Micro and Macro Practices of Multicultural Education in a Philippine University: Is It Global Integration Ready?

Autor/in	Munalim, Leonardo O.
Titel	Micro and Macro Practices of Multicultural Education in a Philippine University: Is It Global Integration Ready?
Quelle	In: Asia-Pacific Education Researcher, 29 (2020) 5, S.441-454 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Munalim, Leonardo O.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-019-00497-7
Schlagwörter	Foreign Countries; Multicultural Education; Higher Education; Global Approach; Undergraduate Students; English Teachers; School Culture; Educational Policy; Educational Change; Intercollegiate Cooperation; Benchmarking; Philippines + Suchen Sie Ihr Suchwort? Ausland; Multikulturelle Erziehung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Globales Denken; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Schulkultur; Schulleben; Politics of education; Bildungspolitik; Bildungsreform; Hochschulkooperation; Philippinen
Abstract	Multicultural education is an emerging world model amid the thickening of multicultural networks of educational exchange, interaction, learning and instruction. In the Philippines, no studies analyzed the status of multicultural education, both at the micro- and macro-levels of an institution. This dearth may impede one's understanding of the status of multiculturalism, which may result in poor implementation of policies toward reconfiguration of higher education institutions. Using sequential mixed-mode methods, this study analyzed the English teachers' micro-level and a local university's macro-level practices of multicultural education. Using Banks and Banks' (Multicultural education: Issues and perspectives, Allyn and Bacon, Boston, 1993) dimensions of multiculturalism, an intact group of 49 second and third year foreign students answered a questionnaire, and joined in a focus group discussion to share their experiences related to "content integration," "knowledge construction," "prejudice reduction," "equity pedagogy" and "strengthening school culture." Results show that the practices of multiculturalism are excellent, except for knowledge construction and strengthening school culture. Moreover, micro- and macro-level dimensions are statistically different, resulting in the tension between the two levels if we use an excellent rating as a yardstick of fully multiculturalism. That is, English professors may have attained excellent multicultural practices, but their classroom practices may not have been fully complemented and supplemented with a much more strengthened wider school culture. Although conducted at the parochial level of one university, implications for policy-making, instructional preparation, academic reforms, faculty loading, inter-university partnership, and local and international benchmarking are seen to be national and universal. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01