In this essay,it will be examined how music can be a powerful tool in multicultural education in promoting humanity and cultural sensitivity.As classroom diversity increases,the challenge lies with educators to ensure...In this essay,it will be examined how music can be a powerful tool in multicultural education in promoting humanity and cultural sensitivity.As classroom diversity increases,the challenge lies with educators to ensure that an equal and appropriate learning environment for all students with cultural sensitivity is maintained.To address this problem,therefore,the study explores how music may be effectively incorporated into intercultural education approaches.This paper has evidence that music is a language that has transcended cultures and promotes tolerance,appreciation,and acceptance of diversity through a synthesis of literature and examples.Several implications posit that music can make people feel they belong,enhance the relations of people from diverse cultures,and provide a practical way of learning about other cultures.The potential of music as a tool to engage social justice issues and liberate oppressed groups is also discussed in this research.It exists,but with caution to cultural appropriation and stereotyping of students,thus requiring educators to be sensitive and socially-apperceived on the best practice ways on how to integrate music into classrooms.The end explains how music helps in nurturing a generation of embracing the world,more sensitive and more inclined to the happenings in society to create a society that will be more sensitive and tolerant with the growing society which is diversifying.Therefore,the current article recommends further exploration and development of music-facilitated/inclined pedagogy of ME in hopefully enhancing cultural consciousness/sensitivity and fostering more social integration.展开更多
Nowadays with the increasing development of Chinese economy more and more foreign students come to China to study,whichbrings a lot of multicultural education problems.This article tends to illustrate the causes of th...Nowadays with the increasing development of Chinese economy more and more foreign students come to China to study,whichbrings a lot of multicultural education problems.This article tends to illustrate the causes of the multicultural education problems,somebeneficial programs to be set up and try to put forward strategies to solve the problems.展开更多
Due to the fast development of the Internet and other modern communication, people now interact easier than ever beyond the national boundaries and live in a global village. In the era of globalization, multicultural ...Due to the fast development of the Internet and other modern communication, people now interact easier than ever beyond the national boundaries and live in a global village. In the era of globalization, multicultural education has been important for all people around the world ever since their early childhood. Art is a necessary approach for young children to learn the world and expand their vision. It is also a good path for young children to learn different cultures, to foster respect for them, to enjoy cultures different from themselves, and to improve their skills for interacting with people from other cultural backgrounds. The main purposes of this article are to discuss the reason why art can be a potential approach to learning multi-cultural education and how an art approach can nourish young children＇s multi-cultural equipment. To reach these two purposes, literature review and case study analysis are adopted. There are five sections in this article. The first section introduces the background of this study. The second section explores the relation between art and multi-culture. The third section discusses how to use art in an antibias way and respect different cultures for young children. The fourth section analyzes two cases in order to know how to design curriculum, practice teaching and evaluate the efforts of multicultural education. The finally section is about the conclusion and some suggestions.展开更多
Essence of education is to guide. The scene teachers create is like a key to help the students feel the music, and played an active role in the teaching process immeasurably. Through multimedia assisted teaching, the ...Essence of education is to guide. The scene teachers create is like a key to help the students feel the music, and played an active role in the teaching process immeasurably. Through multimedia assisted teaching, the use of a wide range of teaching methods in music teaching, so that the children take the initiative to actively participate in musical activities to develop their musical aesthetic and correct music ability to inspire their interest in learning music, promote classroom further improve the quality of teaching.展开更多
In Sri Lanka,after 30 years of civil war,multicultural education is being seen as important to help change students’attitudes towards different ethnic and religious groups.Therefore,the major aim of this study was to...In Sri Lanka,after 30 years of civil war,multicultural education is being seen as important to help change students’attitudes towards different ethnic and religious groups.Therefore,the major aim of this study was to investigate the views of students and staff about the multicultural policies and practices in Sinhala-medium secondary schools with multicultural background.The sample of the study comprised of 321 students,116 teachers and five principals from five Sinhala-medium schools.In addition,four education policy-makers also contributed to the study.The key findings indicated that the majority of Sinhala and Tamil students were engaged in the school activities but Muslim students less so.In addition,all five schools had a variety of extra-curricular activities that were designed for minority ethnic groups.This is a good example for other multicultural schools in Sri Lanka.Research findings show that overall the majority of teachers suggested that they wanted some training about multicultural education.Most students were satisfied that their teachers know some expressions in the language of different students.However,teachers in these multicultural schools wanted language training to build a good intercultural relationship between teachers and students.Counsellors and teachers did not have the knowledge and skills required to provide cross-cultural counselling.Therefore,both teachers and counsellors need proper training.The research makes clear how extra/co-curricular activities are important to promote social cohesion in Sri Lanka.展开更多
This article reviews preservice teacher arts education university course work with the goal of informing cross-cultural competencies for Indonesian teacher education.The authors are mid-career education faculty,who vi...This article reviews preservice teacher arts education university course work with the goal of informing cross-cultural competencies for Indonesian teacher education.The authors are mid-career education faculty,who visited six universities in three countries to observe cross-cultural contents in teacher preparation courses.Cross-cultural competence relies on theories of globalization,intercultural and multicultural education.Using a case study method,the authors gathered data through relevant literature,course descriptions,met with stakeholders,wrote and coded reflective and reflexive field notes,and identified trends.These trends included the infusion of Eastern content into Western course work,and the role of Western arts forms in Eastern settings.These findings support the development of“cross-cultural communication through the arts”or“komunikasi silang budaya melalui seni”as a way of approaching cross-cultural teaching in Indonesia.展开更多
The purpose of this exploratory study was to determine the influence of selected cultural and adventure initiatives on the perception and experiences of group cohesion in a multicultural higher education institution. ...The purpose of this exploratory study was to determine the influence of selected cultural and adventure initiatives on the perception and experiences of group cohesion in a multicultural higher education institution. After a 3-day camp, rich qualitative data f^om students （n = 120） were gathered through focus group discussions and PowerPoint presentations. Using ATLAS.ti, four themes emerged： positive attitude and behaviour, maintaining group level, self-maintaining, and membership attraction and attachment. The findings revealed positive experiences among the participants. It is recommended that follow-up interventions should follow to ensure sustainability.展开更多
This study aims to understand equity issues of international students’learning in Korean higher education institutions by engaging with the issue of racism and identifies how international students in Korea reshape t...This study aims to understand equity issues of international students’learning in Korean higher education institutions by engaging with the issue of racism and identifies how international students in Korea reshape their learning trajectory and how we could provide equitable and quality education for international students.Espousing a qualitative case study design,six students from different background were interviewed to examine features of perceived institutional racism based on their learning experience in Korea.Major findings showed that internationalization has not been fulfilled in terms of engaging with international students although Korean government and higher education institutions have developed relevant policy to attract international students.This study indicates that Korean universities need to reconstruct their social,cultural,and institutional systems to embrace equity,diversity and inclusiveness to empower international students’capacity.展开更多
While quality in education has long been a significant issue,definitions of quality are often taken for granted rather than argued for,allowing the possibility that the criteria used by researchers and planners to jud...While quality in education has long been a significant issue,definitions of quality are often taken for granted rather than argued for,allowing the possibility that the criteria used by researchers and planners to judge quality may differ from local stakeholders’perspectives,particularly regarding the place within quality education of the knowledge,culture and language of non-dominant groups.However,there is an accumulating convergence of research that calls for assessments of quality in education of non-dominant linguistic and cultural groups that engage local stakeholders’understandings.This paper presents a recent study that attempts to do this,investigating the perspectives of students,parents,teachers,and administrators in Sunan Yughur Autonomous County,a multiethnic,multilingual district in rural Gansu,inhabited by several nationalities.Over one hundred participants in three schools were asked what was important for children to learn in school;including what aspects of local(minority)knowledge,culture and language should be taught as part of school-based curriculum.The study found three educational visions in local schools:regular urban education;Chinese-medium,multicultural education;and bilingual,multicultural education.The study also found that stakeholders support the latter vision,which reflects society’s actual cultural and linguistic pluralism,as well as much research on quality education for non-dominant groups.The paper concludes with a call for a comparative approach,both domestic and international,towards the investigation of quality education of non-dominant groups in China.展开更多
文摘In this essay,it will be examined how music can be a powerful tool in multicultural education in promoting humanity and cultural sensitivity.As classroom diversity increases,the challenge lies with educators to ensure that an equal and appropriate learning environment for all students with cultural sensitivity is maintained.To address this problem,therefore,the study explores how music may be effectively incorporated into intercultural education approaches.This paper has evidence that music is a language that has transcended cultures and promotes tolerance,appreciation,and acceptance of diversity through a synthesis of literature and examples.Several implications posit that music can make people feel they belong,enhance the relations of people from diverse cultures,and provide a practical way of learning about other cultures.The potential of music as a tool to engage social justice issues and liberate oppressed groups is also discussed in this research.It exists,but with caution to cultural appropriation and stereotyping of students,thus requiring educators to be sensitive and socially-apperceived on the best practice ways on how to integrate music into classrooms.The end explains how music helps in nurturing a generation of embracing the world,more sensitive and more inclined to the happenings in society to create a society that will be more sensitive and tolerant with the growing society which is diversifying.Therefore,the current article recommends further exploration and development of music-facilitated/inclined pedagogy of ME in hopefully enhancing cultural consciousness/sensitivity and fostering more social integration.
文摘Nowadays with the increasing development of Chinese economy more and more foreign students come to China to study,whichbrings a lot of multicultural education problems.This article tends to illustrate the causes of the multicultural education problems,somebeneficial programs to be set up and try to put forward strategies to solve the problems.
文摘Due to the fast development of the Internet and other modern communication, people now interact easier than ever beyond the national boundaries and live in a global village. In the era of globalization, multicultural education has been important for all people around the world ever since their early childhood. Art is a necessary approach for young children to learn the world and expand their vision. It is also a good path for young children to learn different cultures, to foster respect for them, to enjoy cultures different from themselves, and to improve their skills for interacting with people from other cultural backgrounds. The main purposes of this article are to discuss the reason why art can be a potential approach to learning multi-cultural education and how an art approach can nourish young children＇s multi-cultural equipment. To reach these two purposes, literature review and case study analysis are adopted. There are five sections in this article. The first section introduces the background of this study. The second section explores the relation between art and multi-culture. The third section discusses how to use art in an antibias way and respect different cultures for young children. The fourth section analyzes two cases in order to know how to design curriculum, practice teaching and evaluate the efforts of multicultural education. The finally section is about the conclusion and some suggestions.
文摘Essence of education is to guide. The scene teachers create is like a key to help the students feel the music, and played an active role in the teaching process immeasurably. Through multimedia assisted teaching, the use of a wide range of teaching methods in music teaching, so that the children take the initiative to actively participate in musical activities to develop their musical aesthetic and correct music ability to inspire their interest in learning music, promote classroom further improve the quality of teaching.
文摘In Sri Lanka,after 30 years of civil war,multicultural education is being seen as important to help change students’attitudes towards different ethnic and religious groups.Therefore,the major aim of this study was to investigate the views of students and staff about the multicultural policies and practices in Sinhala-medium secondary schools with multicultural background.The sample of the study comprised of 321 students,116 teachers and five principals from five Sinhala-medium schools.In addition,four education policy-makers also contributed to the study.The key findings indicated that the majority of Sinhala and Tamil students were engaged in the school activities but Muslim students less so.In addition,all five schools had a variety of extra-curricular activities that were designed for minority ethnic groups.This is a good example for other multicultural schools in Sri Lanka.Research findings show that overall the majority of teachers suggested that they wanted some training about multicultural education.Most students were satisfied that their teachers know some expressions in the language of different students.However,teachers in these multicultural schools wanted language training to build a good intercultural relationship between teachers and students.Counsellors and teachers did not have the knowledge and skills required to provide cross-cultural counselling.Therefore,both teachers and counsellors need proper training.The research makes clear how extra/co-curricular activities are important to promote social cohesion in Sri Lanka.
文摘This article reviews preservice teacher arts education university course work with the goal of informing cross-cultural competencies for Indonesian teacher education.The authors are mid-career education faculty,who visited six universities in three countries to observe cross-cultural contents in teacher preparation courses.Cross-cultural competence relies on theories of globalization,intercultural and multicultural education.Using a case study method,the authors gathered data through relevant literature,course descriptions,met with stakeholders,wrote and coded reflective and reflexive field notes,and identified trends.These trends included the infusion of Eastern content into Western course work,and the role of Western arts forms in Eastern settings.These findings support the development of“cross-cultural communication through the arts”or“komunikasi silang budaya melalui seni”as a way of approaching cross-cultural teaching in Indonesia.
文摘The purpose of this exploratory study was to determine the influence of selected cultural and adventure initiatives on the perception and experiences of group cohesion in a multicultural higher education institution. After a 3-day camp, rich qualitative data f^om students （n = 120） were gathered through focus group discussions and PowerPoint presentations. Using ATLAS.ti, four themes emerged： positive attitude and behaviour, maintaining group level, self-maintaining, and membership attraction and attachment. The findings revealed positive experiences among the participants. It is recommended that follow-up interventions should follow to ensure sustainability.
文摘This study aims to understand equity issues of international students’learning in Korean higher education institutions by engaging with the issue of racism and identifies how international students in Korea reshape their learning trajectory and how we could provide equitable and quality education for international students.Espousing a qualitative case study design,six students from different background were interviewed to examine features of perceived institutional racism based on their learning experience in Korea.Major findings showed that internationalization has not been fulfilled in terms of engaging with international students although Korean government and higher education institutions have developed relevant policy to attract international students.This study indicates that Korean universities need to reconstruct their social,cultural,and institutional systems to embrace equity,diversity and inclusiveness to empower international students’capacity.
文摘While quality in education has long been a significant issue,definitions of quality are often taken for granted rather than argued for,allowing the possibility that the criteria used by researchers and planners to judge quality may differ from local stakeholders’perspectives,particularly regarding the place within quality education of the knowledge,culture and language of non-dominant groups.However,there is an accumulating convergence of research that calls for assessments of quality in education of non-dominant linguistic and cultural groups that engage local stakeholders’understandings.This paper presents a recent study that attempts to do this,investigating the perspectives of students,parents,teachers,and administrators in Sunan Yughur Autonomous County,a multiethnic,multilingual district in rural Gansu,inhabited by several nationalities.Over one hundred participants in three schools were asked what was important for children to learn in school;including what aspects of local(minority)knowledge,culture and language should be taught as part of school-based curriculum.The study found three educational visions in local schools:regular urban education;Chinese-medium,multicultural education;and bilingual,multicultural education.The study also found that stakeholders support the latter vision,which reflects society’s actual cultural and linguistic pluralism,as well as much research on quality education for non-dominant groups.The paper concludes with a call for a comparative approach,both domestic and international,towards the investigation of quality education of non-dominant groups in China.
