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Dursun Hakan,Claes Ellen,Agirdag Orhan 한국다문화교육학회 2021 Multicultural Education Review Vol.13 No.4
Previous work on multicultural teaching competence has mainly focused on teachers’ beliefs and attitudes towards ethnocultural diversity. Little attention has been paid to examine the nature of teachers’ ethnocultural diversity knowledge. Drawing upon Shulman’s model of pedagogical content knowledge, this study presents a novel theoretical framework and a performance-based assessment for examining teachers’ ethnocultural diversity knowledge. We collected data from 819 preservice teachers across six teacher education programmes in Belgium, Flanders. Our findings indicate that student teachers in Flanders have limited and low levels of cultural diversity knowledge and there is a significant variation between the mean scores of teacher education programmes. We conclude by arguing that teacher education institutions should make meaningful reforms to develop student teachers’ knowledge base regarding ethnocultural diversity.
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Liu Qian,Çolak Fatma Zehra,Agirdag Orhan 서울대학교 교육연구소 2020 Asia Pacific Education Review Vol.21 No.2
Multicultural education has aroused extensive international attention and has been promoted by a large body of advocates due to its signifcance for the achievement of social equity in education. Such worldwide concern, therefore, calls for collaborative work, with contributions from diverse sociocultural contexts. This paper reviews 179 research studies on Chinese multicultural education (CME) from 2000 to 2018. Six interrelated categories were identifed: (1) theoretical discourses on CME; (2) multicultural curricula and instruction; (3) students’ perspectives in multicultural contexts; (4) multilingual education and language policy; (5) citizenship education; and (6) multicultural teaching and teacher education. Each category was thoroughly examined and the limitations were discussed. Also, the paper identifed various issues that future research needs to address, such as broadening the concept of multicultural education, the academic communication between China and the West, and the need for empirical literature in English.
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