Multicultural Education and Social Inclusion Practices in Public Schools: A Study of Diverse Communities in Jeneponto Regency
DOI:
https://doi.org/10.37899/np-ijpwpp.v1i1.24Keywords:
Multicultural Education, Social Inclusion, DiversityAbstract
This study examines the implementation of multicultural education and social inclusion practices in public schools within diverse communities in Jeneponto Regency, Indonesia. The increasing social and cultural diversity in educational settings requires schools to develop inclusive learning environments that promote tolerance, equality, and respect for differences. This research aims to analyze how multicultural education is implemented, explore social inclusion practices within school life, and identify the supporting and inhibiting factors influencing their implementation. A qualitative approach with a case study design was employed. Data were collected through in-depth interviews, participant observation, and document analysis involving principals, teachers, students, parents, and community leaders. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, including data condensation, data display, and conclusion drawing. The findings reveal that multicultural education has been integrated into classroom instruction, character education programs, and school culture through the promotion of tolerance, cooperation, and respect for diversity. Social inclusion practices are reflected in equal opportunities for students to participate in academic and non-academic activities regardless of their social, economic, or cultural backgrounds. Teachers play a crucial role in fostering inclusive classrooms, while school leadership contributes significantly by developing policies and programs that support equality and participation. The implementation of multicultural education is supported by inclusive leadership, teacher commitment, local cultural values emphasizing solidarity, and community support. However, challenges remain, including limited teacher training, socioeconomic disparities among students, and the influence of external social stereotypes. The study concludes that multicultural education and social inclusion are mutually reinforcing processes that contribute to the development of an inclusive school environment and strengthen social cohesion among students in diverse communities.
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