The Process and Strategy of Internalizing the Value of Multicultural Education in Arabic Teaching (Published)
This study aims to find out the internalization of multiculturalism values through Arabic teaching at Islamic senior high schools in Palu city Indonesia. The integration of multiculturalism values in learning materials is considered very important to create students’ moderate attitudes toward ethnicity and cultural differences in schools’ daily life. This study was carried out using a case study qualitative approach. Data were gathered through field observation, and in-depth interviews with the school principal, teachers, and students. Our study found that multiculturalism values were integrated through the Arabic curriculum, lesson plans, learning material, and students’ activities. The multiculturalism values were reflected in the students’ daily life in the forms of ethnicity diversity tolerance, respect attitudes, and moderate behavior. Our study contributes to the body of knowledge in multiculturalism studies and practices by providing a new direction to multicultural integration strategies at the school level. Future studies should focus on how the broader context of studies such as by involving more than one case.
Globalization can help people gain knowledge and improve learning about how a diversity of the cultures does not cause any conflict, misunderstand, and share knowledge across the culture peacefully. It can be termed as cross-cultural communication. Based on this paper’s aims, this article discussed the theory of multiculturalism (cultural diversity), cross-cultural communication, the types of culture shock, the cases of culture shock experience such as the stages of culture shock and reverse culture shock. Thus, this study aims to discuss the theory of multiculturalism and an overview of culture shocks experienced by the student exchange program. As a result, shock culture experience is found by most of the people who live for some duration times. However, they will face reverse culture shock when returning to their home country, even though some returnees do not experience it.
Creative Performing Arts as Major Means of Promoting Multiculturalism: Nigeria Experience (Published)
Creative Performing Arts is at times restricted to Theatre and Music or segments under them. The reason behind this notion is not unconnected with the process Theatre and Music take. However, by its name; Creative Performing Arts is an art that includes action in which intensions conceived are exhibited in practice as artists. This intension in question could be expressed through visual art or acting-out process that involves creative skill. Visual art stays for as long as the producer desires, while acting-out art lingers in the mind of the beholder after the display of skills has been struck out. The medium of expression in these arts could be peculiar to the choice of the producer (s). It has been observed that creative performing art has been seen as those arts that concern or have relationship with theatre and music because many have not seen visual art process as part of performing art. This means that all the arts have the quality to perform within its ambits which later results to production. Visual, Theatre and music arts are performances that tilt towards promoting multiculturalism. How possible is this? This paper examines the interrelationship of these arts in promoting multicultural heritage of Nigeria people. The paper goes further to interrogate the performing skills in each of these branches of art. It concludes by auditing their performing details with suggestion on how to bridge the existing artificial partition created by practitioners through integrating them with a compound nomenclature
The Development Of The Teaching Materials Of Multiculturalism-Based Fast Reading Skill For The Viii Grade Of Smp Students In Medan City (Published)
This research aims to describe (1) the feasibility of teaching materials of multiculturalism-based fast reading skills, (2) the results of the students’ learning in grade VIII in SMP Medan City, namely SMP N 27 Medan and SMP Taman Harapan Medan on the subject of fast reading skill with the developed teaching materials of multiculturalism–based fast reading skills, (3) the effectiveness of teaching materials of multiculturalism-based fast reading skill. This type of research is the research and development of Borg and Gall. The test subjects consisted of material experts, design experts, Indonesian language teachers, junior high school students in Medan at SMP N 27 Medan and SMP S Taman Harapan Medan, which were individualized test, small group test and limited group test. The data on the quality of this development product were collected through a questionnaire. The results showed that: (1) the material expert validation includes the content feasibility with average of 86,76% at very good criteria, the feasibility of presentation with average 84,61% on very good criteria, the language aspect with language feasibility average of 86.53% with very good criteria, (2) the design expert validation with an average of 85.83% with very good criteria. (3) The data of Indonesian language teachers’ response with an average of 94.19% with very good criteria. (4) The individual test with an average of 89.21% on very good criteria. (5) The small group test with an average of 90,82% at State Junior High School 27 and average 93,39 at Private School Taman Harapan Medan with very good criterion. (6) The limited group test with an average of 92.3% at SMP Negeri 27 Medan and an average of 94.35% at Private Junior High School Taman Harapan Medan with very good criteria. (7) the students’ average learning achievement before using the teaching materials with 158 kpm reading speed (unfinished) at SMP Negeri 27 Medan and the students’ learning achievement after using the teaching materials is 223 kpm (finished), then at Taman Harapan Junior High School there is a speed reading 132 kpm (unfinished) before using the teaching materials, and the reading speed of 248 kpm after using the teaching materials. (8) the effectiveness of teaching materials with good criteria. Thus the developed teaching materials of multiculturalism-based fast reading skills are feasible to be used in the learning process as a learning resource.
Effective Teaching of the English Language in Multicultural L2 Classrooms: The Nigerian Perspective (Published)
Effective teaching demands that we use all the facts available to us to impact knowledge. In Nigeria where the English Language is essentially a second language, effective teaching seeks to incorporate all tools and practices that assist the English Language learner in an L2 multicultural classroom. Effective teaching in an L2 setting seeks to promote learning skills that will be of benefit to learners from diverse cultural backgrounds. The paper identifies a number of issues related to effective teaching in multicultural L2 classrooms. It addresses barriers to effective learning in an L2 classroom, the potential challenges to teaching and provides diverse strategies that may improve teaching and learning in this context. In the end, the paper outlines the processes for improving the effectiveness and quality of teaching and learning the English Language. The argument is that multiculturalism improves teaching, teaching skills and learning abilities. Therefore, the paper highlights core considerations for analyzing the challenges faced by teachers and learners, and finally, recommends some directions to embrace the challenges.
Indian English has been universally accepted as a unique style of discourse with its own nuances giving expression to Indian Multiculturalism. In the works of writers in India or those abroad not only the new Indian writers in the west, expatriates, second and third generation writers, but also the classical authors like A. K. |Ramanujan, Nissim Ezekiel, Mulk Raj Anand, R. K. Narayan, and Bhabani Bhattacharya are being interpreted in the new old critical mode as well the current critical styles of multiculturalism. The concept of Multiculturalism recognizes the ethnic diversity within a society and has enlightened worthwhile contributions to society made by people from diverse backgrounds .Multiculturalism as a social theory brings together different themes such as cultural diversity, recognition, mutual concern, and peaceful co-existence of many cultures and sub-cultures.
AN EXAMINATION OF MULTICULTURALISM AND RACISM IN EDGAR MITTELHOLZER’S A MORNING AT THE OFFICE (Published)
This paper is examines Mittelholzer’s depiction of the multicultural and multiracial character of the West Indies in his novel, A Morning at the Office. It unfolds that the West Indies is inhabited by various peoples, from different parts of the globe and who had no indigenous link or ancestral claim on the islands. The paper further traces the roots of this multiculturalism in the West Indies and how it has engendered racism to the various colonial ideological onslaughts on the Islands, the importation of millions of African captives as well as the presence of Chinese and East Indians who served as planters and overseers on the newly established mines and plantation. Indeed, it is this conglomerate of peoples with diverse cultures that has made the Islands to be described as “A Stew Pot’. It is the submission of this paper that in a multicultural society, the issues of racism and racial segregation abound. The paper particularly uses Edgar Mittelholzer’s A Morning at the Office to project this view. At the end it asserts that the West Indies can only maintain its genuine national identity if all racial barriers are removed and the various races learn to appreciate the cultural and racial diversities of the Islands without prejudice to skin pigmentation.