Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-7649-6.ch002
M. Hosoda
It is essential to know that there are various cultures in the world and necessary to understand and respect them to live together, also known as “共生 Kyosei.” Japan is assumed to be a homogeneous society, but there are indigenous people who have consciousness detached from Japan. In recent years, the number of foreign newcomers has also been increasing. Under these circumstances, the importance of mutual understanding of different cultures and languages has been made apparent in the field of education, and understanding the diversity of culture in education is being promoted. In this study, three educational practices targeting schoolteachers and adults in the Japanese community to promote international understanding and multicultural education will be presented and examined. The “共生 Kyosei” practices have been found to help teachers design their multicultural education as well as to help students to understand the cultural diversity and help them to realize how they live together with people who have different social backgrounds.
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Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-7649-6.ch010
Hamza R’boul, M. C. Bueno-Alastuey
Multicultural education has actively endeavored to undermine inequalities and imbalances by offering pedagogical frameworks for accounting for and managing cultural diversity. However, foundational literature on multicultural education seems to be dominated by Western scholars, mainly American. This assumption is not in alignment with the objectives of critical education which seeks to stymie power imbalances and grant visibility to less popular individuals along with their cultures, understandings, and perspectives. That is why it is important to ask questions about whether multicultural education has exhibited any signs of seeking to stymie the hegemony of Western episteme in terms of its theory and praxis. This chapter argues that it is necessary to include other epistemologies in multicultural education theory and praxis in order to realize global cognitive justice. The main aim is to make a case for the possibility of further developing multicultural education by integrating other knowledges and ways of knowing.
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