Testimonialista Pedagogues: Testimonio Pedagogy in Critical Multicultural Education

Abstract

Teacher educators employ a variety of approaches to multicultural education. This article describes how we have our students grapple with their positionalities, to socially locate themselves and then to question the how and why of what they learned by employing testimonio, a genre of qualitative research that has its epistemological roots in Chicana feminist thought, as pedagogy. We discuss how we use testimonio in our classes and how students can use the process of creating and sharing their testimonios to cultivate a multicultural education (MCE) perspective and begin crafting their own culturally relevant pedagogy.

The Role of Teachers in Implementing Multicultural Education Values in the Curriculum 2013 Implementation in Indonesia

“…The teacher has a very important role in designing learning evaluation. As found in this research that every teacher designs the evaluation strategy that integrated to learning process as a part of fun learning (El Ashamwi, Sanchez, & Carmona, 2018;Kwo, 2010). Evaluating the students, not only for academic aspects, but also for all students' involvement to teaching learning activities (Krolak-Schwerdt, Glock, & Böhmer, 2014;Recepoglu, 2013) as their basic role to take part in maintaining multicultural values along the learning.…”

The Role of Teachers in Implementing Multicultural Education Values in the Curriculum 2013 Implementation in Indonesia

“…The teacher has a very important role in designing learning evaluation. As found in this research that every teacher designs the evaluation strategy that integrated to learning process as a part of fun learning (Kwo, 2010;El Ashamwi, Sanchez, & Carmona, 2018). Evaluating the students, not only for academic aspects, but also for all students' involvement to teaching learning activities (Recepoglu, 2013;Krolak-Schwerdt, Glock, & Böhmer, 2014) as their basic role to take part in maintaining multicultural values along the learning.…”

Reflections on Multicultural Education for Non-Muslim Students at Muhammadiyah University, Kupang

“…Selain itu, dengan adanya beberapa mahasiswa yang mengeluhkan kewajiban mereka untuk mengukuti mata kuliah AIK dan Bahasa Arab yang dianggap oleh mahasiswa non-Islam bahwa mata kuliah ini mengandung unsur Islamisasi. Sehingga membuat mereka merasa terhegemoni dan teralienasi dengan adanya kewajiban tersebut (Ashmawi, Sanchez, & Carmona, 2018;Jantzen, 2020). Penelitian sebelumnya yang dilakukan oleh Efendi & Suswanta (2017) menunjukkan bahwa masih banyaknya masalah-masalah yang dihadapai dalam penerapan pendidikan multikultural di UMK, yaitu banyaknya dosen-dosen yang tidak menanamkan nilai-nilai multikulturalisme dalam proses pembelajaran karena terkendala pada kurangnya pemahan dosen tentang bagaimana menerapkan nilai-nilai miltikulturalisme.…”