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The purpose of this paper is to reform the multi-cultural education in China so as to construct a homogenous education model.

Based on the appeal for multi-ethnic culture development of the era and the possibilities for constructing multi-cultural education in China, this paper proposed paths to construct multi-cultural education in China.

First, this paper explains the reasons to construct a multi-cultural education in china: the intrinsic appeals for multi-ethnic culture development; the increasing culture exchange during economy transformation; foreign culture shock in the setting of globalization. Second, it indicates the possibilities for establishing multi-cultural education in China: the arrival of the multi-cultural era and the education ideal of “Unity without Uniformity.” Third, it points out the paths to construct Chinese multi-cultural education: to establish an educational policy with core socialist value; to perfect Chinese multi-cultural education policies; to construct a multi-cultural education model.

This paper points out the paths to construct Chinese multi-cultural education: to establish an educational policy with core socialist value; to perfect Chinese multi-cultural education policies; to construct a multi-cultural education model.

This paper analyzes the possibilities and paths for constructing multi-cultural education in China and would be helpful for reforming multi-cultural education in China.

The purpose of this study is to examine similar and/or different perspectives on, and practices of online-learning interaction as projected by the participating educators who are from either Korea or the USA.

In this study, the authors analyzed how college instructors from two countries, Korea and the USA, consider the role of online-learning interaction in their students' learning by interviewing nine instructors from both countries. The authors examined the educators' responses using constructivism and Confucianism as the frame of reference.

The analysis showed that the US instructors tend to focus on learner-to-learner interaction, whereas Korean instructors emphasized teacher-to-learner interaction. Korean instructors perceived a gap between ideal and reality in integrating interaction as a part of online activities in the course.

This study focuses on a cross-national comparison of online-learning interaction between Korea and the USA. Thus, it will provide practical ideas for global or multicultural user experiences on online-learning courses.

The purpose of this paper is to compare the curriculum developments of civic education in three emerging Chinese societies: China and two Special Administrative Regions of Hong Kong and Macao, which are increasingly under the impacts of globalisation in this information world.

The analytical method is used and the following are identified: active and global civic education-related learning units and key themes and main contents in official curriculum guidelines and updated textbooks related to civic education.

A major finding is that elements of both active and global citizenship, such as participation in the community and understanding about the world and thus forming multiple identities, can be found alongside their emphasis on enhancing national citizenship. Thus, ideas of global citizenship and multiple levels of citizenship from local, national to global start to develop in these three Chinese societies.

The implications of such findings of both active and global citizenship, as well as multiple identities, found in these three Chinese societies could be huge for informing civic literature and sociological point of views, in particular, pointing to the next generations receiving a broadened and transcended notion of multiple levels of citizenship, apart from local and national citizenship.

The significance of this paper is that it argues that ideas of active citizenship in terms of community participation and global citizenship have been found in China, Hong Kong and Macao civic education curriculum and textbooks because of the expectations placed on students to compete in a globalized world, though national citizenship and patriotic concerns have been primary concerns. Globalisation makes the world society by impacting on these three Chinese societies for active and global citizenship, though they still retain their particular curricular focusses.

This paper aims to review current approaches to, and good practice in, information literacy (IL) development in multi-lingual and multi-cultural settings, with particular emphasis on provision for international students.

A selective and critical review of published literature is extended by evaluation of examples of multi-lingual IL tutorials and massive open online courses.

Multi-lingual literacy and multi-cultural IL are umbrella terms covering a variety of situations and issues. This provision is of increasing importance in an increasingly mobile and multi-cultural world. This paper evaluates current approaches and good practice, focussing on issues of culture vis-à-vis language; the balance between individual and group needs; specific and generic IL instruction; and models for IL, pedagogy and culture. Recommendations for good practice and for further research are given.

This is one of very few papers critically reviewing how IL development is affected by linguistic and cultural factors.

This study aims to examine the responses and perceptions of Israeli Arab teachers toward multicultural and educational issues concerning Jewish–Arab relations.

This study is a qualitative research. The study included 44 novice Arab teachers, who teach Hebrew in the Arab sector and are currently studying toward their masters’ degree at a teacher education college in northern Israel. The teachers were asked to read the novel Nadia by Galila Ron Feder–Amit. Published in 1985, the novel describes the complex integration of Nadia, an Arab village girl, into a Jewish boarding school, and it is narrated in first person. After having read the novel, the teachers were requested to answer the writing task, which addressed the character of the protagonist, the issue of teaching the novel in the Jewish and Arabic educational systems and the anticipated responses of Jewish and Arab students to the novel.

Phenomenological analysis of the teachers’ responses found that the reading experience was complex and resulted in a variety of responses toward the protagonist. Some were based on identification and appreciation, while others on criticism and judgment of the heroine’s restraint vis-a-vis the racism that she was experiencing. However, most of the teachers demonstrated moral courage and thought that the novel should be taught, as they viewed it as a bridge leading to understanding between the two nations. The teachers anticipated conflicting responses of Jewish and Arab students to the novel, according to the students’ political views and values.

These findings indicate that the educational system should include political texts relating to the Jewish–Arab schism, especially texts that voice the Palestinian narrative. This view differs from the current situation in both sectors, whereby the tendency is to avoid political texts while ignoring the Palestinian narrative.

The study shows that the reading experience of a political novel affords various and often contrasting responses with the teachers facing the didactic challenges. The teachers who participated in the study anticipated complexity of the reading and teaching process, yet were not deterred by it, particularly in view of the novel’s messages – striving to understand the “other” and to bridge a discourse between the nations.

The purpose of this study was to examine the process of embedding values implemented by excellent teachers in teaching Islamic education in the multi-cultural society.

This study was a qualitative study, which used a combination of in-depth interviews, observation and document analysis for data collection. Using a purposive sampling technique, seven excellent Islamic education teachers were selected. The data were analysed using Atlas.ti 7.1.7.

The findings of the study show the process of embedding values among excellent teachers include the following aspects: teachers take into consideration the various differences among individuals in their classes, especially of learners’ names and family backgrounds, humour elements, praising of students, lectures, repetition practical areas, problem-solving and question and answer sessions. A variety of methods are used in the process of embedding values including two-way interactions between teachers and students. Teaching happens in stages that link to the cognitive level of the students and these learning environments allow the values to be exposed, taught and personally experienced by the students.

This study shows that teachers should use various types of teaching methods, i.e. light-hearted element, praising students, lectures, repetition, practical areas, problem-solving and question and answer sessions, to embed values during the lessons of Islamic education. Interaction between students and teachers takes place and creates a transformative process of knowledge and allowing the positive values to be taught effectively. They start to learn and appreciate the values of others and also be able to practice them in their daily lives. The students were exposed to the diversity of culture and various types of background of their friends. The awareness of the teachers in creating a learning environment that is sensitive to all students is very important. Thus, these methods should be taken into consideration by teachers to teach values and should be exposed during teacher training so they are able to implement them in the classroom.

This paper explores and describes methods of embedding of values used by excellent Islamic education teachers in the lessons of Islamic education. There are very few studies conducted in this area and this qualitative study is focussed on how values are thought in the lessons of Islamic education. These findings can be used by educators to improve the quality of the lessons based on most effective teaching methods used by the teachers in the lessons of Islamic education.

Promoting unity in multicultural society among Malaysians should start from school education since young age. Art through its own variety of approaches could show possibilities in addressing diversity in a community that consists of multiple ranges of racial and cultural backgrounds such as Malaysian community. Arts education is essential for each child because arts cover the entire learning domain – cognitive, psychomotor and affective. Using the advantages of arts in a child’s learning process and its possibilities to create harmony among communities from different races.

The participants were interviewed using a qualitative approach, which consisted of two main questions: What is your perception on this module through participating in this programme? How the module of this programme has influenced you as a Malaysian?

The proposed module was implemented, and the findings showed that through arts education, the unity and harmony among children in multicultural society could be flourished and strengthened.

It shows that the proposed arts education module could be used among students from different schooling systems and different races to cultivate unity and harmony among them. At the same time, strengthening the unity among children in multicultural society could bring harmony and peace in future.

This paper is a novel approach that uses arts education as a tool in achieving national agenda to strengthen the unity and harmony among primary school children in Malaysia who are from different races and schooling system.

The Australian Radical Education Group (RED G) was created in June 1976, which in turn launched a magazine for radical(ising) teachers, the Radical Education Dossier (RED), that would be published for the next 30 years. The purpose of this paper is to characterise the emergence and first phase of RED’s publication up to its name change in 1984.

The authors draw on interviews with key members of the magazine’s editorial collective, and a review of RED’s contents, to identify the major political ambitions as manifest in RED in historical context. The authors contextualise this radical education project in the post-1968 world context of social and political upheaval, rejecting the Cold War options of either Soviet style Communist or US-based capitalist pathways.

In this context RED generated powerful critiques of dominant educational policy in multiple areas. The critique was part of a project to promote a socialist understanding of mass education, and to promote the transformation of Australian society towards socialism. The authors argue that the debates and struggles within RED in this period, seeking to define and advance a socialist educational project, reflected a broad and consistent critique of progressive educational reforms, rooted in its radical political foundations.

This paper provides an historical review of a 30-year radical education publishing initiative in Australia, about which no accounts have been published. It connects directly with contemporary educational issues, and offers insights for interviews with those directly involved in the historical project.

The purpose of this paper is to examine the attitudes of students following the completion of an online doctoral level multicultural diversity course at a university in the Midwestern USA based on Banks' transformative approach to learning in an effort to determine if the online environment could successfully intervene to change student attitudes. Few studies examine the impact of a transformative approach to learning diversity in the online environment.

This mixed methods study employed the Munroe multicultural scale and phenomenological analysis. The Munroe multicultural attitudinal scale questionnaire (MASQUE) is based on Banks' approach to multicultural learning and was administered in a pre‐ and a post‐test, and 594 pages of student journals were qualitatively analyzed using phenomenology.

Of the 28 questions on the MASQUE scale, students showed a significant difference between pre‐ and post‐scores on two questions: “I am knowledgeable regarding differences among economic classes,” and “I react positively to cultural differences.” A phenomenological analysis of journal entries showed that students perceived benefits in rural living, understood privilege, and felt compelled to act on what they learned from the course. The students in this course came to understand cultural difference through the lens of dominant Euro‐American culture.

This study was limited in several ways. First, the discussion board was not analyzed. If the discussion board had been analyzed, it would have been possible to triangulate the data and further validate the findings. Second, longitudinal analysis would strengthen study findings. The study was limited to one snapshot of one course and would be stronger if future courses were analyzed over time, including long‐term analysis of student journals. Third, while phenomenology restricts qualitative analysis to one person, the study would be stronger if someone other that the professor teaching the course administered the survey, allowing more honesty from students in their responses. Inter‐rater reliability would be necessary for this approach.

The curriculum for this study was designed to be replicated and may be used in future courses to address prejudicial attitudes in students.

Transformational learning that addresses prejudicial attitudes has far reaching implications for eliminating inequality and discrimination.

This study showed that transformative learning can take place in the online environment.

The purpose of this paper is to demonstrate the rationale, technical framework, content creation workflow and evaluation for a multilingual massive open online course (MOOC) to facilitate information literacy (IL) considering cultural aspects.

A good practice analysis built the basis for the technical and content framework. The evaluation approach consisted of three phases: first, the students were asked to fill out a short self-assessment questionnaire and a shortened adapted version of a standardized IL test. Second, they completed the full version of the IL MOOC. Third, they were asked to fill out the full version of a standardized IL test and a user experience questionnaire.

The results show that first the designed workflow was suitable in practice and led to the implementation of a full-grown MOOC. Second, the implementation itself provides implications for future projects developing multilingual educational resources. Third, the evaluation results show that participants achieved significantly higher results in a standardized IL test after attending the MOOC as mandatory coursework. Variations between the different student groups in the participating countries were observed. Fourth, self-motivation to complete the MOOC showed to be a challenge for students asked to attend the MOOC as nonmandatory out-of-classroom task. It seems that multilingual facilitation alone is not sufficient to increase active MOOC participation.

This paper presents an innovative approach of developing multilingual IL teaching resources and is one of the first works to evaluate the impact of an IL MOOC on learners' experience and learning outcomes in an international evaluation study.