Defining Intercultural Education for Social Cohesion in Malaysian Context

Authors

  • Amrita Kaur School of Education and Modern Languages, College of Arts and Sciences Universiti Utara Malaysia Sintok, Kedah Malaysia. 06010 http://orcid.org/0000-0001-6242-5483
  • Rosna Awang-Hashim School of Education and Modern Languages, College of Arts and Sciences Universiti Utara Malaysia Sintok, Kedah Malaysia. 06010
  • Mohammad Noman School of Education and Modern Languages, College of Arts and Sciences, Universiti Utara Malaysia, Sintok, Kedah, Malaysia. 06010

DOI:

https://doi.org/10.18251/ijme.v19i2.1337

Keywords:

intercultural education, social cohesion, Malaysia, diversity, school environment

Abstract

Schools are considered as powerful institutions that are capable of fostering a sense of coherence and common identity to integrate students of different ethnic, social, and cultural origins. Effective implementation of intercultural education at schools can facilitate social integration. However, it is important that the design and implementation of intercultural education be guided by the knowledge and understanding of the issues and patterns of discrimination and complexities within its context. This qualitative study explored perspectives of key stakeholders involved in the education process to define a framework for intercultural education in Malaysian context for successful social cohesion. The findings are discussed in terms of practical application for educators, researchers, and policymakers.

Author Biographies

Amrita Kaur, School of Education and Modern Languages, College of Arts and Sciences Universiti Utara Malaysia Sintok, Kedah Malaysia. 06010

Amrita Kaur is a Senior Lecturer at the School of Education and Modern Language at Universiti Utara Malaysia (UUM). She teaches postgraduate courses in Educational Psychology, Educational and Psychological Measurement and Evaluation, and Research Methodology at the School of Education and Modern Languages, College of Arts and Sciences, UUM. Her research interests include classroom pedagogies, education psychology and learning motivation and cross-cultural studies for learning.

Rosna Awang-Hashim, School of Education and Modern Languages, College of Arts and Sciences Universiti Utara Malaysia Sintok, Kedah Malaysia. 06010

Professor Rosna Awang-Hashim is currently a Professor of Educational Psychology at the School of Education and Modern Languages, College of Arts and Sciences, UUM. Her research interests include socio-psychological processes in teaching and learning interactions, learning engagement and motivation, learner diversity, higher education, and construction and validation of tests in cognitive–affective domains. 

Mohammad Noman, School of Education and Modern Languages, College of Arts and Sciences, Universiti Utara Malaysia, Sintok, Kedah, Malaysia. 06010

Presently Mohammad Noman is principal at Universiti Utara Malaysia International School. He has previously taught postgraduate courses in educational leadership. His research interests include Curriculum and Instruction, Assessment, Educational leadership, learner’s diversity and multicultural education.

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Published

2017-06-29

How to Cite

Kaur, A., Awang-Hashim, R., & Noman, M. (2017). Defining Intercultural Education for Social Cohesion in Malaysian Context. International Journal of Multicultural Education, 19(2), 44–60. https://doi.org/10.18251/ijme.v19i2.1337

Issue

Section

Articles (Peer-reviewed)