ABSTRACT This study examines how Artist Educators (AEs) cultivate multicultural dispositions in Singapore’s harmony-driven and exam-oriented school system. Drawing on 60 lesson observations and 30 interviews, we identified two pedagogical processes – critical thinking through empowerment and understanding positionality of power – through which AEs foster reflexivity, empathy, and awareness of cultural narratives. These processes reflect AEs’ dispositions of authenticity, relationality, and social mediation, and enact key dimensions of Banks’ multicultural education framework. The findings extend transformative multicultural education theory by showing how artistic inquiry can open space for identity work and critical dialogue in conflict-avoidant contexts. Implications for policy, theory, and practice highlight the potential of artistic pedagogy to support deeper, culturally responsive engagement in diverse classrooms.
In contexts of growing social polarisation and cultural complexity, tertiary educators are increasingly called upon to move beyond celebratory multiculturalism towards critically informed intercultural praxis in preparing students for 21st-century classrooms. Drawing on a sustained transnational collaboration between A...
A. Cabedo-Mas, Dawn Joseph· Education sciences· 0 citations
This constructivist grounded theory study examines how Islamic school teachers adapt social-emotional learning (SEL) curricula for Muslim Middle Eastern American (MMEA) students. Drawing on intensive interviews, focus groups, and graphic elicitation with 20 educators across two North New Jersey USA Islamic schools, thr...
Zenab Eldreny, A. Johnson· International Journal of Mul...· 0 citations
This study, centering on Bhutanese educators and preservice teachers, explores how digital stories as an arts-based approach can inform culturally responsive teacher education on bullying and discrimination. We examined responses from 56 educators and preservice teachers in Bhutan to three arts-based works. Analysis of...
Ching-Chiu Lin, K. Sherab, Chimi Dema· Journal of the International...· 0 citations
This study explored how multicultural literature fosters cultural awareness, empathy, and identity formation through a narrative inquiry involving a freshman high school student in Palau who engaged with Amy Tan’s The Joy Luck Club. Grounded in Sociocultural Theory and employing narrative inquiry with thematic analysis...
Maricon Silos· Psychology and Education: A...· 0 citations
This study aims to explore the phenomenon of cultural diversity in an Islamic elementary school and to examine students’ social interactions as well as the school’s strategic role in fostering an inclusive multicultural environment. A qualitative case study design was employed involving 36 fifth-grade students from two...
Muhammad Davin Yuzaki, Sudarsri Lestari, Vina Rohmatul Ummah· Journal of Educational Manag...· 0 citations
This study aims to examine how EFL students from diverse cultural backgrounds manage their learning processes through metacognitive awareness and self-reflection in a multicultural academic setting. The importance of cross-cultural communicative competence in English language acquisition is increasing, rendering studen...
Sukmawati Sukmawati, Syarifuddin Dollah· EDULEC EDUCATION LANGUAGE AN...· 0 citations
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