dilakukan pembacaan pustaka secara berulang dan pengecekan antar pustaka. Tujuan penelitian ini adalah untuk menyusun landasan teoritis dan pelaksanaan pendidikan multicultural di sekolah dasar. Hasil penelitian ini adalah terelaborasinya landasan teori dan pelaksanaan pendidikan multicultural di sekolah dasar secara utuh yang meliputi: 1) pengertian pendidikan multikultural, 2) komponen pendidikan multikultural, 3) program pelaksanaan pendidikan multikultural, 4) manfaat pendidikan multicultural di sekolah dasar, 5) Hasil pendidikan multicultural di sekolah dasar.

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“…Biasanya berlaku untuk fungsi manajemen suatu lembaga atau organisasi, termasuk pendidikan. Referensi yang didapat menurut (Arphattananon, 2018), seorang pakar ilmu manajemen yang memerinci secara sistematis, yaitu meliputi (Shen, 2019): 1) Perencanaan (planning), 2) Pengorganisasian (organizing), 3) Pelaksanaan (actuating) dan 4) Pengawasan (controling).…”

Section: Pembahasanunclassified

Analisis Manajemen Pendidikan Sekolah Dasar Berorientasi Multikultur

Latifah

Marini

Sumantri

2021

muallimuna J. madrasah ibtidaiyah

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Abstrak: Penelitian ini bertujuan menganalisis pengelolaan pendidikan sekolah dasar yang berorientasi kepada pendidikan multikultural di Sekolah Dasar Negeri Sangiang Jaya. Fokus subjek dalam penelitian ini terdiri dari 4 orang yaitu 3 guru kelas tinggi dan kepala sekolah. Peneliti yang di gunakan adalah penelitian ini adalah pendekatan kualitatif melalui metode deskriptif yang bertujuan untuk menjelaskan sebuah data, peristiwa atau kejadian yang digali berdasarkan hasil wawancara menggunakan Google Form dengan narasumber di mana mereka mempunyai pemahaman dan pengetahuan serta yang berpengalaman mengenai kejadian tersebut. Metode deskriptif merupakan metode merupakan penelitian yang mendeskripsikan atau menjelaskan suatu data berdasarkan fakta secara objek sesuai penelitian yang tersusun dan terjadi dengan keadian yang ada. Teknik pengumpulan data berdasarkan hasil wawancara, observasi, dan dokumentasi, Hasil temuan dari penelitian ini menunjukkan Pengelolahan pendidikan sekolah dasar yang terdiri dari perencanaan (planning) yang terlihat dari proses pembuatan prangkat pengajaran yangterintegrasi dengan multikultur. Pengorganisasian (organizing) di mana manjement yang berdasarkan orientasi multikultur Nampak dari beberapa kegiatan yang di lakukan sekolah, pelaksanaan (actuating) di lihat berdasarkan proses pelaksanaan kegiatan belajar mengajar dan pengawasan (controling) yang berisi pemantauan berkala yang di lakukan, ke empet aspek tersebut di lihat berdasarkan nilai multikultural yaitu kesetaraan, keadilan, demokras kebebasan toleransi.ANALYSIS OF MULTICULTURAL PRIMARY SCHOOL EDUCATION MANAGEMENTAbstract: The purpose of this research is to analyze the management of school education that is oriented towards multicultural education at Sangiang Jaya State Elementary School. In this study, the subjects consisted of 4 people, namely 3 high class teachers and the principal. Researchers who use this research are a qualitative approach through descriptive methods that aim to tell a data, event or phenomenon that is excavated based on in-depth interviews with sources where they have an understanding and knowledge and in-depth experience of the phenomenon. Descriptive method is a research method that describes or explains data based on facts in a systematic research object and in accordance with natural situations. The data technique used is based on the results of interviews, observations, and documentation. The results of this study indicate the management of primary school education which consists of planning (planning) as seen from the process of making building construction integrated with multiculture. Organizing in which management is based on a multicultural orientation. It appears that from several activities carried out by schools, implementation is seen based on the process of implementing teaching and learning activities and monitoring (controling) which contains periodically carried out, to empathize these aspects are seen based on multicultural values namely equality, justice, democracy / freedom and tolerance.

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Teaching ‘multiculturally’: geography as a basis for multicultural education in Korea

Cited by 14 publications

References 25 publications

Barriers to multicultural education in Iran

Barriers to multicultural education in Iran

Pendidikan Multikultural di Sekolah Dasar (Sebuah Studi Pustaka)

Analisis Manajemen Pendidikan Sekolah Dasar Berorientasi Multikultur

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