Multicultural Education

The 9/11 Memorial in New York City is a national tribute of remembrance to the 3,000 culturally diverse victims of the terror attacks of September 11, 2001 and February 26, 1993. The 8-acre Memorial Plaza contains two massive granite reflection pools, North and South; 400 swamp white oak trees; and a museum of 120,000 sq ft. scheduled to open in September 2012. Each pool contains an infinity waterfall surrounded by bronze parapets stencil cut with victims’ names, including the unborn. The ambiance of the plaza is tempered by the ongoing reconstruction of buildings destroyed and damaged during the September 11 attacks.

Lawrence made the Migration Series to tell an important story that had been previously overlooked. He once said, "I do not look upon the story of the Blacks in America as a separate experience to the American culture but as a part of the American heritage and experience as a whole." The continuing struggle for racial equity in America, a social reality currently all too visible in the media, has made the MoMA exhibition of Jacob Lawrence's 60 works especially poignant and relevant. The exhibition, retitled One-Way Ticket: Jacob Lawrence's Migration Series and Other Visions of the Great Movement North, ran for six months between April and September in 2015. Most of the conflicts depicted in Lawrence's small scale (12" X 18") casein tempera on hardboard artworks tell the recurring story of historical de jure segregation and contemporary de facto prejudice and discrimination against people of color. The exhibition organizers, Ms. Leah Dickerman, MoMA curator of painting and sculpture, and Ms. Jodi Roberts, curatorial assistant, placed Lawrence's 60 sequentially numbered works on the walls of one room with 10 digital stations in the center that provided ancillary materials about each painting. This exhibition was inviting and informative. In adjacent rooms were similar artworks, audio recordings, photographs, books, phonograph records, and videos of some of America's most famous Black intellectual, cultural, and entertainment icons. Many of these notables from the Harlem Renaissance-Romare Bearden,

Online counselor education is growing, but there has been little conclusive research about its effectiveness. This paper reports on an exploratory study in which the perceptions of students in a hybrid career development and counseling class were compared to those of students in a face-to-face offering of the same class. Student-to-student and student-to-instructor interactions were examined and several themes were identified: nature of interactions, sufficiency of interactions, different types of communication, impact of interactions on learning, and enhancement of relationships. Both delivery formats were found to have benefits and challenges. The paper concludes with a discussion of the practical implications and areas in need of future research.

The central theme of the research is an investigation into what motivates FET phase learners to learn. All learners are interested in learning certain thingshowever, learners' interests often do not correspond with what teachers are required to teach. Teachers are therefore constantly searching for ways to motivate learners to learn. This challenge is not easy for teachers in a culturally homogenous classroom, but becomes even greater when the classes are comprised of learners from diverse cultural backgrounds. So then how does a teacher motivate learners in general, and more specifically learners from different cultural orientations? This is a difficult question to answer but one that needs to be addressed considering the diversity of cultures found in the South African classroom. In this study an attempt is made to examine what motivates learners to learn, and the influence of culture on the motivation to learn of Further Education and Training (FET) phase learners in a multicultural classroom. Data on these two elements is collected through the use of structured questionnaires and focus group interviews and is analysed in order to answer the research question. iv

The central theme of the research is an investigation into what motivates FET phase learners to learn. All learners are interested in learning certain thingshowever, learners' interests often do not correspond with what teachers are required to teach. Teachers are therefore constantly searching for ways to motivate learners to learn. This challenge is not easy for teachers in a culturally homogenous classroom, but becomes even greater when the classes are comprised of learners from diverse cultural backgrounds. So then how does a teacher motivate learners in general, and more specifically learners from different cultural orientations? This is a difficult question to answer but one that needs to be addressed considering the diversity of cultures found in the South African classroom. In this study an attempt is made to examine what motivates learners to learn, and the influence of culture on the motivation to learn of Further Education and Training (FET) phase learners in a multicultural classroom. Data on these two elements is collected through the use of structured questionnaires and focus group interviews and is analysed in order to answer the research question. iv

This study fills a critical gap in understanding how Islamic values are meaningfully integrated into vocational education programs across Indonesia's Islamic higher education institutions. It investigates the integration of Islamic values into the vocational training program at the Faculty of Tarbiyah, IAIN Bone, and hypothesizes that such integration significantly contributes to students' character development. Using a qualitative approach based on a logic model mini-assessment, the research involved interviews, observations, and document analysis to evaluate the program's inputs, activities, outputs, outcomes, and impacts. The findings reveal that Islamic values are embedded not only through formal curriculum but also through informal mentoring, a religiously supportive environment, and reflective practices. These results highlight that strong foundational inputs and intentional soft skills development, reinforced by educators’ role modeling, effectively shape students' character and offer a replicable framework for value-based vocational education.

Taking a pragmatic approach, this research has developed a context based framework to understand how people effectively cope with each other in their relationships at times of stress. Contexts of intractable conflictssuch as Israel and the West Bank region -are fertile ground for such inquiry because This work is the resultant blossom of those beautiful and nurturing relationships which have accompanied or crossed my path long before the idea of this thesis was born in my mind. My thanks go to all those minds and specifically to: My supervisors, Paul and Kenny, who gave me their trust right from the start and encouraged me to drive the research process under their sharp and understanding guidance; the CCRI team, especially James and Damian, for the most collegiate working atmosphere; The main participants -Genevieve, Maoz, Neta, Ahmad, Sureida, Rawda and Issa -who have welcomed me in their lives and generously accepted to share their stories with me; My family who has patiently accepted being far away from me for all too long periods of time; My mother and father who have always trusted my intuitions but never failed to recall the principle of precaution and respect of others; My dearest friends, Paul, Chris, Malcolm and Carol, who have been family, mentor and confidants along the way, complementing the lonely process of a PhD with their unfailingly kind presence by my side in their own ways; Part I Conceptual Framework Chapter One Introduction 1 Rationale for the study "Surely much of what makes life worth living comes down to our feelings of well-being-our happiness and sense of fulfilment. And good-quality relationships are one of the strongest sources of such feelings." (Goleman 2007: epilogue). "We are wired to be social" (Lieberman 2013: ix). What makes a 'good quality relationship' that forms a cornerstone of our wellbeing? The answer is subjective. This research assumes that a good quality relationship lies, in part, in its ability to adapt effectively when faced with tension that threatens its positive constructiveness for parties involved -its resilience. Over the last decade, much scientific research has been published on the interrelations between human well-being and the quality of their social relationships. Neurobiology and recent social cognitive research have suggested similar findings and can be pictured in Goleman's following words: "nourishing relationships have a beneficial impact on our health, while toxic ones can act like slow poison in our bodies" (Goleman, 2007:4-5). Researchers working on the edge of brain science, psychology and the social sciences suggest that interpersonal relationships are fundamental to human and social health ). Positivesocially secure and constructive -relationships are beneficial to human beings Authors (year) Focus level Potential drivers of resilience Strategic Capital Individual Ayala and Manzano (2014); Windle et al. (2011)

Taking a pragmatic approach, this research has developed a context based framework to understand how people effectively cope with each other in their relationships at times of stress. Contexts of intractable conflicts – such as Israel and the West Bank region - are fertile ground for such inquiry because the sources of tension on people’s relationships are numerous and accentuated, making any resilient cases worthy of attention. Besides, there is an urgent need for expertise to manage interpersonal relationships effectively and efficiently as the reviewed literature has underlined. A conceptual framework was developed to provide a methodologically robust and philosophically coherent basis for the investigation and analyses were grounded in contemporary literature using a trans-disciplinary approach. From there, a three-tiered analytical framework was built to allow understanding of the emergence of resilience in dyadic co-worker relationships in episodes of tension. The analytical l...

The aim of this study is to determine the multicultural education perceptions of teachers working in secondary and high schools. Participants of this research designed with phenomenological approach, which is one of the qualitative research methods are 12 teachers working in secondary and high schools. Data was collected through the interview method in which a semi-structured interview form was used. Content analyzes were performed on the collected data and congruity ratios were calculated (0.83) between coders for the encodings performed separately by the researchers. Results indicate that the teachers most frequently define multicultural education as "training which is appropriate to different cultural values". When the definitions of multicultural education were examined, it was deduced that teachers focused on race, ethnicity, language, religion or social class dimensions of multiculturalism whereas, they did not think age, gender, disability, sexual orientation dimens...

The aim of this thesis was to conduct a critical discourse analysis of conversations in Vision 3 textbook based on Fairclough’s three-dimensional model. Analysis of the contents, topics, themes, characters, situations, contexts and textual characteristics of the conversations revealed that the ideological and cultural aspects and elements of the conversations include predominance of male characters, valuing knowledge and education, honoring national history, culture and famous figures, nationalism, patriotism and encouragement for curiosity. The analysis also showed that the conversations were inauthentic, unrealistic and unnatural. Implications and possible benefits of adapting and integrating critical discourse analysis in teaching English language include revision of the materials and instructional texts, development of supplementary and compensational materials and activities, and improvement of critical thinking among the learners. Keywords: critical discourse analysis, Fairclough’s three dimensional model, instructional conversations, textbooks, Vision 3

The Iraqi economy is one of the prominent rentier economies, as it depends largely on oil sector revenues as a major source of hard currency. This has resulted in a set of impacts on the general economy, as the growth of public revenues in the federal budget of the state and the gross domestic product depends on the fluctuations of crude oil prices in the global market, which in turn affects oil revenues. In addition, these fluctuations directly affect the management of public spending by the state, making it difficult to reduce it. There is still an ongoing debate about the causes and motives of these fluctuations. Accordingly, the Iraqi government faces great difficulties in preparing the state's general budget, if there is a decrease in oil revenues. Hence, the necessity of diversifying sources of public revenues in the federal budget and supporting and developing other economic sectors in Iraq that are suffering from an almost complete halt at the present time, and benefiting from them in financing the general budget revenues, in addition to getting rid of or reducing dependence on oil sector revenues.

The Iraqi economy is one of the prominent rentier economies, as it depends largely on oil sector revenues as a major source of hard currency. This has resulted in a set of impacts on the general economy, as the growth of public revenues in the federal budget of the state and the gross domestic product depends on the fluctuations of crude oil prices in the global market, which in turn affects oil revenues. In addition, these fluctuations directly affect the management of public spending by the state, making it difficult to reduce it. There is still an ongoing debate about the causes and motives of these fluctuations. Accordingly, the Iraqi government faces great difficulties in preparing the state's general budget, if there is a decrease in oil revenues. Hence, the necessity of diversifying sources of public revenues in the federal budget and supporting and developing other economic sectors in Iraq that are suffering from an almost complete halt at the present time, and benefiting from them in financing the general budget revenues, in addition to getting rid of or reducing dependence on oil sector revenues.

This article highlights lessons learned from bringing together antiracist/activist faculty representing the Initiative to Eradicate Racism at Oakland University and community members from the Pontiac Collective Impact Partnership. We use Byrd and Scott's (2010) Critical Racism Pedagogy Model as a lens to understand how university/community partners can discuss social issues in productive and engaging ways. Specifically, this partnership demonstrates how faculty and communities can work collaboratively to create communities of practice with parallel antiracism/activist goals.

This study forms part of the first work package of the ARDEB-1001 project, which is titled 'Design and Effectiveness Analysis of Digital Assistant-Supported Instruction to Help Teacher Candidates Overcome Reality Shock'. The research aims to comprehensively examine the phenomenon of 'reality shock' that emerges during the transition to the teaching profession, as well as the psychosocial variables associated with it. 'Reality shock' refers to the difficulties experienced by newly qualified teachers arising from a mismatch between their theoretical knowledge and expectations acquired during their university education, and the reality they encounter in the school environment. The literature emphasises that this situation can lead to negative outcomes such as professional anxiety, burnout, perceived inadequacy in classroom management, loss of motivation and leaving the profession prematurely. For this study, international publications indexed in the Web of Science and Scopus databases that focus on teacher reality shock and related variables between 1984 and 2025 were examined using bibliometric analysis. The Bibliometrix R package and VOSviewer software were used during the analysis process to identify publication trends, leading authors and institutions, citation networks, thematic foci and patterns of international collaboration. The findings reveal a marked increase in publications in this field since the mid-2010s, with the highest publication output occurring in 2022. The most cited countries are the Netherlands, Germany, the United States, and the United Kingdom. Author productivity is largely concentrated among researchers who publish a single paper. Thematic analysis reveals continuity in the 'education' theme and the emergence of 'induction' as a new focus in recent years. Furthermore, although international collaborations are centred in Western Europe and North America, contributions from Asia and Oceania are increasing. In conclusion, this research provides a thorough overview of the current state of, and developmental trends in, teacher reality shock literature. It lays the groundwork for strategic recommendations aimed at strengthening social support, mentoring and classroom management skills to help teachers adapt to the profession.
Keywords: Reality shock, teacher, bibliometric analysis

This study investigates the effectiveness of virtual simulations in developing intercultural competence (IC) among pre-service teachers in Israel. In the context of cultural diversity and historical conflict, 283 Arab and Jewish students participated in a course utilizing either a 3D virtual world (VW) or video conferencing via Zoom. The mixed-methods research combined quantitative surveys with qualitative interviews. Quantitative results showed a modest but significant increase in intercultural competence for both groups, with no significant difference between VW and Zoom platforms. Qualitative findings revealed that while VW participants faced more technical challenges, they also reported more opportunities for empathy development and cross-cultural understanding. Both groups valued the exposure to different cultures and expressed a desire for face-to-face encounters. This study highlights the potential of virtual simulations in fostering IC, emphasizing the importance of collaborative problem-solving and intercultural interaction, regardless of the specific digital platform used. These findings contribute to the growing body of research on technology-mediated intercultural education and offer insights for designing effective virtual learning environments in multicultural contexts.

ЛІНГВОДИДАКТИКА ТА ПЕДАГОГІКА УДК 371.315 (045) Галина БЕЛОКОНЬ Стаття присвячена формуванню навичок говоріння в процесі навчання іноземних мов, розвитку та міченню прогресивних комунікативних методів, які забезпечують формування навичок говоріння в процесі навчання іноземній мові. The article deals with the developing and implementing o f progressive methods, which provide forming o f speaking skills in foreign language teaching process. There is some information about speaking activity as means : f speaking skills in foreign language teaching. Формирование речевых навыков и умений в процессе обучения иностранному языкузопрос интересный и требует рассмотрения ряда теоретических аспектов обучения общению на иностранном языке. Общение -процесс обмена информацией между двумя и больше людьми, который осуществляется посредством говорения. Расширение и качественные изменения характера международных связей нашего государства, интернационализация всех аспектов общественной •кизни делают иноязычное общение реально необходимым во всех сферах деятельности человека. К началу XXI века украинское общество ощутило острую необходимость специалистов разных :траслей, которые активно владеют иностранными языками для разрешения своих профессиональных, а также личных проблем в реальных жизненных ситуациях. Развитие речевой активности в процессе обучения иностранному языку, овладение им, как средством общения посредством говорения становится одной из важных задач в процессе изучения иностранного ?зыка [2, с.57]. Е.И.Пассов и И.А.Зимняя считают, что речевая деятельность представляет собой процесс активного, целенаправленного, опосредованного языком и обусловленного ситуацией общения, взаимодействие людей между собой. Единицей речевой деятельности является речевое действие. Овладение речевой деятельностью предполагает поэтапное формирование речевых навыков и умений. "Это качество речевого умения имеет два аспекта: психофизиологическую автономность и независимость от опор. Автономность означает, что в процессе функционирования зрелого эечевого умения не имеет места обращение к родному языку. Безусловно, использование родного языка -на начальном и даже среднем этапе -явление объективное. Но узаконить, так называемую переводную стадию не следует, ибо это неверно тактически, так как это ориентирует на переводное, чтобы говорение, легализируя его; задача состоит в том, чтобы с самого начала психологически ориентировать учащихся (подсознательно и сознательно) на изживание переводного говорения" [4, с. 38]. Как считает Е.И.Пассов, независимость от опор предусматривает самостоятельность эечевого умения как независимость от непосредственно воспринимаемых опор-подсказок и проявляется по отношению к смыслу высказывания, к содержанию высказывания и к речевым средствам. Как речевое умение может рассматриваться то, что программируется и осознается самим говорящим. Речевые средства подбираются также самим говорящим. Речевое умение -это способность управлять речевой деятельностью при решении коммуникативных задач в новых ситуациях общения. Принципиально важным является то, что качества умения базируются на качествах речевых навыков. Указанная зависимость качеств диктует, во-первых, необходимость формирования и развития всех качеств без исключения и в комплексе, вовторых. Обязательное предварительное доведение качеств навыков до должного уровня. По мнению Н.К.Скляренко, Е.И.Онищенко, С. JL Захарова умение соотносится с определенным видом речевой деятельности, а навыки -с речевыми действиями [6, с.34].

In recent years student activism on college campuses has called for new and more equitable racial policies, practices, and pedagogies. Both fueled by and fertile ground for social movements, colleges and universities have mirrored national protests and calls for action toward the democratic imperative of higher education. However, often student affairs administrators have struggled in conceptualizing their roles in engaging students. How were they prepared for this? This research seeks the answer this questionhow, if at all, are student affairs practitioners being prepared to work on more racially diverse college campuses? Grounded in cultural-historical activity theory and critical race theory , this research provides analysis of the ways in which student affairs programs engage para-practitioners in racial learning and development. Specifically, this research utilizes a critical case study analysis to explore how one higher education and student affairs master's program works to make racial learning and development toward advocacy possible. In doing so this research exposes the reproductive of normative and dominant discourses in national standards and competency documents often used to evaluation para-practitioner learning and the tension experienced as the program at stake attempts to aid paraiii practitioners in navigating the complex object of racial learning. Implications for teaching and learning, practice, and research present possibilities of affect and emotionality as locations for racial learning, as well as proposing a shift from faculty notions of expertise to shared and consistent learning. laughter, joy, compassion, sacrifice, and strength made this possible. Stan and Debbie

In recent years student activism on college campuses has called for new and more equitable racial policies, practices, and pedagogies. Both fueled by and fertile ground for social movements, colleges and universities have mirrored national protests and calls for action toward the democratic imperative of higher education. However, often student affairs administrators have struggled in conceptualizing their roles in engaging students. How were they prepared for this? This research seeks the answer this question – how, if at all, are student affairs practitioners being prepared to work on more racially diverse college campuses? Grounded in cultural-historical activity theory (Engeström, 2001) and critical race theory (Delgado & Stefancic, 2001; Yosso, 2002), this research provides analysis of the ways in which student affairs programs engage para-practitioners in racial learning and development. Specifically, this research utilizes a critical case study analysis (Stake, 2005; Yin, 201...

To prepare for diverse classrooms, it is crucial for preservice teachers to reflect on their biases, embrace diversity, and combat racism. This study aims to understand the experiences of preservice teachers while practicing Anti-bias and Anti-racist (ABAR) teaching approach. Researchers conducted workshops with pre-and post-surveys in two cohorts of early childhood internship courses at a mid-west university, involving 70 preservice teachers. Data was analyzed using firstand second-cycle coding by two independent coders. The survey revealed a strong need for professional development through training, teaching materials, and support systems. Preservice teachers emphasized the importance of practical experiences, meaningful connections with students and families, and acknowledging personal experiences with racism and bias. Respondents expressed positive feelings about their roles and the necessity of understanding racial bias and inequity in education. We aim to not only understand teacher candidates' perceptions on ABAR, but also guide them to make changes for the next generation.

Background: In recent years, more and more secondary schools in Hong Kong begin to employ service learning in designing student learning activities. A vast majority of these attempts is developed based on the philanthropic ideas of altruism, love and care; it ...

Resum En aquest article s'analitzen les propostes en matèria de política lingüística dels grups polítics que van obtenir representació a les Corts Valencianes en les eleccions de maig de 2011, gran part de les quals tenen el seu origen en el document Propostes d'Escola Valenciana per als programes electorals. Des d'una perspectiva sociolingüística, s'estudiarà l'abast de les propostes, dins del marc de la política lingüística valenciana de les darreres dècades. En el cas de les coalicions que no han tingut responsabilitats de govern autonòmic, el comparatisme es durà a terme tant amb les propostes dels majoritaris com amb la política lingüística efectiva, dibuixant així el mapa de la política lingüística possible al País Valencià en un termini mitjà. Abstract This article analyzes the proposals having to do with language policy put forward by the political groups that won seats in the Valencian Parliament in the May 2011 elections. Most of these proposals origina...

Penelitian ini bertujuan untuk mengeksplorasi peran kepemimpinan kepala sekolah dalam menguatkan nilai-nilai multikultural di SMA berbasis pesantren melalui kajian literatur yang komprehensif. Madura dikenal dengan kekayaan tradisi budaya dan agama yang kuat, sehingga tantangan untuk mengintegrasikan nilai-nilai multikultural dalam pendidikan sangat relevan. Sekolah berbasis pesantren, sebagai lembaga pendidikan yang mengintegrasikan pendidikan agama dan umum, memiliki peran strategis dalam membentuk karakter dan wawasan multikultural bagi para siswa. Melalui analisis literatur yang sistematis, penelitian ini mengkaji bagaimana kepala sekolah sebagai pemimpin memainkan peran penting dalam merancang dan mengimplementasikan kebijakan pendidikan yang mendukung penguatan nilai-nilai multikulturalisme. Hasil analisis literatur menunjukkan bahwa kepemimpinan yang inklusif, berbasis pada nilai-nilai toleransi dan saling menghormati, menjadi faktor utama dalam menguatkan kesadaran multikultural di sekolah. Kepala sekolah berperan sebagai motor penggerak dalam menciptakan budaya sekolah yang mendukung keragaman, serta mengembangkan kurikulum yang sensitif terhadap keberagaman budaya dan agama.

Penelitian ini bertujuan untuk mengeksplorasi peran kepemimpinan kepala sekolah dalam menguatkan nilai-nilai multikultural di SMA berbasis pesantren melalui kajian literatur yang komprehensif. Madura dikenal dengan kekayaan tradisi budaya dan agama yang kuat, sehingga tantangan untuk mengintegrasikan nilai-nilai multikultural dalam pendidikan sangat relevan. Sekolah berbasis pesantren, sebagai lembaga pendidikan yang mengintegrasikan pendidikan agama dan umum, memiliki peran strategis dalam membentuk karakter dan wawasan multikultural bagi para siswa. Melalui analisis literatur yang sistematis, penelitian ini mengkaji bagaimana kepala sekolah sebagai pemimpin memainkan peran penting dalam merancang dan mengimplementasikan kebijakan pendidikan yang mendukung penguatan nilai-nilai multikulturalisme. Hasil analisis literatur menunjukkan bahwa kepemimpinan yang inklusif, berbasis pada nilai-nilai toleransi dan saling menghormati, menjadi faktor utama dalam menguatkan kesadaran multikultural di sekolah. Kepala sekolah berperan sebagai motor penggerak dalam menciptakan budaya sekolah yang mendukung keragaman, serta mengembangkan kurikulum yang sensitif terhadap keberagaman budaya dan agama.

The avenue for enacting a critical literacy curriculum in this primary bilingual classroom was through literature discussions about critical social issues that impacted the children’s lives. These discussions provided the children the space to discuss and question social issues that were significant to them and with which they identified. The analysis explored the responses of two young Latinas and demonstrated that these young Latinas did indeed think seriously about the critical social issues raised in the books discussed. They connected the books to their lives through the stories they told and shared their experiences as they sought to make meaning from the books and the issues raised. Children like the young Latinas in this study need a critical literacy curriculum that helps them contest social inequities in which they may be living and challenges them to think beyond the book and make connections to their lived experiences.En un salón de primaria bilingüe, se implementó un cu...

The purpose of this transcendental phenomenological study was to discover the perceptions of preservice teachers who are currently enrolled at universities in six teacher education programs regarding their preparation to build teacher-student relationships. For this research, teacherstudent relationship was generally defined as an appropriate emotional connection between a teacher and a student. The theory that guided this study was stage-environment fit theory by , as it supports the need for relationships between teachers and students in the classroom setting to fit the developmental stages of the students. The central question of this study was "How do preservice teachers perceive their readiness to develop positive relationships with their students as developed during their training programs?" The study was also be guided by sub-questions focused on using teacher-student relationships to create learning environments that meet the academic, social, and cultural needs of students. Answers to these questions were sought through a transcendental phenomenological approach. The goal of the research was to find the essences of 12 students enrolled in undergraduate education programs in six different universities. The data were collected using interviews, a written description of a meme created by the participants, and focus groups. The transcripts went through holistic coding, in vivo coding, and themeing in a search for the essence of the readiness to establish relationships with their future students as perceived by these preservice teachers. In general, the 12 preservice teachers perceived themselves as ready to create and nurture relationships with their students as a result of their training programs.

In my dissertation I deal with the problem of persistent educational inequalities. The participation in continuing education determine to a great extent one's life opportunities. That's why the promotion of equal educational opportunity is so important. The decision made in order to reduce social inequalities by means of education should be based on an argument that reproduction or intensification of these inequalities constitutes unfairness or even discrimination in the use of individual social rights. There's no freedom when deprived of an available alternative and furthermore it isn't morally admissible to handicap however a person by admitting criteria different from degree of capacity and individual effort. Moreover I call attention to some fateful consequences of the extension of market strategy into the field of education and I analyze different theoretical approaches to redistribution in order to put everybody on an equal footing with the access to education....

Problem Durumu
İçinde bulunduğumuz yirmi birinci yüzyılın en belirgin sosyal gerçekliklerinden biri haline gelen kültürel çoğulculuk, eğitim sistemlerini hem felsefi hem de yapısal olarak yeniden düşünmeye zorlamaktadır. Toplumlar artık tekil, homojen yapılar olmaktan çıkmış; etnik köken, din, dil, sosyal sınıf, cinsiyet ve özel gereksinimler gibi birçok boyutta çeşitlenen karmaşık yapılara dönüşmüştür. Bu toplumsal dönüşüm, eğitim sistemlerinin de yalnızca bilgi aktaran değil, aynı zamanda bireylerin kimliklerini tanıyan, onlara yaşam alanı açan ve kültürlerarası anlayışı teşvik eden bir yapı haline gelmesini zorunlu kılmaktadır (Gay, 1997; Banks, 1992). Bu bağlamda çokkültürlü eğitim, modern eğitim sistemlerinin kapsayıcılık, eşitlik ve adalet ilkeleriyle yeniden yapılandırılmasında kilit rol oynayan bir yaklaşım olarak öne çıkmaktadır. Çokkültürlü eğitim, bireylerin kendi kültürel kimlikleriyle barış içinde yaşamalarına ve başkalarının kültürel kimliklerini de tanıyıp saygı göstermelerine olanak tanıyan pedagojik bir çerçevedir. Bu yaklaşım, yalnızca farklı kültürleri tanıtmakla kalmaz; aynı zamanda önyargıların azaltılması, demokratik değerlerin içselleştirilmesi ve kültürlerarası empati becerilerinin geliştirilmesi gibi hedeflerle de bütünleşmektedir (Banks, 1993; Johnson ve Johnson, 2002 ). Eğitim, bu yönüyle yalnızca bireysel gelişim süreci değil; aynı zamanda daha kapsayıcı ve adil bir toplumun inşasında temel bir araç olarak değerlendirilmektedir. Çokkültürlü eğitimin amacı, öğrencilerin farklılıklara karşı hoşgörülü, açık görüşlü ve aktif vatandaşlar olarak yetişmesini sağlamaktır (Gay ve Kirkland, 2003).
Kuramsal olarak çokkültürlü eğitim, büyük ölçüde postmodern düşünce ile örtüşen bir temele sahiptir. Postmodernizm, modernitenin evrensellik, teklik ve merkeziyetçilik gibi ilkelerine karşı çıkarak; yerellik, görecelilik, çoğulculuk ve öznel bakış açılarını öncelemektedir (Usher ve Edwards, 1994; Gellner, 1992). Bu yaklaşım, eğitimde de tek bir “doğru”ya değil, çoklu hakikatlere ve deneyimlere açık bir öğrenme ortamının gerekliliğini vurgulamaktadır. Öğrencilerin kültürel geçmişleri, sosyal bağlamları ve bireysel farklılıkları, öğrenme süreçlerinde dikkate alınması gereken temel unsurlar olarak kabul edilmektedir (Kathryn, 1998; Giroux, 1991). Böylece eğitim, bireylerin yalnızca bilgi edinmesini değil, aynı zamanda kendi kimliklerini tanımasını ve başkalarının kimliklerine saygı duymasını da içeren bütüncül bir gelişim süreci olarak kurgulanmaktadır. Bu anlayış, öğretmenin rolünü de dönüştürmektedir. Artık öğretmen, yalnızca bilgiyi aktaran bir figür değil; aynı zamanda sınıf içinde kültürel arabuluculuk yapan, önyargıların farkında olan, farklılıklara duyarlı ve kapsayıcı bir öğrenme ortamı oluşturan bir aktör olarak tanımlanmaktadır (Ladson-Billings, 1995; Taylor ve Fox, 1996). Çokkültürlü eğitimde öğretmen, hem pedagojik uygulamaları hem de kişisel tutum ve değerleri aracılığıyla öğrencilerin çok sesli bir toplumda etkin ve adil bireyler olmalarını desteklemektedir.
Uluslararası örnekler incelendiğinde, Kanada, ABD, Avustralya ve İngiltere gibi göçmen nüfusunun yoğun olduğu ülkelerde çokkültürlü eğitim, anayasal güvencelerle desteklenen ve eğitim politikalarına entegre edilen kapsamlı bir sistem haline gelmiştir (Kymlicka, 2012; Aydın, 2013). Bu ülkelerde öğretmen eğitimi programları çokkültürlü yeterlikleri esas almakta, öğretim programları kültürel çeşitliliği destekleyen içeriklerle geliştirilmektedir. Örneğin Kanada'da çokkültürlü eğitim, yalnızca eğitim sisteminde değil, kamu politikalarının genelinde kültürel zenginliğin temel dayanağı olarak kabul edilmektedir. Türkiye’de ise durum daha karmaşıktır. Osmanlı’nın etnik ve dini çoğulcu yapısına karşın, Cumhuriyet’in kuruluşuyla birlikte benimsenen ulus-devlet anlayışı, farklılıkların bastırıldığı, merkeziyetçi ve tek tipleştirici bir eğitim sistemi oluşturmuştur (Güven, 2010; Parlak, ve Doğan, 2016). Uzun yıllar boyunca “öteki” kimlikler eğitim yoluyla görünmez kılınmış, ders kitaplarında ayrımcılık içeren ifadeler ve tek bir ulusal kimliği yücelten içerikler ön planda tutulmuştur (İnal, 2004). Ancak 2000’li yılların ortalarından itibaren yapılandırmacı eğitim anlayışının etkisiyle çokkültürlü eğitime uygun hoşgörü, iş birliği, farklı bakış açılarına saygı gibi bazı değerler öğretim programlarına entegre edilmeye başlanmıştır (Akpınar vd., 2010; Özdemir, 2011). Yine de çokkültürlü eğitim, Türkiye’de hala kurumsallaşmamış, uygulamaları öğretmenin bireysel çabaları ve duyarlılığıyla sınırlı kalmaktadır (Arslan, 2016; Cırık, 2008).
Bu kuramsal çerçeve, özellikle erken çocukluk eğitimi düzeyinde daha da büyük bir önem kazanmaktadır. Çünkü çocukların benlik algıları, sosyal etkileşim becerileri, değer sistemleri ve empati kapasitesi büyük ölçüde okul öncesi dönemde şekillenmektedir. Araştırmalar, çocukların kültürel kimliklere dair ilk algılarının erken yaşta oluştuğunu ve bu dönemde sunulan deneyimlerin ileriki yaşamda önyargı veya hoşgörü eğilimlerini belirleyebileceğini göstermektedir (Swick, Boutte ve Scoy, 1994). Dolayısıyla okul öncesi dönem, çokkültürlü eğitimin temelinin atılacağı ve kültürel farkındalığın inşa edileceği en kritik eğitim evresidir. Sınıf içi uygulamalarda çokkültürlü eğitimin benimsenmesi, yalnızca farklı kültürlerin tanıtılmasıyla sınırlı değildir. Öğretim materyallerinden etkinliklere, dil kullanımından sınıf içi ilişkilerin yönetimine kadar birçok boyut bu yaklaşıma göre yeniden düzenlenmelidir (Banks, 1993). Örneğin, farklı kültürel arka planlardan gelen öğrencilerin grup çalışmalarında eşit şekilde temsil edilmesi, kültürel simgelerin öğrenme materyallerine entegre edilmesi, çoklu bakış açılarına açık tartışmaların teşvik edilmesi gibi yöntemler çokkültürlü pedagojinin sınıfa yansımalarıdır. Nitekim yapılan araştırmalar, Türkiye’deki
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öğretmen ve öğretmen adaylarının çokkültürlü eğitime genellikle olumlu baktıklarını, ancak bu alanda yeterli eğitim almadıklarını ve kavramsal bilgi eksiklikleri yaşadıklarını göstermektedir (Başbay ve Kağnıcı, 2011; Ünlü ve Örten, 2013). Bu durum, öğretmenlerin çokkültürlü eğitim uygulamalarını sistematik biçimde gerçekleştirmelerini zorlaştırmakta; kültürel farkındalığın sınıf içi ortama yansımasını engellemektedir.
Bu bağlamda, çokkültürlü eğitimin okul öncesi düzeyde uygulanmasına yönelik etkili stratejilerin geliştirilebilmesi için öğretmenlerin yalnızca görüşlerinin değil, aynı zamanda sınıf içi uygulamalarının, karşılaştıkları zorlukların ve destek ihtiyaçlarının da ayrıntılı olarak incelenmesi gerekmektedir. Bu gereksinimden hareketle hazırlanan bu çalışma, okul öncesi öğretmenlerinin çokkültürlü eğitime ilişkin yaklaşımlarını bütüncül biçimde analiz etmeyi amaçlamaktadır.
Araştırmanın amacı doğrultusunda aşağıdaki üç temel soru ele alınmıştır:
1. Okul öncesi öğretmenlerinin çokkültürlü eğitime ilişkin algıları nasıldır?
2. Öğretmenler sınıf ortamlarını çokkültürlü eğitime duyarlı biçimde nasıl planlamakta ve düzenlemektedir?
3. Bu süreçte karşılaştıkları güçlükler nelerdir ve hangi tür desteklere ihtiyaç duymaktadırlar?
Araştırma Yöntemi
Araştırmanın Modeli
Bu çalışma, okul öncesi öğretmenlerinin çokkültürlü eğitime ilişkin görüş ve uygulamalarını ortaya koymayı amaçlayan nitel bir araştırma olup fenomenoloji desenindedir. Araştırma kapsamında, araştırmacı belirli bir olguya (fenomen) ilişkin katılımcıların ortak deneyimlerini incelemeyi amaçlamıştır. Fenomenoloji deseni, sınırlı sayıda bireyin yaşantılarına odaklanarak, söz konusu olgunun katılımcılar açısından nasıl deneyimlendiğini ve bu deneyimlerin özünde neyin yattığını anlamaya çalışır. Bu bağlamda, toplanan veriler aracılığıyla araştırmacı, katılımcıların yaşantılarında ortak olan temaları ortaya çıkararak, incelenen olgunun özüne ulaşmayı hedeflemiştir (Creswell, 2018).
Çalışma Grubu
Araştırmanın çalışma grubunu İstanbul ilindeki çok kültürlü okulların yoğun olduğu bölgelerde görev yapmakta olan toplam 30 okul öncesi öğretmeni oluşturmaktadır. Çalışma grubunun belirlenmesinde amaçlı örnekleme yöntemi tercih edilmiştir. Bu doğrultuda, amaçlı örnekleme türlerinden biri olan benzeşik örnekleme yöntemi kullanılmıştır. Benzeşik örnekleme, araştırma sorularıyla ilişkili olarak belirli ortak özelliklere sahip katılımcılardan oluşan bir alt grubun seçilmesine dayanır (Büyüköztürk vd., 2012). Bu bağlamda, çokkültürlü eğitim konusuna ilişkin benzer niteliklere sahip okul öncesi öğretmenlerinden oluşan homojen bir grup oluşturulmuş ve çalışma grubuna dâhil edilmiştir. Çalışmaya katılmaya gönüllü okul öncesi öğretmenlerine form ulaştırılmıştır. Araştırmada katılımcıların mezun oldukları derece, alan, cinsiyet, kıdem yılı, kurum türü ve çalıştıkları çocukların yaş grubu değişkenlerine de yer verilmiştir.
Veri Toplama Araçları
Bu çalışmada veri toplama aracı olarak, katılımcıların demografik bilgilerine ulaşmak amacıyla hazırlanan Kişisel Bilgi Formu ile araştırmanın amacına yönelik derinlemesine veri elde etmek için Yarı Yapılandırılmış Görüşme Formu kullanılmıştır.
Kişisel Bilgi Formu: Kişisel bilgi formunda katılımcıların mezun oldukları derece, mezun oldukları alan, cinsiyet, kıdem yılı, kurum türü ve çalıştıkları çocukların yaş grubunu belirlemek amaçlı sorular bulunmaktadır.
Yarı Yapılandırılmış Görüşme Formu: Yarı yapılandırılmış görüşmelerde, katılımcılara önceden belirlenen sorular yöneltilmekle birlikte, gerektiğinde yeni sorular eklenebilir ya da bazı soruların sorulmasından vazgeçilebilir (Yıldırım ve Şimşek, 2006). Görüşme formunun hazırlanması sürecinde, öncelikle ilgili alan yazın taranarak çokkültürlü eğitim konusuyla ilişkili sorular oluşturulmuştur. Bu süreçte ulusal ve uluslararası düzeyde yapılmış araştırmalardan yararlanılmıştır. Hazırlanan sorular, konuya ilişkin uzman görüşüne başvurularak değerlendirilmiştir. Bu amaçla üç alan uzmanından görüş alınmış ve öneriler doğrultusunda gerekli düzenlemeler yapılmıştır. Son olarak, iki okul öncesi öğretmeniyle ön görüşmeler gerçekleştirilmiş ve alınan geri bildir...

The aim of this thesis was to conduct a critical discourse analysis of conversations in Vision 3 textbook based on Fairclough’s three-dimensional model. Analysis of the contents, topics, themes, characters, situations, contexts and textual characteristics of the conversations revealed that the ideological and cultural aspects and elements of the conversations include predominance of male characters, valuing knowledge and education, honoring national history, culture and famous figures, nationalism, patriotism and encouragement for curiosity. The analysis also showed that the conversations were inauthentic, unrealistic and unnatural. Implications and possible benefits of adapting and integrating critical discourse analysis in teaching English language include revision of the materials and instructional texts, development of supplementary and compensational materials and activities, and improvement of critical thinking among the learners.

Dieser Beitrag schlägt einen interdisziplinären Ansatz innerhalb der Komparativen Theologie zur Thematisierung von kulturellem Rassismus in der Religionspädagogik (RP) vor. Dabei wird die nuancierte Dynamik des religiösen Ausdrucks hervorgehoben, die in multikulturellen und antirassistischen Pädagogiken oft übersehen wird. Anhand von Fallstudien aus Deutschland, England und den USA wird die Analyse von zwei Kernannahmen geleitet: erstens von der anhaltenden Dominanz des christlichen Privilegs und der Christonormativität und zweitens von der Prävalenz von Mikroaggressionen, die von Fürsprecherinnen und Fürsprechern ausgehen und denen Schülerinnen und Schüler aus religiösen Minderheiten ausgesetzt sind. Unter Zuhilfenahme von Tariq Modoods Konzept des kulturellen Rassismus, von Gerd Baumanns Unterscheidung zwischen dominanten und demotischen Diskursen und von Reinhold Boschkis pädagogischem Rahmen des Erinnerungslernens kritisiert der Beitrag die stark vereinfachten rassischen Binaritäten, die in der antirassistischen und multikulturellen Bildung vorherrschen. Diese Binaritäten marginalisieren oft den religiösen und kulturellen Pluralismus und führen zu einer unbeabsichtigten Kulturalisierung, die Stereotype und Mikroaggressionen aufrechterhält. Wenn sich die RP von ihrem rassifizierten und kulturellen Kontext distanziert, neigt sie dazu, eine losgelöste Form der religiösen Bildung zu produzieren, die ihre Verstrickungen mit der Geschichte des Kolonialismus, mit der christonormativen, weißen Identitätspolitik und mit sozialen Konflikten vernachlässigt. Die RP muss sich ihrer Mitschuld an der Aufrechterhaltung systemischer Ungleichheiten stellen, indem sie hinterfragt, wie der interreligiöse Dialog unbewusst kulturellen Rassismus reproduziert. Damit die RP zu einem konstruktiven sozialen Wandel in einer pluraler werdenden deutschen Gesellschaft beitragen kann, muss sie ausdrücklich interdisziplinär, vergleichend und epistemisch offen werden. Dieser Wandel erfordert pädagogische und curriculare Reformen, die darauf abzielen, Mikroaggressionen abzubauen und integrative, kritisch vergleichende Lernumgebungen zu fördern, in denen sich Lernende unabhängig von ihren Familien- und Herkunftsgeschichten gleichberechtigt engagieren können.

The article examines the issue of migration in modern society and multiculturalism from a socio-philosophical perspective. The challenges facing modern society are linked to processes that are relevant both globally and in Ukraine. With the intensification of political processes, globalization and wars, the relevance of the phenomenon of migration is not diminishing. The authors consider this topic based on socio-philosophical and theoretical humanitarian methods: sociology, economics, globalization studies, cities and migration processes, referring to the approaches of the author of the term “global city” Saskia Sassen, as well as political science, law, pedagogy and philosophy of Seyla Benhabib.The doctrinal foundations of contemporary multicultural processes allow us to characterize migration processes. Migration in the world is a natural and long-term process, so all attempts to stop it are an interference in the organic processes of society. Today’s attempts by the US administration to diversify migration processes are inhumane and anti-historical.Multicultural or multi-faith education as a strategy for preserving the country’s culture and as a component of the study of the history of religions and cultures should be fundamental. We conceptualize migration as a process of perceiving another culture without losing one’s personal characteristics and traditions, but rather strengthening them and rethinking one’s previous experience – both from the side of migrants and from the side of citizens of the host country. Multiculturalism plays an important role in the struggle for equality, but it must develop a more dynamic interpretation of culture and resist unification in order to prevent gender, economic, political and religious inequality and injustice. Multicultural or policonfessional education is proposed as a basic education for modern society as an embodiment of the strategy for preserving the country’s culture and as a component of mastering the history of religions and cultures.

It has been claimed that the level of consciousness towards patriotism and national unity among young generation is getting slacken and diminished. Thus, the study is conducted with 500 samples were taken from 8 different states, divided into several zones i.e. North, South, East and Central, and East Malaysia Zone. The samples which are 44% male and 56% female are all students of higher learning institutions, who would have big influences on surrounding community. The findings of the study demonstrate that the patriotism and national unity consciousness among young generations are at disquieting level. There are four major factors that contribute to the patriotism and national unity which are security, economy, age, and education that forged the attitude of young generations themselves. In fact, patriotism and national unity are two significant elements which are interconnected with each other in establishing a harmonious thriving country. In addition, PUD Model (Patriotism, Unity, Development) is developed in the study.

When people feel that their country has betrayed its core ideals, it is natural for them to consider whether they ought finally to give up on their country. Our interest is with those who sincerely love their countries, and yet who are inclined to abandon their country because they judge it to have betrayed its ideals. We consider different variants of patriotism before defending what we call critical patriotism, a stance involving a commitment to a nation’s ideals without the attendant need to love one’s country unconditionally. We further argue that even in the cases where one has good reasons to remain loyal to one’s country, doing so will typically be supererogatory rather than obligatory. The issue before us is of crucial practical significance given the current trend of people feeling justified in abandoning their country in response to feeling that their political ideals have been betrayed.

ABSTRAK Anandita Yahya, (2021): Hubungan Pelaksanaan Program Madrasah Diniyah Takmiliyah Wustha dengan Perkembangan Akhlak Terpuji Siswa di Sekolah Menengah Pertama Negeri 1 Rambah Kabupaten Rokan Hulu Penelitian ini bertujuan untuk mengetahui bagaimana hubungan pelaksanaan program Madrasah Diniyah Takmiliyah Wustha dengan perkembangan akhlak terpuji siswa di Sekolah Menengah Pertama Negeri 1 Rambah Kabupaten Rokan Hulu. Adapun hubungan pelaksanaan program Madrasah Diniyah Takmiliyah Wustha dengan perkembangan akhlak terpuji siswa adalah semakin baik pelaksanaan program Madrasah Diniyah Takmiliyah Wustha, maka semakin baik pula perkembangan akhlak terpuji siswa. Instrumen penelitian yang digunakan yaitu angket, wawancara dan dokumentasi. Subjek penelitian yaitu 3 orang guru Madrasah Diniyah Takmiliyah Wustha SMP Negeri 1 Rambah Kabupaten Rokan Hulu serta 72 siswa dengan rincian 38 siswa kelas VII dan 34 siswa kelas VIII. Data yang telah terkumpul dianalisis dengan menggunakan teknik...

In this article, I draw on an ethnographic case study of one Toronto elementary school, as part of a Canada-wide action research project: Multiliteracy Project (www.multiliteracies.ca). I have explored how Perminder, a grade-4 teacher, developed a multiliteracies pedagogy, drawing on her own and her students' identities and linguistic and cultural forms of capital to create learning opportunities for all students to access the English mainstream curriculum. Alternative pedagogical choices included students' creation of multimodal dual language "identity texts" (Cummins, Bismilla, Cohen, Giampapa, & Leoni, 2005a), and identity work, expanding literacy practices valued within Canadian classrooms.

В обзоре рассматриваются особенности шведского народного образования (фолкбилднинга) в контексте проблем интеграции мигрантов. Представлены основные факторы неформального образования для взрослых, способствующие успешному включению мигрантов в принимающее их общество, такие как предоставление участникам доступа к социальными ресурсам, информации и знаниям для построения связей внутри местных сообществ и общества в целом.
Ключевые слова: народное образование (фолкбилднинг); неформальное образование; интеграция мигрантов; инклюзия; Швеция

Children’s literature is ubiquitous in Australian classrooms with picture books playing a particularly important role in early childhood classrooms. Teachers use children’s literature to teach early literacy concepts including vocabulary and to help children learn about the world and their identity. Historically, the majority of children’s literature has featured White characters and perspectives, excluding many children from seeing themselves and their lives reflected in books. The aim of this study was to explore how an assessment task that asked preservice teachers (PSTs) to select an underrepresented aspect of children’s literature, locate books on that topic, and reflect upon their own reading experiences as a child, could change their attitudes towards future classroom practice. Reflections from 40 PSTs revealed that many PSTs had not previously considered the experiences of children whose lives were not mirrored in books, the need for authentic texts written by people who ide...

El maestro ignorante de Rancière es un texto que propone una reflexión novedosa sobre la práctica de enseñar. La tesis del libro inscribe la explicación que hace el docente en clase en un obstáculo para un aprendizaje pleno. Así como también en un obstáculo para la propia emancipación del que aprende. En esta perspectiva el autor desarrolla la idea de un "embrutecimiento" del alumno que resultaría de su sometimiento a la explicación docente. La propuesta, que no deja de ser atractiva en el orden de los debates, patentiza una lógica del control pedagógico que no es ajena a las teorías de la conciencia, la comprensión, las competencias y las psicologías de la educación. La lectura crítica que intenta este trabajo no busca justificar ni "salir a defender" todo aquello que se "echa por tierra" en aquel texto, sino repreguntarse sobre algunas violencias y sospechas en los modos de pretender aprendizajes. Repreguntar los usos que hace el autor del pedagogo Jacotot, y de la obra de Fenelón, de los beneficios de la escritura, y de los sentidos morales de la emancipación. Recorrer, finalmente, en un régimen de clase ausente de explicaciones, como propone el autor, un espacio de controles que parecen venir a multiplicar aquello que querían suprimir. Palabras clave Control-Explicación-Rancière-Pedagogía-Emancipación. * Profesor en Ciencias Jurídicas (UBA).

This is an interview of Christine Sleeter on her work in multicultural education over four decades. Links to videos of this interview are available in the Appendix after the references. Transcriptions and videos of Dr. Sleeter's interview provide plain-spoken content for teacher educators, school administrators, and teachers interested in advancing multicultural education and its critical and practical translation into public school classrooms. The main topics covered in this interview are: (a) the "origins" of multicultural education, (b) the basics of multicultural teaching in student and community relationships, (c) advice for new teachers coming into the profession, (d) discussions of White racism and what White teachers can do, and (e) the new social movement on ethnic studies curriculum. Broadly speaking, this interview provides a plain-spoken account of multicultural education's past, present, and key future directions from Christine Sleeter, one of the field's founding and most committed members.

Artikel ini membahas lahirnya konsep kemerdekaan dan perkembangan pendidikan multikultural di Indonesia dalam lintasan sejarah sosial-politik bangsa. Pendidikan multikultural dipahami sebagai respons terhadap realitas pluralitas masyarakat Indonesia serta kebutuhan menjaga kohesi sosial. Kajian ini menunjukkan bahwa perkembangan pendidikan multikultural dapat dibagi ke dalam tiga fase utama. Pertama, periode kolonial (1900-1945) ditandai dengan sistem pendidikan segregatif yang diskriminatif, namun melahirkan kesadaran akan pentingnya pendidikan yang inklusif. Kedua, periode kemerdekaan hingga Orde Baru (1945-1998) menekankan model melting pot dengan tujuan integrasi nasional, meskipun praktiknya sering mengabaikan keragaman budaya lokal. Ketiga, periode Reformasi hingga sekarang (1998-sekarang) menekankan paradigma multikultural dan demokratisasi, di mana pendidikan berupaya menginternalisasi nilai toleransi, keterbukaan, serta penghormatan terhadap perbedaan. Hasil kajian ini memperlihatkan bahwa pendidikan multikultural di Indonesia merupakan proses dinamis dari segregasi menuju integrasi, hingga akhirnya ke arah pengakuan pluralitas. Tantangan ke depan adalah memastikan bahwa nilai-nilai multikultural benar-benar terimplementasi dalam kurikulum, pelatihan guru, serta praktik pembelajaran di seluruh wilayah Indonesia.

Na nossa vida quotidiana, o tempo é um bem. Ganhamo-lo ou perdemo-lo; poupamo-lo ou gastamo-lo; demasiadas vezes, desperdiçamo-lo. Mas, para um físico, o tempo é um dos pilares da realidade: a quarta dimensão. Estamos habituados às três dimensões do espaço. São precisos três números para definir uma localização à superfície da Terra: latitude, longitude e altitude. No entanto, para especificar um acontecimento, precisamos de um quarto número -o número que nos diz quando o evento teve lugar. Existe, contudo, uma diferença crucial entre o tempo e as três dimensões espaciais. Podemos mover-nos para a esquerda ou para a direita, para trás ou para a frente, para cima ou para baixo; mas somos sempre transportados para a frente no tempo, em direcção ao futuro. As máquinas do tempo, que nos permitem retornar ao passado, são objecto de pura ficção científica.

When Hindu nationalist (or Sangh Parivar) organizations in India came to power at the national level in 1998, one of the first things they did was to establish a National Curriculum Framework (NCF) to change textbook content. The 2000 NCF curriculum debate reflected the intense conflict between competing visions of national identity that had dominated India's public and political discourse over the previous two decades. In a significant departure from earlier curriculum frameworks of 1972 and 1986, which stressed democratic values, social justice, and national integration through appreciation of the commonalities of different subcultures, the principal focus of the NCF was "value education." 1 The chief end of history, as of education as a whole, was presented as the development of a "national spirit" and "national consciousness" through generating pride in the younger generation regarding India's past and its unique "religio-philosophical ethos, which was presented as primarily Hindu." 2 These actions were vociferously challenged by academics and progressive, secular, liberal, and left groups who decried the Sangh Parivar's ideological efforts to recast history. In the summer and fall months of 2005, U.S. "Hindu" organizations with Sangh ties protested the California Board of Education, claiming that California textbooks discriminated against Hindus and presented a demeaning image of Hinduism. While there were indeed problems with the representation of Hinduism in the textbooks, the overall aim of the changes proposed by the Hindu Education Foundation and the Vedic Foundation was to propagate false notions of Indian history, such as that "Aryans" were the original or indigenous inhabitants of India, and that the core essence of Hinduism can be found in the Vedic religion of the Aryans. We will argue that these textbook edits attempt to manufacture a majoritarian view of society in which the cultural and political space for minorities will progressively shrink. The ongoing violence against Muslims in Gujarat, where the Sangh Parivar's political arm, the Bharatiya Janata Party (BJP) first came into office in the mid-1990s, and elsewhere in India, suggests that such a curriculum creates a setting in which social intolerance and injustices against minorities can be justified. U.S. legislators, policy-makers, and educators must therefore be particularly vigilant about the transplantation of this ideology to the United States in a post-9/11 climate. 3