CHALLENGES IN IMPLEMENTING MULTICULTURAL APPROACHES IN THE

CURRICULUM

Completed By :
1. Aloisya Loly
2. Patria Songupnuan,
3. Windi sun Luturmas
4. Lekton Jon Elath

English Education Study Program

Faculty of Social Sciences and Humanities
Universitas Lelemuku Saumlaki
2024
 Aknowledgement

Praise the presence of God Almighty for the most beautiful gift that was given to us Group
2 so that we can complete our Mini Research in good condition. And hopefully this mini
Research can help us in the future process and for the readers, hopefully it can become
knowledge new.

Penulis,

Group 2
 List of Contents

1. Cover
2. Acknowledgement
3. List of Content
4. List of Table/Picture (if available)
Chapter I. Introduction
1.1. Background of the Study
1.2. Research Focus
1.3. Research Benefit
Chapter II. Library Review
2.1. Theoretical Framework
2.2. Previous Research Studies
Chapter III. Closing
3.1. Methodology
3.2. Findings and Discussion
3.3. Conclusion
3.4. Suggestion
8. References (at least 10 years)
9. Appendix (if necessary)
 CHAPTER I
INTRODUCTION

1.1. Background of Study

Multicultural education is an idea, a movement for change, and a process which aims to
change the structure of educational institutions so that female and male students, participants
from different races, ethnicities, languages, cultures, religious groups will have equal
opportunities to receive academics at school (Banks & Banks, 2016: 1). Apart from that,
differences can also lead to class, income, or educational differences (Reese & Zalewski,
2015: 784). In essence, multicultural education provides equal opportunities for all children
with diverse socio-cultural backgrounds to receive education. This has also been guaranteed
by the Government in Republic of Indonesia Law No. 20 of 2003 concerning the National
Education System article 4 which reads:
“Education is carried out democratically and fairly and non-discriminatorily by upholding
human rights, religious values, cultural values and national diversity.”
This regulation is a form of awareness about cultural diversity in Indonesia. The Indonesian
nation is known as a nation with a pluralistic or pluralist society. This diversity is one of the
characteristics of Indonesia itself. Plurality can be seen from two perspectives, namely
horizontally and vertically. In a more natural horizontal perspective, national pluralism can
be seen from differences in religion, ethnicity, race, language, geography and culture.
Meanwhile, in a vertical perspective, it is something created by humans or society, the
pluralism of the Indonesian nation.
It can be seen from the difference in education level, economy, and social level (Handoyo
et al., 2015: 26). In addition, the regulation is an effort to reduce or eliminate the type of
prejudice or prejudice for a just and advanced society. Some of the main objectives of the
implementation of multicultural education include understanding the background of self and
group in society, respecting and appreciating the diversity of ethnic culture and socio-
historical, completing attitudes that are too ethnocentric and full of prejudice, and developing
social attitudes in students (Suryana & Rusdiana, 2015: 199-200). However, in reality the
implementation of multicultural education in Indonesia has not shown optimal results. Three
main problems in implementing multicultural education are related: low policies and
practices, teachers’ doubts about children’s readiness to receive multicultural education,
especially from rural areas, and concerns about children’s background and child acceptance
level. Phoon, Abdullah and Abdullah (2013: 621-630) said that the challenges in the
implementation of early childhood multicultural education include: Lack of support from
stakeholders, especially parents; mono-ethnic arrangements in some schools; Lack of child
attention and uncooperative behavior during cultural activities; emphasis on the academic
component compared to the aspect of multicultural education in most schools; and teachers
do not have enough instructional materials, study aids, time, and financial support to
implement multicultural education activities.

Nowadays, access to various news is very easy with the existence of mobile phones,
tablets and other sophisticated communication tools. So this makes it possible for more and
more parents and children to access news that contains issues of inequality. Apart from that,
there are still many problems related to the issue of SARA (tribe, religion and race/ethnicity)
proving that there is still a lack of tolerance and mutual respect for the Indonesian people,
both from the young (children) and the elderly.
UNESCO notes that education for children with diverse backgrounds and abilities remains
a major challenge in the Asia-Pacific region, namely increasing the number and graduation
rates of children in schools, eliminating bias within schools, and eliminating social and
cultural discrimination that limits the demand for education of children with diverse
backgrounds and abilities. Francis and Mills (2012: 251) state that schools have become
places of violence that demonstrate social inequality, such as racism and gender inequality,
psychological disorders and student exclusion. This was proven through the results of
interviews conducted by researchers with teachers in one of the kindergartens in Yogyakarta,
children showed behavior that lacked respect for other people, for example children mocked
other children because their parents did not work, children bullied other children.

1.2. Research Focus

In this research, the researcher focuses on the problem first so that there is no expansion
of the problem which will not be in accordance with the objectives of this research. So
researchers focused on examining the components of implementing multicultural education,
social skills and supporting and inhibiting factors.
Based on the background of the problem, problem identification and research focus that has
been explained, the problem formulation is formed as follows:
1. How is multicultural education implemented in developing children’s social abilities
2. What are the social abilities of children with multicultural education?
3. What are the supporting and inhibiting factors for implementing multicultural education in
developing children’s abilities?

1.3.Research Benefit
 Implementing multicultural approaches in the curriculum offers various benefits. These
include exposing students to different cultures, fostering acceptance and tolerance in the
learning environment, teaching multiple perspectives, encouraging critical thinking,
promoting cultural awareness, empathy, and respect among students, improving diversity,
preparing students to become better citizens in their communities, enhancing empathy
towards others, providing a better understanding of lessons and people, fostering open-
mindedness, boosting confidence and a sense of safety among students, and preparing
students for a diverse workplace where they can work effectively with people from different
cultures and social group
CHAPTER II
LIBRARY REVIEW

2.1. Theoretical Framework

Implementing multicultural approaches in the curriculum can be challenging due to
various factors such as lack of teacher training, institutional resistance, cultural biases, and
inadequate resources. A theoretical framework for addressing these challenges might involve
integrating critical multicultural education theories, such as critical race theory or culturally
relevant pedagogy, into curriculum development and teacher professional development
programs. Additionally, considering the socio-political context and power dynamics within
educational institutions is crucial for effective implementation.
One theoretical framework often cited by experts in addressing challenges in implementing
multicultural approaches in the curriculum is the “Culturally Relevant Pedagogy” (CRP)
framework developed by Gloria Ladson-Billings. This framework emphasizes the importance
of connecting students’ cultural backgrounds and experiences to the curriculum to enhance
their learning and engagement. It involves incorporating diverse perspectives, histories, and
voices into the curriculum, as well as fostering a supportive and inclusive classroom
environment. Additionally, the framework encourages educators to critically examine their
own cultural biases and practices to ensure equitable opportunities for all students.

2.2. Previous Research Studies

Previous research studies on challenges in implementing multicultural approaches in the
curriculum have explored various themes and factors. Some studies have focused on
examining the attitudes and perceptions of educators towards multicultural education,
highlighting barriers such as lack of training, time constraints, and resistance from colleagues
or administrators. Others have investigated the impact of cultural biases and stereotypes
embedded in curriculum materials on students’ learning experiences and outcomes.
Additionally, research has explored the effectiveness of specific strategies or interventions
aimed at promoting multicultural education, such as culturally responsive teaching practices,
multicultural curriculum frameworks, and diversity training programs for educators.
Furthermore, studies have examined the role of leadership, policy, and institutional support in
facilitating or hindering the implementation of multicultural approaches in schools and
educational settings.
Overall, previous research provides valuable insights into the complexities and nuances of
implementing multicultural approaches in the curriculum, as well as identifying potential
strategies for addressing challenges and promoting inclusive education practices.

Experts often cite previous research studies to highlight trends, gaps, and best practices in
implementing multicultural approaches in the curriculum. Some key findings from these
studies include:

1. Teacher Preparation:
Research indicates that teacher preparation programs play a crucial role in
equipping educators with the knowledge, skills, and dispositions needed to effectively
implement multicultural approaches. Studies have shown that teachers who have
received training in multicultural education are more likely to integrate diverse
perspectives into their teaching practices.
2. Curriculum Development:
Previous research has identified the need for culturally responsive curriculum
materials that reflect the diversity of students’ backgrounds and experiences. Studies
have highlighted the importance of incorporating diverse voices, perspectives, and
histories into the curriculum to promote inclusivity and engagement among students.
3. Equity and Social Justice:
Many studies emphasize the importance of addressing issues of equity and social
justice within the curriculum. This includes challenging systemic inequalities,
fostering critical consciousness among students, and promoting dialogue and
understanding across cultural differences.
4. Community and Stakeholder Involvement:
Research suggests that involving community members, parents, and other
stakeholders in the curriculum development process can enhance the relevance and
authenticity of multicultural education initiatives. Collaboration with diverse
community groups can also help schools navigate cultural complexities and ensure
that curriculum materials are culturally appropriate and sensitive.
5. Assessment and Evaluation:
Finally, research highlights the importance of assessing and evaluating the
effectiveness of multicultural education initiatives. This includes measuring students’
knowledge, attitudes, and skills related to diversity and multiculturalism, as well as
evaluating the impact of specific interventions or strategies on student outcomes.
By synthesizing findings from previous research studies, experts can offer evidence-based
recommendations and guidelines for educators, policymakers, and other stakeholders seeking
to promote multicultural education and diversity in schools and educational settings.
 CHAPTER III
CLOSING

3.1. Methodology
To explore the challenges in implementing multicultural approaches in the curriculum,
a mixed-methods research design could be utilized. This may involve both qualitative and
quantitative data collection methods.

1. Literature Review:
Begin by conducting a comprehensive review of existing literature on multicultural
education, curriculum development, and diversity in educational settings. This can
provide insights into the theoretical frameworks, past studies, and current practices.
2. Surveys:
Develop surveys to gather quantitative data from educators, administrators, and
students about their experiences and perceptions regarding multicultural education.
Questions could focus on awareness of cultural diversity, challenges faced in
implementation, and suggestions for improvement.
3. Interviews/Focus Groups:
Conduct interviews or focus groups with key stakeholders, including teachers,
administrators, parents, and community members. These qualitative methods can
delve deeper into the nuances of the challenges encountered and strategies employed
in multicultural curriculum implementation.
4. Observations:
Observe classroom sessions or school activities where multicultural approaches are
being implemented. This can provide firsthand insights into the dynamics of
multicultural education in practice, including any barriers or facilitators encountered.
5. Document Analysis:
Analyze curriculum documents, textbooks, teaching materials, and policies to
assess the extent to which multicultural perspectives are integrated and any challenges
faced in doing so.
6. Case Studies:
 Select a few schools or educational institutions with varying demographics and
multicultural education initiatives. Conduct in-depth case studies to understand the
specific challenges faced by each institution and the strategies they employ to address
them.
7. Data Analysis:
Analyze the collected data using appropriate statistical techniques for quantitative
data and thematic analysis for qualitative data. Identify patterns, themes, and
correlations to draw meaningful conclusions about the challenges in implementing
multicultural approaches in the curriculum.
8. Synthesis and Recommendations:
Synthesize the findings from different data sources to develop a comprehensive
understanding of the challenges in implementing multicultural education. Based on
the findings, provide recommendations for policymakers, educators, and other
stakeholders to address these challenges and enhance the effectiveness of
multicultural curriculum implementation.

3.2. Findings and Discussion

A. Implementation of Multicultural Education in Schools. Schools are educational
institutions that prepare students to become generations who know, insights/attitudes, and
actions in the life of the nation and state that pay attention to multiculturalism
(Munadlir, 2016). The diversity of the Indonesian nation which has differences in
culture, ethnicity, race, and religion can be used as a synergistic source of strength in building
the progress of the nation and state. In developing multicultural education in schools,
several strategies can be used both in teaching and learning activities, other school
activities as well as the application of multicultural-based school management which is the
person in charge and the leader is the school principal. School is an institution of
manages and administers education and teaches participants to achieve that goal and is
a place that is powerful in building intelligence, attitudes, and skills of students to face
the realities of life (Munadlir, 2016). Therefore, continuously needs to be built and
developed the role of the school so that it can produce a responsible generation
responsible for the welfare and progress nation and state according to the system of
Indonesian national education. Learners interact with all backgrounds of schoolchildren
such as ethnicity, culture, social level economy, customs, gender, and religion. That
diversity has implications for the treatment and policies of multiculturalism faced by
school students and school members. The education provided in each school refers to
education of student attitudes, where student attitudes lead to what have religious attitudes
and social attitudes (Sibaweh, 2015). Introduction to multicultural education, so that it
can be understood which leads to the development of students’ attitudes can get to know
each other, act and understand the meaning the importance of living in the diversity and
diversity that exists, being able to live together in differences, different customs,
languages, tribes, which are expected to live in harmony and side by side with each other,
create peace, harmony to work together, help each other, uphold equality and respect
difference.
3.3. Conclusion
In conclusion, implementing multicultural approaches in the curriculum presents various
challenges that educational institutions must address to promote diversity, equity, and
inclusion effectively. These challenges include lack of teacher training and support,
institutional resistance, cultural biases in curriculum materials, inadequate resources, and
complex socio-political dynamics. However, by employing a comprehensive and multi-
faceted approach, including teacher training, curriculum review, institutional support,
community engagement, critical reflection, and assessment, schools can overcome these
challenges and create more inclusive learning environments. By embracing diversity,
honoring students’ identities and experiences, and fostering dialogue and understanding
across cultural differences, educational institutions can empower students to thrive in an
increasingly diverse and interconnected world.

3.4. Suggestion
Based on challenges identified in implementing multicultural approaches in the curriculum,
here are some suggestions:

Teacher Training and Professional Development: Provide comprehensive training and

ongoing professional development opportunities for educators to enhance their understanding
of multicultural education principles, teaching strategies, and cultural competence. This
includes workshops, seminars, and courses focused on diversity, equity, and inclusion.
1. Curriculum Review and Revision:
Conduct a thorough review of existing curriculum materials to identify biases,
gaps, and Eurocentric perspectives. Revise curriculum content to include diverse
voices, perspectives, and contributions from various cultural backgrounds. Ensure that
materials are culturally relevant, accurate, and representative of students’ identities
and experiences.
2. Institutional Support and Leadership:
Foster a supportive organizational culture that values diversity and promotes
inclusive practices. Provide leadership and administrative support for multicultural
education initiatives, including allocating resources, establishing policies, and
creating structures for collaboration and accountability.
3. Community Engagement and Partnerships:
Engage with diverse community stakeholders, including parents, families, cultural
organizations, and community leaders, to co-create curriculum materials, provide
cultural expertise, and build partnerships that support multicultural education goals.
4. Critical Reflection and Dialogue:
Encourage critical reflection and dialogue among educators, students, and
community members about issues of race, ethnicity, culture, privilege, and power.
 Create opportunities for meaningful discussions, debates, and activities that challenge
stereotypes, promote empathy, and foster understanding across cultural differences.
5. Assessment and Evaluation:
Develop culturally responsive assessment tools and evaluation measures to assess
students’ learning outcomes related to multicultural education goals. Monitor and
evaluate the implementation of multicultural approaches in the curriculum to identify
areas for improvement and measure the impact on student engagement, achievement,
and well-being.
By implementing these suggestions, educational institutions can work towards creating more
inclusive and equitable learning environments that honor and celebrate the diversity of
students’ backgrounds, experiences, and identities.
References;
Multicultural education is an idea, a movement for change, and a process which aims to
change the structure of educational institutions so that female and male students,
participants from different races, ethnicities, languages, cultures, religious groups will have
equal opportunities to receive academics at school (Banks & Banks, 2016: 1). Apart from
that, differences can also lead to class, income, or educational differences (Reese &
Zalewski, 2015: 784). This has also been guaranteed by the Government in Republic of
Indonesia Law No. 20 of 2003. It can be seen from the difference in education level,
economy, and social level (Handoyo et al., 2015: 26). Some of the main objectives of the
implementation of multicultural education include understanding the background of self and
group in society, respecting and appreciating the diversity of ethnic culture and socio-
historical, completing attitudes that are too ethnocentric and full of prejudice, and
developing social attitudes in students (Suryana & Rusdiana, 2015: 199-200). Abdullah and
Abdullah (2013: 621-630) said that the challenges in the implementation of early childhood
multicultural education include: Lack of support from stakeholders, especially parents;
mono-ethnic arrangements in some schools. Francis and Mills (2012: 251) state that schools
have become places of violence that demonstrate social inequality. Challenges in
implementing multicultural approaches in the curriculum is the “Culturally Relevant
Pedagogy” (CRP) framework developed by Gloria Ladson-Billings. Implementation of
Multicultural Education in Schools. Schools are educational institutions that prepare
students to become generations who know, insights/attitudes, and actions in the life of the
nation and state that pay attention to multiculturalism (Munadlir, 2016). School is an
institution of manages and administers education and teaches participants to achieve
that goal and is a place that is powerful in building intelligence, attitudes, and skills
of students to face the realities of life (Munadlir, 2016). The education provided in
each school refers to education of student attitudes, where student attitudes lead to what
have religious attitudes and social attitudes (Sibaweh, 2015).