Investigation of Multicultural Education Courses: The Case of Georgia State University

OpenAlex · English

AbstractMulticultural education includes the design of learning environments according to different cultural charac- teristics and learners' respectful attitudes towards these characteristics. One of the teachers' expected com- petencies in multicultural education is recognizing learners' cultural characteristics and being respectful of these during the teaching process. In this manner, examining how institutions that train teachers conduct their activities regarding multiculturalism, and to what extent diversity is considered in these education programs, gain importance. The present study was conducted on Georgia State University's Faculty of Education in order to determine the general structure of the courses that are related with multicultural education, the organization of the teaching process, and how the evaluation processes are structured. Qualitative data analysis was used in the present study. On the basis of the descriptive case study method, document analysis, observation and interview techniques were used. In order to collect data, ten different courses' syllabi were investigated, interviews were conducted with five instructors, and three separate courses offered during the 2011- 2012 fall semester were observed. Content analysis was used in order to analyze the data. According to the results, five themes emerged: settlement, importance, goal and content organization, the teaching and learning process, and measurement and evaluation. The findings of the study discovered that the courses were built on awareness, knowledge, and skill competencies in order to help teacher-candidates deal with any difficulties they might face during their work life. Based on instructors' statements, positive changes in students' attitudes towards diversity and differ- ent cultural values were found to be the most important gains in these courses.Key WordsMulticulturalism, Multicultural Education, Multicultural Teacher Competencies, Teacher Education.The demographic structure changes due to migration, the difference between developed and undeveloped regions, uncontrollable population increase, and the changing interests among individuals, all of these influence the education system deeply. One of the main reasons for the current situation is related to the content of culture. Culture is associated with a structure that accommodates various elements such as behavioral patterns, attitudes, norms, values, communication styles, language, civilization, actions, health conditions, production, and education output. It is linked with teaching, problem solving and the learning process (Doytcheva, 2005; Guvenc, 1994; San, 1983; Steffen, Keisha, Debbie, Lena, & Amy, 2011). According to San (1983), national and global culture transference is determined by that country's educational politics. Gutmann (2005) points out that in political settlement, all of the citizens' rights in terms of talking, thinking, religion and becoming organized should be protected and no one should be forced to accept cultural values that governmental institutions direct. Designing this structure requires a program-development process that should take various variables into account. The program-development process resembles the dynamic that includes mutual interaction, and it is defined as a cylindrical construct (Demirel, 2004; Varis, 1996). While Erturk (1991) pointed out that educators should determine the goals of education, Sonmez (2008) underlined the desired characteristics in this process. The effect of altering the goals of societal constructs and education throughout history has been examined (Sonmez, 2011). The importance of educating individuals who can catch up with the changes in the world and who are open to changes and new experiences are included in the goals of the Ministry of National Education's General Goals (Milli Egitim Bakanligi [MEB], 2012).According to Bali (2001) no society is composed of a group of people who are clamped together around a certain ideological, religious or moral perspective. …