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Multi-Ethnic tolerance in visual arts education: Teachers’ experiences with culturally responsive pedagogy
Siti Zuraida Maaruf1, Noor Farhani Othman2, Muhamad Azhar Abdullah3, Voviana Zulkifli4.
Culturally responsive pedagogy (CRP) is developed based on cultural knowledge, the experiences of not just students but also teachers from different ethnic backgrounds , their references and performances in learning and teaching. The present case study examines the experiences of Visual Arts Education teachers in a public school in Malaysia with the aim of identifying and understanding their perception of culturally responsive teaching. Findings showed that the teachers empathised towards cultural differences, and believed that professional training for young teachers may help in creating more culturally tolerant students.
Affiliation:
- Universiti Teknologi MARA, Malaysia
- Universiti Teknologi MARA, Malaysia
- Universiti Teknologi MARA, Malaysia
- Independent researcher, Australia
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Indexation |
Indexed by |
MyJurnal (2018) |
H-Index
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4 |
Immediacy Index
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0.000 |
Rank |
16/54,Q2(Social Sciences) 16/54,Q2(Social Sciences) 16/54,Q2(Social Sciences) 6/20,Q2(Arts & Humanities) 6/20,Q2(Arts & Humanities) 16/54,Q2(Social Sciences)
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Indexed by |
Scopus (SCImago Journal Rankings 2016) |
Impact Factor
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- |
Rank |
Q2 (Arts and Humanities (miscellaneous)) Q2 (Business, Management and Accounting (miscellaneous)) Q2 (Economics, Econometrics and Finance (miscellaneous)) Q2 (Social Sciences (miscellaneous)) |
Additional Information |
0.333 (SJR) |
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