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"Representing the precarious moment in Canada, Ireland, Australia, the United States and the United Kingdom, the essays in this collection address these questions and both depict and trouble hegemonic multicultural education and contrast it with its supposed successor regimes."

"ABSTRACTThis paper is an attempt to theorize a conceptual framework for Korean English education in response to the contextual need that South Koreans are facing in the age of neoliberal globalization. As an impact of globalization, the influx of foreign people and cultures has made South Korea a growing multicultural society. However, Koreas response to globalization does not reflect the multicultural aspect of its local context, considering the nationality and ethnicity of foreign residents in South Korea. By critically examining multicultural practices in Korean society portrayed in the media and in English pedagogy, which emphasizes linguistic competence and Western superiority in the name of achieving global leadership, this paper provides a critical multicultural insight that can help reshape educational goals for Korean English education. This paper highlights the importance of raising a socially just global consciousness for Koreans by incorporating critical multiculturalism into English education. Practical pedagogical implications for English teachers will also be drawn."

"Multiculturalism in Indonesia is predominantly concerned with various regional cultures in the country, which continue to exist, and in some cases, to develop andprogress. These cultures meet and interact in the context of a unitary national, Indonesian culture. There are however people who or whose ancestors originate from outside Indonesia, the major ones being Chinese and Arabs. They brought with them the cultures and mores of their lands of origin and to varying degrees integrated them into those of the places they adopted as homes. This article discusses how the Chinese who opted for Indonesian citizenship and nationality, fared and fare in Indonesia?s multicultural society, what problems slowed themin their path, and what lies behind these problems."

"Penelitian ini ingin memahami tentang kondisi praksis pendidikan multikultural di lingkungan Universitas Katolik Indonesia Atma Jaya Jakarta. Beberapa studi sebelumnya telah berpendapat bahwa kondisi praksis pendidikan multikultural di Indonesia dan di beberapa negara lainnya yang memiliki karakteristik multikultural serupa seperti Indonesia, masih jauh dari kata baik dan efektif. Pada dasarnya, penulis setuju dengan hasil temuan dari studi-studi tersebut. Namun menurut penulis, studi-studi tersebut belum membahas secara lebih lanjut mengenai peran dari lima dimensi yang ada pada teori pendidikan multikultural. Padahal, pembahasan mengenai hal tersebut sangatlah penting, khususnya dalam menggambarkan kondisi praksis pendidikan multikultural di sebuah institusi pendidikan. Oleh sebab itu, penelitian kali ini berusaha untuk mengisi celah kekosongan tersebut. Lebih lanjut, sejalan dengan argumen sebelumnya maka beberapa pernyataan tesis dari penelitian ini adalah pertama Universitas Katolik Indonesia Atma Jaya Jakarta telah melaksanakan praksis pendidikan multikultural baik melalui pendekatan kurikulum formal maupun melalui pendekatan kurikulum tersembunyi. Kedua, kondisi dari pelaksanaan praksis pendidikan multikultural tersebut dapat dianalisis lebih lanjut dengan menggunakan teori Pendidikan Multikultural milik Banks. Data dalam penelitian kali ini diperoleh melalui studi literatur, studi dokumen, kegiatan observasi lapangan, dan wawancara mendalam dengan sejumlah dosen dan mahasiswa yang berasal dari Universitas Katolik Indonesia Atma Jaya Jakarta.

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This research aims to understand the multicultural education praxis at Universitas Katolik Indonesia Atma Jaya Jakarta. Some of the previous studies have argued that the multicultural education praxis in Indonesia and in some other countries with similar multicultural characteristics as Indonesia is far from good and effective. Essentially, the author agrees with the findings of these studies. Nevertheless, according to the author, these studies have not further discussed the five dimensions’ role in the theory of multicultural education. In fact, the discussion on this matter is very important, especially in describing the conditions of multicultural education praxis in an educational institution. Thus, this research attempts to fill the gap. Furthermore, in line with the previous argument, some thesis statements from this research are first, Universitas Katolik Indonesia Atma Jaya Jakarta has implemented multicultural education praxis both through the formal curriculum approach and through the hidden curriculum approach. Second, the conditions of the praxis implementation of multicultural education can be further analyzed by using Banks’ Multicultural Education theory. The data in this research was obtained through literature studies, document studies, field observation activities, and in-depth interviews with a number of lecturers and students from Universitas Katolik Indonesia Atma Jaya Jakarta. "

"Ideally, multiculturalism is good cultural integration model for Indonesia, the largest archipelago country in the world with a population of about 250 million, but realistically, today's world in which it exists has been hegemonized by power relations in political, economical and practical terms. The five letters-POWER-has disturbed and hurt its cultural integration creating social conflicts among some ethnics and/or religious groups in the country, especially in the fifteen years of decentralization and regional autonomy policy implementation. Action approaches, \-vithin which power is the central dominant, open up new challenges since it embodies power relations and contestation. Neoliberal capitalistic economy is recognized and preferred in the world by any measure while capital networking becomes more relevant and important in our present era as those who do not belong to any network '"'ill be in a disadvantaged position. This paper would elaborate that Indonesia has been coping with the socio-cultural impacts of the faster changes locally, nationally and globally. Its cultures respond differently to the changes and this increases new plurality of social life, but at the same time, unfortunately, its national or state laws have developed not as fast, and it is quite often they are left behind. Multiculturalism has hardly contested with global materialistic-capitalistic domination which is brought about by power hegemony."