The characteristics of multicultural education

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The characteristics of multicultural education

  1. 1. The Characteristics of Multicultural Education As explained previously, multicultural divided into two terms, namely multi and culture. Multicultural is actually a word that gets a prefix basis. Thus, the meaning of multicultural is diversity of cultures, various politeness or a lot of maintenance. In order to understand the meaning of culture in multicultural education to build an understanding of the characteristics of culture and culture region. Culture characteristics include general as well as something specific, culture as something to be studied, as a symbol of culture, and culture as forming a natural complement, culture as something that is done together as attributes for individuals from other groups, cultures as something that is adaptive.
  2. 2. • First, national cultures shaped various kinds of experience, the nature and value that used by all citizens who are in the country. • Second, international culture formed from cultural tradition that extends beyond the boundaries of the national territory of a country through the deployment process (diffusion), a process of a merger between two or more cultures through several ways such as marriage, migration, mass media and even through the film. • Third, as a sub-cultural differences in the characteristics of cultural groups.
  3. 3. • Understanding multicultural education course has broad implications in education. Because education itself is generally understood as a lifelong process. Thus, multicultural education has the character to do the honors and awards are the highest against human dignity wherever he came and cultured whatsoever.
  4. 4. The Dimension of Multicultural Education • James Banks explains that multicultural education has several interrelated dimensions, namely: First, Content Integration, which integrates a variety of cultures and groups to illustrate the basic concepts and theories in various subjects. Secondly, the knowledge construction process, which brings students to understand the cultural implications in a subject. Third, an equity paedagogy, ie adjust teaching methods with student learning in order to facilitate student academic achievement both in terms of racial, cultural or social. Fourth, prejudice reduction, which identifies students' racial characteristics and determine their teaching methods.
  5. 5. • For the first, the effort to integrate multicultural education in the curriculum, among others conceived of the word where or what part of the curriculum integration can be placed?. The content (content) including curriculum includes how to reduce prejudice in the treatment and behavior of certain racial and ethnic prejudice in any material can be presented.
  6. 6. • In the second dimension, learned about the history of the development of society and its treatment as well as the reactions of other ethnic groups. History contains things that are positive and negative things that need to be known by students in an effort to determine the condition of the people today
  7. 7. • The third dimension, racial prejudice is turned on since the beginning of the growth of children. In association fellows began instilled positive and negative prejudices against each other. The power contained in the association group eventually able to reduce prejudice.
  8. 8. • The fourth dimension, culture is always associated in real life happens in intercultural and multiculture scale. Interculture scale communities build social bonds with the groupthink. Whatever the reason, stick to the one word that humans are born weak and helpless.
  9. 9. Empowering School Culture • Schools as institutions of formal education is seen as a gateway for cultural development task for students. As the gate, then the school should have the power to create positive cultural Strategic accordance with the philosophy of the community. • Appreciate the philosophy of the people who appreciate the plurality of meaning contained therein characteristics of multicultural education- oriented interests. If the approach to education was implemented, it would itself be born a strong school culture in the face of social problems in the community.
  10. 10. • As an effort to achieve the goals, the implementation of education also requires an approach that makes it possible to help achieve educational outcomes. Educational approach can be formulated into several approach such as : (1) pedagogical (pedagogisme), (2) philosophical (filosofisme), (3) religious, (4) psychological, (5) negativism, and (6) sociological.
  11. 11. • Pedagogical approach is the approach that argues that the child will be brought up to be adults through education. This view is very respectful of each stage of development to adulthood. • Philosophical approach is an approach which argues about human nature and the nature of the child. Children have their own nature and the adults also has its own nature.
  12. 12. • Religious approach is the approach that sees human beings as religious. Thus the essence of education is to bring students into a religious man. As God's creatures, students must be prepared to live up and to be godless. • Psychological approach is an approach that tends to reduce science education into science teaching and learning process. One a more pragmatic form quickly interpret technical working daam educational process. How the child is raised through the learning process based on age and developmental abilities.
  13. 13. • Negativis approach is the approach that states that the task of educators is to maintain growth. In this growth needs to be removed things that can damage or that are negatively affecting the growth of children. • Sociological approach is an approach that uses social aspects of the child to develop social consciousness of students. It is seen from the aspect of social, family, and the community in which he lived.

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