Understanding of Multicultural Sustainability through Mutual Acceptance: Voices from Intercultural Teachers’ Previous Early Education

Abstract

The objective of this article was to examine multicultural sustainability with reference to appropriate manners suitable for creating an atmosphere of mutual acceptability. The focus was on previous early education among the intercultural teachers. The participants included ten teachers, five Muslims and five non-Muslim, with intercultural backgrounds, who were selected to be involved in this study. A structured interview was employed, and a thematic analysis was performed on the basis of the research findings. The findings revealed that there were several themes resulting from conducted interviews that were centered around understandings of multicultural sustainability based on learning experiences in previous early education. When evaluating the intercultural awareness of mutual acceptability within the context of a multicultural background, among the themes operating as key strategic elements for achieving multicultural sustainability through mutual acceptance were situational experience, mutual understanding, mutual trust, and awareness of mutual responsibility with a view to maintaining intercultural relations. This study contributes to the expansion of strategies employed by intercultural teachers in a modern context, with respect to a meaningful concern for acceptance in ensuring the achievement of multicultural adaptability.

Multicultural experience in organisations: an auto-ethnographic enquiry

“…As a multinational corporation, it may seem beneficial to create and share a superordinate identity with subordinates (Liu et al, 2020) and listen to them (Harush et al, 2018) in order to foster cooperative working relationships and lessen the negative effects of high-power distance. My experience with the conflicting situations brought about by power disparity partially confirmed the idea that conflicts can end with exposure to one another in multicultural teams (Huda et al, 2021). Through learning and development, concentrating on my own cultural intelligence (Earley and Ang, 2003), I was able to comprehend the reasons behind and the reality of cultural differences, which is crucial for a manager (Caputoa et al, 2018;Kadam et al, 2020).…”

“…Cultural intelligence on the part of educators can avert multi-ethnic conflicts amongst student groups (Kang et al, 2019). According to researchers, social interaction increases the likelihood of developing relationships with people of different cultures, and these interactions are influenced by the length of time they have known each other (Huda et al, 2021).…”

The Impact of the Multicultural Education on Students’ Attitudes in Business Higher Education Institutions

“…Multicultural education has a significant and positive impact on society. Different students who have studied in a multicultural environment are more likely to work together in the future [45]. In addition, multicultural education promotes a sense of democracy and the foundations of social peace [46,47].…”

Social Adaptation of Students in a Multicultural Environment during Distance Learning

“…The paper emphasizes the importance of social adaptation of students in the context of distance education as a component of the acquisition of professional competencies. Huda, Mustafa and Mohamed (2021) examine the issue of the continuity of multicultural education in the interculturalist teacher discourse. The authors emphasize the need to understand multicultural resilience through the mutual acceptance of different cultures.…”