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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 purpose of this study is to explore how multicultural curriculum and instruction in a teacher-credentialing program prepared pre-service teachers to work with diverse students.

The research method used was a qualitative approach. The research design was a descriptive single embedded case study to interview pre-service teachers who were in their second semester in a teacher-credentialing program at a university on the west coast and pre-service teachers who were in their final semester in the same teacher-credentialing program. Pre-service teachers discussed their disappointment in the program for their lack of training in how to work with culturally diverse students.

The findings from the study will add to the body of knowledge specific to teacher-credentialing programs, curriculum developers and universal design for learning on K-12 education.

As schools become more diverse, an important role of teacher-credentialing courses is to train future teachers with the knowledge to assist culturally diverse students. If teachers were multicultural teachers, they would be better prepared to instruct culturally diverse students and could acknowledge sociocultural resources and information that students bring to the classroom.

The study is essential because training teachers to instruct culturally diverse students is critical as student demographics become more diverse.

The goal of this paper is associated with the study of global processes which change the world order and are accompanied with the aggravation of economic competition and geopolitical confrontation, which cause large-scale migration, radicalization of ethnicity and the rise of ethnic separatism. These processes contribute to the aggravation of interethnic antagonisms in multicultural countries and regions; therefore, it is necessary to search for adequate models of interethnic relations management in a multicultural society.

The methodological foundation of this research consists in activity, civilization, and transformation approaches, which allow understanding the specificity of global processes, the causes of the actualization of ethnic factor in the modern world and the search for new methods of interethnic relations management.

This paper presents an overview of models of interethnic relations management established in the western countries in the second half of the 20th century. The authors identify specific features of the assimilation and multiculturalism models for managing ethnic differences, their methods of regulation of interethnic relations in a multicultural environment. Their potential in solving the issues of adaptation of migrants and their integration in political and cultural space of the host society in the face of new global challenges and threats is assessed.

The authors of the paper justify the need for a new model of interethnic relations management which is able to forecast the global development trends and adequately respond to negative consequences of global processes.

This article starts from the theoretical assumption that successful multicultural integration of immigrants and ethnic minorities is critically dependent on providing them with opportunities to engage in public debate and in policy‐making. Empowering cultural groups is important in particular to the traditionally vulnerable individuals in these groups, such as women. The argument is applied to Canada, a country whose turn to multicultural policies and an accompanying ethos of appreciating cultural diversity have created new opportunities for immigrant and minority groups to advocate for a pluri‐cultural opening of the health care system. These opportunities can be found in state‐monitored forms of community outreach and partial inclusion in the policy process, as well as in grassroots initiatives from immigrant or minority associations or professional networks. Promoting cultural diversity in the Canadian health care sector and empowering minorities in the system are depicted as challenging and, in spite of considerable progress over the last decade, successful primarily with respect to some exemplary practices and initiatives. Examples are drawn from the complex political fight of women with an immigrant or minority background for inclusion, diversity and social justice in the health care system.

African-American and Hispanic students are underrepresented in gifted education. In many cases, African-American and Hispanic students are underachieving in the classroom setting and lack interest in what is being taught. This chapter will discuss the underrepresentation of African-American and Hispanic students in gifted programs, curricula and program challenges within general and gifted classrooms, Bloom’s taxonomy and James Banks’ multicultural curriculum model. The chapter will also provide an overview of the Ford–Harris matrix, and introduce a color-coded layout of the matrix and provide pros and cons for each matrix level.

Education for sustainable development (ESD) is a developing educational concept that aims to achieve economic, social and environmental sustainability through education. Cultural sustainability education aims to cultivate awareness and protection of cultural assets, promote sustainable development and foster environmental responsibility. This study establishes a cyber-physical metaverse of cultural sustainability learning to cultivate students' motivation, multicultural identity, critical thinking and sustainability thinking.

In this study, virtual reality (VR) and 3D printing technologies were utilized to create a cyber-physical metaverse learning environment. This learning environment is designed to allow elementary school children to learn about indigenous cultures and the architecture of slate houses, as well as socio-architectural issues. Learners will be able to experience first-hand the plight of the indigenous tribal areas and the exploration of related cultural knowledge.

The study collected pre- and post-test data through questionnaires, using covariates to analyze learners' perceptions of learning. The results of this study showed that cyber-physical metaverse learning environment had a significant impact on learning motivation, multicultural identity and sustainability thinking for culturally sustainable education. However, this study’s impact on critical thinking skills in students remains to be confirmed.

This is a quasi-experimental study of a single country’s elementary school children in the indigenous area, so its findings cannot be extrapolated to other areas or to learners of different ages.

This study introduces a framework for incorporating both virtual and real cultures to promote sustainable learning. The cyber-physical metaverse learning is used to supplement teaching activities to enhance learners' motivation in learning multicultural knowledge. Students were able to recognize and protect cultural assets, as well as emphasize the importance of sustainable development.

The rising number of marriages between a Korean husband and a foreign wife, the growing influx of foreign migrant workers, and the ongoing entrance of North Korean defectors have diversified the racial and ethnic composition of student populations in South Korea. The increased diversity in student populations presents serious challenges to Korean schools that have long been accustomed to homogeneous population and culture. The current study provides an overview of the current educational conditions of “multicultural students,” encompassing three major groups: children of international-marriage couples, children of foreign workers, and children who are North Korean defectors (or born in South Korea to parents who are North Korean defectors). In particular, current school attendance of children from multicultural families and the educational challenges they face in school and at home are described. Then, this study introduces current policies and programs enacted by various agencies to deal with the diverse needs of those multicultural students and also to increase awareness among citizens of multicultural issues. Finally, this chapter closes by suggesting directions for further policies and efforts to promote multiculturalism in Korean education.

Social studies may be taught in relevant and powerful ways regardless of the current barriers and challenges teachers encounter with this subject. While it would be best to give social studies the same importance and time as other subjects, schools today often do not teach social studies or it is taught within an integrated topic. The purpose of this paper is to address current issues regarding integrating social studies in elementary classrooms. The authors then provide one example of an attempt to integrate social studies and mathematics. Finally, the authors conclude with important points to consider while integrating social studies and mathematics using a critical multicultural lens.

The authors engaged in the social studies and mathematics day to support teacher candidates in their practicum experience. In this study, the authors followed the Action Research paradigm; constantly reflect on the practices while preparing elementary school teachers. The authors understand action research as “a continuous process of inquiry, reflection, and evaluation to understand and improve practice” (Goenaga Ruiz de Zuazu, 2016, p. 8). As teacher educators, the authors particularly focused on self-study research, as indicated by Pine (2009), which can be implemented to improve educators’ own teaching to facilitate personal-professional growth.

Reflecting on the authors’ experiences and the barriers to teaching social studies, the authors continuously return to discussing the importance of balancing both content areas. In the activities designed by teacher candidates, the authors found they put more emphasis on the mathematics portion, leaving the social studies portion till the end and only if time permitted. In not addressing this situation with them, the authors perpetuated the low status of social studies. The authors needed to permit more time for teacher candidates to allow students to reflect on social and critical issues and promote discussions throughout the lesson, giving social studies equal status to mathematics.

This paper contributes to the teacher education literature and how students planned and implemented a social studies and math day.

Immigration represents one of the most contentious and complicated issues for social democracy in many national contexts. In Scandinavia, the social democratic parties have been particularly tormented, being split internally on central concerns related to immigration policy. Social democratic parties in Scandinavia have had a basically ambiguous relationship to the issue from the initiation of the era of ‘new immigration’. This chapter argues that this can be explained by the specifically strong attachment and ‘ownership’ of these parties to the Scandinavian welfare model, with its particular claims on a strong tax base and an orderly labour market. ‘Social democracy’ is dealt with mainly as an institutional and political entity, close to what goes as ‘The Nordic Model’ in the international literature. The chapter describes and analyses similarities and differences between the three Scandinavian countries, through a historical exposé of the period after the early 1970s; on the one hand, the institutional and normative prerequisites for social democracies in handling migration, and on the other hand, the way in which recent flows of migrants have influenced the very same social democracies. Theoretically, the chapter is drawing on conceptual tools from political economy, citizenship discourse and institutional theory.