Research Article
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Graduate Students' Experiences of Multicultural Education

Year 2023, Volume: 24 Issue: 2, 1084 - 1105, 15.09.2023

Fatih Yılmaz

https://doi.org/10.17679/inuefd.1316024

Abstract

The concept of multiculturalism, which emerged for the first time in the 1960s and is much discussed today, has played important roles in the transformation of social structures. Naturally, education is the main factor in this transformation. This has led to the emergence of another concept. This concept, which will appear as multicultural education, has been the cornerstone of peace and coexistence in some societies. Some societies have not been able to realise sufficient sensitivity and transformations in this regard. In this study, it was tried to examine the experience and the process of experiencing the course that classroom teachers took during their postgraduate education regarding both the concept of multiculturalism and the concept of multicultural education. In this context, the phenomenological approach, which is a qualitative research design, was adopted. Research data were collected through semi-structured interviews. Twelve classroom teachers who received postgraduate education participated in the study. The interviews were conducted after the end of the 15-week "Multicultural Education" course. Interpretative phenomenological analysis method was used to analyse the data. At the end of the research, the participants defined the concept of multiculturalism as cultural diversity, cultural sensitivity, richness, freedom from prejudice, respect and harmony, while the experiences and gains were expressed as discovery, individual experiences, personal and professional development.

Keywords

Classroom teacher multiculturalism multicultural education.

References

  • Ameny-Dixon, M., G. (2013). Why multiculture education is important higer education now than ever: A global perspective. http://www.nationalforum.com/Electronic%20Journal%20Volumes/Ameny-Dixon,%20Gloria%20M.%20Why%20Multicultural%20Education%20is%20More%20Important%20in%20Higher%20Education%20Now%20than%20Ever.pdf
  • American Psychological Association (APA, 2002). Guidelines on Multicultural Education, Training, Research, Practice, and Organizational Change for Psychologists.
  • Anık, M. (2012). Kimlik ve çokkültürlülük sosyolojisi. İstanbul: Açılım Kitap.
  • Banks, J. A. (2001). Multicultural education: goals, possibilities and challenges. C. F. Diaz (Ed), Multicultural Education in the 21st century (pp.11-22). New York: Addison-Wesley.
  • Banks, J. And Banks, C. (2010). Multicultural education: Issues and perspectives (7th edn). New York: Jhon Wiley&Sons.
  • Başbay, A. ve Kağnıcı, D. Y. (2011). Çokkültürlü yeterlik algıları ölçeği: Bir ölçek geliştirme çalışması. Eğitim ve Bilim, 36(161), 199-212.
  • Barzanò, G., Cortiana, P., Jamison, I., Lissoni, M., & Raffio, L. (2017). New means and new meanings for multicultural education in a global–Italian context. Multicultural Education Review, 9(3), 145-158.
  • Bennett, C.I. (2003). Comprehensive multicultural education: Theory and practise. Baston: Pearson Education Inc.
  • Canatan, K. (2009). Avrupa toplumlarında çokkültürlülük: sosyolojik bir yaklaşım. Uluslararası Sosyal Araştırmalar Dergisi. 2:6,80-97.
  • Chen, G. & Starosta, W. J. (2005). Foundations of intercultural communication. Oxford: University Press of America.
  • Choi, S., & Lee, S. W. (2020). Enhancing teacher self-efficacy in multicultural classrooms and school climate: The role of professional development in multicultural education in the United States and South Korea. Aera Open, 6(4), 2332858420973574.
  • Choi, S., & Mao, X. (2021). Teacher autonomy for improving teacher self-efficacy in multicultural classrooms: A cross-national study of professional development in multicultural education. International Journal of Educational Research, 105, 101711.
  • Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches. USA: Sage.
  • Davis, N. (2005). Intercultural competence for future leaders of educational technology and its evaluation. Interactive Educational Multimedia, 10, 1-22.
  • Delanty, G. (2002). Two conceptions of cultural citizenship: A review of recent literature on culture and citizenship. The Global Review of Ethnopolitics, 1 (3), 60-66.
  • Dora, Karakoç, Z. and Erdoğan, Z. (2021). The defeat of multiculturalism over natıonalism and religion: transformation of immigratıon policies in Denmark and Sweden. Hitit İlahiyat Dergisi, 20(2), 517-546.
  • Doucette, B., Sanabria, A., Sheplak, A., & Aydin, H. (2021). The Perceptions of Culturally Diverse Graduate Students on Multicultural Education: Implication for Inclusion and Diversity Awareness in Higher Education. European Journal of Educational Research, 10(3), 1259-1273.
  • Duisembekova, Z. (2021). Beliefs about Intercultural Communicative Competence: The Development and Validation of a New Instrument. International Journal of Instruction, 14(2), 103-116.
  • Ersoy, A. F. (2016). Fenomenoloji. A. Saban & A. Ersoy (Ed.), Eğitimde nitel araştırma desenleri içinde (s. 51-109). Ankara: Anı.
  • Freire, P. (1998). Cultural action and conscientization. Harvard Educational Review, 68(4), 499.
  • Groski, PC (2009). What we’re teaching teachers: An analysis of multicultural teacher education coursework syllabi. Teaching and Teacher Education 25(2): 309–318.
  • Hoa, C. T. H., & Vien, T. (2019). Integrating culture into EFL teaching behind classroom doors: A case study of upper secondary teachers in Vietnam. VNU Journal of Foreign Studies, 35(1).
  • Howard, T. C., & Rodriguez-Minkoff, A. C. (2017). Culturally relevant pedagogy 20 years later: Progress or pontificating? What have we learned, and where do we go?. Teachers College Record, 119(1), 1-32.
  • Journet, N. (2009). Evrenselden özele kültür. İstanbul: İz Yayıncılık.
  • Kastoryano, R. (2009). Avrupa'ya kimlik çokkültürlülük sınavı. Ankara: Bağlam Yayıncılık.
  • Kazykhankyzy, L., & Alagözlü, N. (2019). Developing and Validating a Scale to Measure Turkish and Kazakhstani ELT Pre-Service Teachers' Intercultural Communicative Competence. International Journal of Instruction, 12(1), 931-946.
  • Kim, E. (2001). Conceptions, critiques and challenges in multicultural education reform in the U.S. KJEP, 8:2, 201-218.
  • Lu, C. Y., Parkhouse, H., & Thomas, K. (2022). Measuring the multidimensionality of educators' approaches to diversity: Development of the in-service teacher multicultural education model. Teaching and Teacher Education, 116, 103752.
  • McAuliffe, M., Kitimbo, A., & Khadria, B. (2019, November). Reflecting on Migrants' Contributions in an Era of Increasing Disruption and Disinformation. In International Metropolis/Pathways to Prosperity Conference.
  • Miled, N. (2018). Educational leaders’ perceptions of multicultural education in teachers’ professional development: a case study from a Canadian school district. Multıcultural Educatıon Revıew. 11(2), 79-95.
  • Mostafaei Alaei, M., & Nosrati, F. (2018). Research into EFL teachers’ intercultural communicative competence and intercultural sensitivity. Journal of Intercultural Communication Research, 47(2), 73-86.
  • Mwonga, C. (2005). Multicultural education: New path toward democracy. Education and Democracy. December, 15.
  • Parekh, B. (2001). Rethinking multiculturalism: Cultural diversity and political theory. Ethnicities, 1(1).
  • Patton, M. Q. (2002). Qualitative evaluation and research methods (3rd Ed.). Thousand Oaks, CA: Sage
  • Ramsey, P. G. (2008). History and trends of multicultural education. NHSA DIALOG, 11(4), 206-214.
  • Rachmadtullah,R., Syofyan, H. and Rasmitadila, (2020). The Role of Civic Education Teachers in Implementing Multicultural Education in Elementary School Students. Universal Journal of Educational Research, 8(2): 540-546.
  • Şahin, İ. F. and Ekici, Ö. (2019). Sosyal Bilgiler Öğretmenlerinin Perspektifindeortaokullarda Vatandaşlıkeğitiminde Yaşanan Sorunlar. Tarih Okulu Dergisi, 39: 85–116.
  • Shields, C. M. (2010). Transformative leadership: Working for equity in diverse contexts. Educational Administration Quarterly, 46(4), 558–589.
  • Smith, J. A., Flowers, P., & Larkin, M. (2009). Interpretative phenomenological analysis: Theory, method and research. Thousand Oaks, CA: Sage.
  • Thomas, T. M. (1994). Multicultural education: Reconstructionism coming of age. Teacher Education Quarterly, 71-78.
  • Uyun, M., & Warsah, I. (2022). Prospective teachers' intercultural sensitivity alongside the contextual factors as the affective domain to realize multicultural education. International Journal of Instruction, 15(4).
  • Warsah, I., Cahyani, D., & Pratiwi, R. (2019). Islamic integration and tolerance in community behaviour; multiculturalism model in the rejang lebong district. Khatulistiwa: Journal of Islamic Studies, 9(1), 15-29.
  • Yanık, C. (2013). Dünyada ve Türkiye’de çokkültürlülük. Ankara: Sentez Yayıncılık.
  • Yin, R. K. (2011). Applications of case study research. Thousand Oaks, CA: Sage.

Lisansüstü Öğrencilerinin Çok Kültürlü Eğitim Deneyimleri

Year 2023, Volume: 24 Issue: 2, 1084 - 1105, 15.09.2023

Fatih Yılmaz

https://doi.org/10.17679/inuefd.1316024

Abstract

İlk defa 1960’lı yıllarda ortaya çıkan ve günümüzde çok tartışılan çokkültürlülük kavram toplumsal yapıların dönüşmesinde önemli roller oynamıştır. Tabi doğal olarak bu dönüşümde eğitim başat faktör olarak karşımıza çıkmaktadır. Bu da bir başka kavramın ortaya çıkmasına neden olmuştur. Çokkültürlü eğitim olarak karşımıza çıkacak olan bu kavram, kimi toplumlarda barışın ve bir arada yaşamanın temel taşı olmuştur. Kimi toplumlar ise bu konuda yeterli duyarlılık ve dönüşümleri gerçekleştirememiştir. Bu çalışmada hem çokkültürlülük kavramına hem de çokkültürlü eğitim kavramına ilişkin sınıf öğretmenlerinin lisansüstü eğitimleri sırasında aldıkları dersin deneyimlenmesi ve yaşanılan süreç incelenmeye çalışılmıştır. Bu bağlamda nitel araştırma deseni olan fenomonolojik yaklaşım benimsenmiştir. Araştırma verileri yarı yapılandırılmış görüşmeler yoluyla toplanmıştır. Araştırmaya lisans üstü eğitim alan 12 sınıf öğretmeni katılmıştır. Görüşmeler 15 hafta süren “Çokkültürlü Eğitim” dersi bittikten sonra gerçekleştirilmiştir. Verilerin analizinde yorumlayıcı fenomonolojik analiz yöntemi kullanılmıştır. Araştırma sonunda katılımcılar çokkültürlülük kavramını kültürel farklılık, kültürel duyarlılık, zenginlik, önyargılardan arınma, saygı ve uyum olarak tanımlamalarken, deneyim ve kazanımları ise keşfetme, bireysel deneyimler, kişisel ve mesleki gelişim olarak ifade etmişlerdir.

Keywords

: Sınıf öğretmeni çokkültürlülük çokkültürlü eğitim.

References

  • Ameny-Dixon, M., G. (2013). Why multiculture education is important higer education now than ever: A global perspective. http://www.nationalforum.com/Electronic%20Journal%20Volumes/Ameny-Dixon,%20Gloria%20M.%20Why%20Multicultural%20Education%20is%20More%20Important%20in%20Higher%20Education%20Now%20than%20Ever.pdf
  • American Psychological Association (APA, 2002). Guidelines on Multicultural Education, Training, Research, Practice, and Organizational Change for Psychologists.
  • Anık, M. (2012). Kimlik ve çokkültürlülük sosyolojisi. İstanbul: Açılım Kitap.
  • Banks, J. A. (2001). Multicultural education: goals, possibilities and challenges. C. F. Diaz (Ed), Multicultural Education in the 21st century (pp.11-22). New York: Addison-Wesley.
  • Banks, J. And Banks, C. (2010). Multicultural education: Issues and perspectives (7th edn). New York: Jhon Wiley&Sons.
  • Başbay, A. ve Kağnıcı, D. Y. (2011). Çokkültürlü yeterlik algıları ölçeği: Bir ölçek geliştirme çalışması. Eğitim ve Bilim, 36(161), 199-212.
  • Barzanò, G., Cortiana, P., Jamison, I., Lissoni, M., & Raffio, L. (2017). New means and new meanings for multicultural education in a global–Italian context. Multicultural Education Review, 9(3), 145-158.
  • Bennett, C.I. (2003). Comprehensive multicultural education: Theory and practise. Baston: Pearson Education Inc.
  • Canatan, K. (2009). Avrupa toplumlarında çokkültürlülük: sosyolojik bir yaklaşım. Uluslararası Sosyal Araştırmalar Dergisi. 2:6,80-97.
  • Chen, G. & Starosta, W. J. (2005). Foundations of intercultural communication. Oxford: University Press of America.
  • Choi, S., & Lee, S. W. (2020). Enhancing teacher self-efficacy in multicultural classrooms and school climate: The role of professional development in multicultural education in the United States and South Korea. Aera Open, 6(4), 2332858420973574.
  • Choi, S., & Mao, X. (2021). Teacher autonomy for improving teacher self-efficacy in multicultural classrooms: A cross-national study of professional development in multicultural education. International Journal of Educational Research, 105, 101711.
  • Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches. USA: Sage.
  • Davis, N. (2005). Intercultural competence for future leaders of educational technology and its evaluation. Interactive Educational Multimedia, 10, 1-22.
  • Delanty, G. (2002). Two conceptions of cultural citizenship: A review of recent literature on culture and citizenship. The Global Review of Ethnopolitics, 1 (3), 60-66.
  • Dora, Karakoç, Z. and Erdoğan, Z. (2021). The defeat of multiculturalism over natıonalism and religion: transformation of immigratıon policies in Denmark and Sweden. Hitit İlahiyat Dergisi, 20(2), 517-546.
  • Doucette, B., Sanabria, A., Sheplak, A., & Aydin, H. (2021). The Perceptions of Culturally Diverse Graduate Students on Multicultural Education: Implication for Inclusion and Diversity Awareness in Higher Education. European Journal of Educational Research, 10(3), 1259-1273.
  • Duisembekova, Z. (2021). Beliefs about Intercultural Communicative Competence: The Development and Validation of a New Instrument. International Journal of Instruction, 14(2), 103-116.
  • Ersoy, A. F. (2016). Fenomenoloji. A. Saban & A. Ersoy (Ed.), Eğitimde nitel araştırma desenleri içinde (s. 51-109). Ankara: Anı.
  • Freire, P. (1998). Cultural action and conscientization. Harvard Educational Review, 68(4), 499.
  • Groski, PC (2009). What we’re teaching teachers: An analysis of multicultural teacher education coursework syllabi. Teaching and Teacher Education 25(2): 309–318.
  • Hoa, C. T. H., & Vien, T. (2019). Integrating culture into EFL teaching behind classroom doors: A case study of upper secondary teachers in Vietnam. VNU Journal of Foreign Studies, 35(1).
  • Howard, T. C., & Rodriguez-Minkoff, A. C. (2017). Culturally relevant pedagogy 20 years later: Progress or pontificating? What have we learned, and where do we go?. Teachers College Record, 119(1), 1-32.
  • Journet, N. (2009). Evrenselden özele kültür. İstanbul: İz Yayıncılık.
  • Kastoryano, R. (2009). Avrupa'ya kimlik çokkültürlülük sınavı. Ankara: Bağlam Yayıncılık.
  • Kazykhankyzy, L., & Alagözlü, N. (2019). Developing and Validating a Scale to Measure Turkish and Kazakhstani ELT Pre-Service Teachers' Intercultural Communicative Competence. International Journal of Instruction, 12(1), 931-946.
  • Kim, E. (2001). Conceptions, critiques and challenges in multicultural education reform in the U.S. KJEP, 8:2, 201-218.
  • Lu, C. Y., Parkhouse, H., & Thomas, K. (2022). Measuring the multidimensionality of educators' approaches to diversity: Development of the in-service teacher multicultural education model. Teaching and Teacher Education, 116, 103752.
  • McAuliffe, M., Kitimbo, A., & Khadria, B. (2019, November). Reflecting on Migrants' Contributions in an Era of Increasing Disruption and Disinformation. In International Metropolis/Pathways to Prosperity Conference.
  • Miled, N. (2018). Educational leaders’ perceptions of multicultural education in teachers’ professional development: a case study from a Canadian school district. Multıcultural Educatıon Revıew. 11(2), 79-95.
  • Mostafaei Alaei, M., & Nosrati, F. (2018). Research into EFL teachers’ intercultural communicative competence and intercultural sensitivity. Journal of Intercultural Communication Research, 47(2), 73-86.
  • Mwonga, C. (2005). Multicultural education: New path toward democracy. Education and Democracy. December, 15.
  • Parekh, B. (2001). Rethinking multiculturalism: Cultural diversity and political theory. Ethnicities, 1(1).
  • Patton, M. Q. (2002). Qualitative evaluation and research methods (3rd Ed.). Thousand Oaks, CA: Sage
  • Ramsey, P. G. (2008). History and trends of multicultural education. NHSA DIALOG, 11(4), 206-214.
  • Rachmadtullah,R., Syofyan, H. and Rasmitadila, (2020). The Role of Civic Education Teachers in Implementing Multicultural Education in Elementary School Students. Universal Journal of Educational Research, 8(2): 540-546.
  • Şahin, İ. F. and Ekici, Ö. (2019). Sosyal Bilgiler Öğretmenlerinin Perspektifindeortaokullarda Vatandaşlıkeğitiminde Yaşanan Sorunlar. Tarih Okulu Dergisi, 39: 85–116.
  • Shields, C. M. (2010). Transformative leadership: Working for equity in diverse contexts. Educational Administration Quarterly, 46(4), 558–589.
  • Smith, J. A., Flowers, P., & Larkin, M. (2009). Interpretative phenomenological analysis: Theory, method and research. Thousand Oaks, CA: Sage.
  • Thomas, T. M. (1994). Multicultural education: Reconstructionism coming of age. Teacher Education Quarterly, 71-78.
  • Uyun, M., & Warsah, I. (2022). Prospective teachers' intercultural sensitivity alongside the contextual factors as the affective domain to realize multicultural education. International Journal of Instruction, 15(4).
  • Warsah, I., Cahyani, D., & Pratiwi, R. (2019). Islamic integration and tolerance in community behaviour; multiculturalism model in the rejang lebong district. Khatulistiwa: Journal of Islamic Studies, 9(1), 15-29.
  • Yanık, C. (2013). Dünyada ve Türkiye’de çokkültürlülük. Ankara: Sentez Yayıncılık.
  • Yin, R. K. (2011). Applications of case study research. Thousand Oaks, CA: Sage.
There are 44 citations in total.

Details

Primary Language English
Subjects Multicultural Education
Journal Section Articles
Authors

Fatih Yılmaz 0000-0002-8935-423X

Publication Date September 15, 2023
Published in Issue Year 2023 Volume: 24 Issue: 2

Cite

APA Yılmaz, F. (2023). Graduate Students’ Experiences of Multicultural Education. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 24(2), 1084-1105. https://doi.org/10.17679/inuefd.1316024
AMA Yılmaz F. Graduate Students’ Experiences of Multicultural Education. INUJFE. September 2023;24(2):1084-1105. doi:10.17679/inuefd.1316024
Chicago Yılmaz, Fatih. “Graduate Students’ Experiences of Multicultural Education”. İnönü Üniversitesi Eğitim Fakültesi Dergisi 24, no. 2 (September 2023): 1084-1105. https://doi.org/10.17679/inuefd.1316024.
EndNote Yılmaz F (September 1, 2023) Graduate Students’ Experiences of Multicultural Education. İnönü Üniversitesi Eğitim Fakültesi Dergisi 24 2 1084–1105.
IEEE F. Yılmaz, “Graduate Students’ Experiences of Multicultural Education”, INUJFE, vol. 24, no. 2, pp. 1084–1105, 2023, doi: 10.17679/inuefd.1316024.
ISNAD Yılmaz, Fatih. “Graduate Students’ Experiences of Multicultural Education”. İnönü Üniversitesi Eğitim Fakültesi Dergisi 24/2 (September 2023), 1084-1105. https://doi.org/10.17679/inuefd.1316024.
JAMA Yılmaz F. Graduate Students’ Experiences of Multicultural Education. INUJFE. 2023;24:1084–1105.
MLA Yılmaz, Fatih. “Graduate Students’ Experiences of Multicultural Education”. İnönü Üniversitesi Eğitim Fakültesi Dergisi, vol. 24, no. 2, 2023, pp. 1084-05, doi:10.17679/inuefd.1316024.
Vancouver Yılmaz F. Graduate Students’ Experiences of Multicultural Education. INUJFE. 2023;24(2):1084-105.
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