Approaches to Integrating Multicultural Concepts as Input to Multicultural Teacher Education Program
Main Article Content
Keywords
approaches, multicultural concepts, multicultural education program
Abstract
This study explored the approaches to integrating multicultural concepts as input to a multicultural teacher education program using qualitative research design through content analysis. This investigation used purposive sampling in selecting the participants for the individual interviews and focus group discussions (FGD), while complete enumeration identified the key participants including their ethnicity profile. Results revealed that the school failed to keep the ethnicity profile of the students, faculty and staff. The indigenous group is not well represented in the student organizations. Multicultural issues are not introduced early in the teacher education program. Infusion of multicultural concepts in the syllabus is limited only to meet the felt needs of the diverse students. Based on these findings, the study suggests a Multicultural Teacher Education Program that clearly integrates multiculturalism in the campus, and boosts its identity as a Multicultural Education Hub.
References
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McAlpine, L., & Amundsen, C. (2011). Doctoral education: Research-based strategies for doctoral students, supervisors and administrators. New York: Springer. https://doi.org/10.1007/978-94-007-0507-4
Mehta, J. (2013). How paradigms create politics: The transformation of American educational policy. 1980-2001. American Educational Research Journal, 50, 285-324.
Okoye-Johnson, O. (2011). Does multicultural education improve students’ racial attitudes? Implications for closing the achievement gap. Journal Of Black Studies, 42(8), 1252-1274. https://doi.org/10.1177/0021934711408901
Phinney, J. S. (1992). The Multigroup ethnic identity scale: A new scale for use with diverse racial groups. Journal of Adolescent Research, 7, 156-176.
Reed, M. T. (2010). Multicultural music: A partner for 21st century skills. Illinois Music Educator, 71(2), 94-95.
Reyes, W.S., & Murray-Harvey, R. (2018). Faculty and student teachers ‘voices’ in developing a multicultural teacher education curriculum using a collaborative-participatory approach. The Normal Lights, 12(1), 156 – 184.
Shor, I. (2012). Empowering education: Critical teaching for social change. University of Chicago Press. Retrieved on June 24, 2015 from https://goo.gl/hKjY4954
The United Nations Declaration on the Rights of Indigenous Peoples (2007). Retrived from https://www.ohchr.org/documents/issues/ipeoples/undripmanualfornhris.pdf
Arifin, I., & Hermino, A. (2017). The importance of multicultural education in schools in the era of ASEAN economic community.
Aydin, H., & Tonbulo?lu, B. (2014). Graduate students perceptions ?on multicultural education: a qualitative case study. Eurasian Journal of Educational Research, 57, 29-50, http://dx.doi.org/10.14689/ejer.2014.57.3
Banks, J. (1993). Multicultural education: Historical development, dimensions, and practice. Retrieved from https://doi.org/10.3102/0091732X019001003
Banks, C. A., & Banks, J. A. (1995). Equity pedagogy: An essential component of multicultural education. Theory into practice, 34(3), 152-158. Retrieved on June 24, 2015 from http://goo.gl/VNHe3H
Banks, J. A. (1996). Multicultural education, transformative knowledge, and action historical and contemporary perspectives. Retrieved on June 24, 2015 from http://goo.gl/Dgxfpk
Banks, J. A. (2008). Diversity, group identity, and citizenship education in a global age. Educational researcher, 37(3), 129-139. Retrieved on June 24, 2015 from http://goo.gl/qPCj7k
Banks, J. A., & Banks, C. A. M. (2009). Multicultural education: Issues and perspectives. John Wiley & Sons. Retrieved on June 24, 2015 from https://goo.gl/EwovnO
Banks, J., & C. McGee Banks [eds]. (2010). Multicultural education: Issues and perspectives. USA [United States
Ba?bay, A., & Ka?n?c? D.Y. (2011). Perceptions of multicultural competence scale: A scale development study]. E?itim ve Bilim, 36 (161), 199-212.
Bennett, A. (1999). Subcultures or neo-tribes? Rethinking the relationship between youth, style and musical taste. Retrieved from https://doi.org/10.1177/S0038038599000371
Borg, W. R., & Gall, M. D., (1989), Educational research: An introduction, New York: Pitman.
Briggs, A. R., Morrison, M., & Coleman, M. (2012). Research methods in educational leadership and management. Sage Publications.
Cha, Y. K., Ham, S. H., & Yang, K. E. (2014). Multicultural education policy in the global institutional context. Asian Social Science; Vol. 13, No. 4; 2017 ISSN 1911-2017 E-ISSN 1911-2025 Published by Canadian Center of Science and Education
Creswell, J. W. (2011). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. (Fourth). Pearson.
Dep Ed Order 62, S. 2011 – Adopting the national indigenous peoples (IP) education policy framework http://www.deped.gov.ph/2011/08/08/do-62-s-2011-adopting-the-national-indigenous-peoples-ip-education-policy-framework/
Enhanced Basic Education Act No. 10533 (2013). Retrieved from https://www.officialgazette.gov.ph/2013/05/135/republic-act-no-10533/
Gay, G., & Howard, T. C. (2000). Multicultural teacher education for the 21st century. The Teacher Educator, 36(1), 1-16. https://doi.org/10.1080/08878730009555246
Gollnick, D. M., & Chinn, P. C. (2013). Multicultural education in a pluralistic society. Pearson Higher Ed.
Ha, Nguyen Duy Mong (2015). Multicultural education in the Vietnamese higher education in globalization era. International Journal of Education and Research 3(4), April 2015
Hopkins-Gillispie, D (2011). Curriculum & schooling: Multiculturalism, critical multiculturalism and critical pedagogy. Retrieved on January 2, 2019 from http://www.southshorejournal.org/index.php/issues/volume-4-2011/84-journals/vol-4-2011/78-curriculum-a-schooling-multiculturalism-critical-multiculturalis… 1/14
Hough, D. A., Thapa, M., Ram, B., & Yonjan-Tamang, A. (2009). Privileging indigenous knowledge: empowering MLE in Nepal. In Mohanty, et. al (eds), 146-166.
Indigenous Peoples Rights Act of 1997 (RA 8371) https://www.officialgazette.gov.ph/1997/10/29/republic-act-no-8371/
Koshy, S., (2017). Multicultural : Significance, content integration and curriculum design. International Journal of Advanced Research in Education & Technology (IJARET) Vol. 4, Issue 2 (April - June 2017) ISSN : 2394-2975 (Online) ISSN : 2394-6814 (Print)
McAlpine, L., & Amundsen, C. (2011). Doctoral education: Research-based strategies for doctoral students, supervisors and administrators. New York: Springer. https://doi.org/10.1007/978-94-007-0507-4
Mehta, J. (2013). How paradigms create politics: The transformation of American educational policy. 1980-2001. American Educational Research Journal, 50, 285-324.
Okoye-Johnson, O. (2011). Does multicultural education improve students’ racial attitudes? Implications for closing the achievement gap. Journal Of Black Studies, 42(8), 1252-1274. https://doi.org/10.1177/0021934711408901
Phinney, J. S. (1992). The Multigroup ethnic identity scale: A new scale for use with diverse racial groups. Journal of Adolescent Research, 7, 156-176.
Reed, M. T. (2010). Multicultural music: A partner for 21st century skills. Illinois Music Educator, 71(2), 94-95.
Reyes, W.S., & Murray-Harvey, R. (2018). Faculty and student teachers ‘voices’ in developing a multicultural teacher education curriculum using a collaborative-participatory approach. The Normal Lights, 12(1), 156 – 184.
Shor, I. (2012). Empowering education: Critical teaching for social change. University of Chicago Press. Retrieved on June 24, 2015 from https://goo.gl/hKjY4954
The United Nations Declaration on the Rights of Indigenous Peoples (2007). Retrived from https://www.ohchr.org/documents/issues/ipeoples/undripmanualfornhris.pdf
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Published
Jun 26, 2020
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How to Cite
Saranza, R. C. (2020). Approaches to Integrating Multicultural Concepts as Input to Multicultural Teacher Education Program. The Normal Lights, 14(1). https://doi.org/10.56278/tnl.v14i1.1495
Section
Research Article
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