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"Globalization has influenced changes in many including the changing in a labor composition. This changing of labor composition can be seen in a variety of tribes and nations in a organization....."

"Pesantren as a social-religious-institution has played a significant role in the dynamic of Indonesia nation. The role of the pesantren is not only concerned with educational and social-religious aspects but also broader, namely social transformation. In developing pluralism awareness in multicultural era, the pesantren has the important role. At the pesantren, there are many values that can be applied to meet the challenge. The existence of the pesantren, nowadays, is closely related to social affairs. Thus, to optimize this role, it is necessary to make a serious, systematic and sustainable effort because not all of the pesantren has the urge to do it."

"Pesantren as a social-religious-institution has played a significant role in the dynamic of Indonesia nation. The role of the pesantren is not only concerned with educational and social-religious aspects but also broader, namely social transformation. In developing pluralism awareness in multicultural era, the pesantren has the important role. At the pesantren, there are many values that can be applied to meet the challenge. The existence of the pesantren, nowadays, is closely related to social affairs. Thus, to optimize this role, it is necessary to make a serious, systematic and sustainable effort because not all of the pesantren has the urge to do it."

"Buku membahas mengenai etika dalam melakukan studi lintas budaya. terdiri atas 3 bagian yang disusun ke dalam 12 bab, yaitu tinjauan ulang mengenai prinsip dan tujuan 3 kode etik, tinjauan ulang literatur bidang etika studi lintas budaya, kode etik, pemikiran, kesadaran dan keterampilan serta pengetahuan mengenai etika studi lintas budaya, dan tinjauan ACA, APA, dan NASW mengenai dual relationship, unintentional cultural bias, client welfare, bartering for services, fostering dependency, dan boundaries of competence."

""Tracing intellectual genealogies should be of particular interest to anthropologists. Genealogies are recognized as a significant way to link generations, to recognize predecessors and to trace origins. They are thus a primary basis for acknowledging participation in a tradition. The Islam tradition of learning, for example, though its use of isnad gives central importance to genealogy in affirming critical intellectual succession. And certainly in the much briefer tradition of anthropology, which only began to take shape in the early twentieth century, anthropologists were taught to make use of the 'Genealogical Method' as a means of research as well as a means of understanding.""

"This book explores the Eurasian borderlands as contested 'shatter zones' which have generated some of the world's most significant conflicts. Analyzing the struggles of Habsburg, Russian, Ottoman, Iranian and Qing empires, Alfred J. Rieber surveys the period from the rise of the great multicultural, conquest empires in the late medieval/early modern period to their collapse in the early twentieth century. He charts how these empires expanded along moving, military frontiers, competing with one another in war, diplomacy and cultural practices, while the subjugated peoples of the borderlands strove to maintain their cultures and to defend their autonomy. The gradual and fragmentary adaptation of Western constitutional ideas, military reforms, cultural practices and economic penetration began to undermine these ruling ideologies and institutions, leading to the collapse of all five empires in revolution and war within little more than a decade between 1911 and 1923."

"Penelitian ini bertujuan untuk memahami secara mendalam peran guru dalam mengimplementasikan pendidikan multikultural di lingkungan Sekolah Menengah Atas (SMA) Cakra Buana. Melalui pendekatan kualitatif dan metode studi kasus, data dikumpulkan dengan teknik wawancara mendalam, observasi partisipatif, serta analisis dokumen. Penelitian ini berawal dari pandangan bahwa meskipun wacana pendidikan multikultural telah banyak dibahas, khususnya di konteks Indonesia, fokus terhadap kontribusi konkret guru dalam menjalankan lima dimensi pendidikan multikultural yang dikemukakan oleh James A. Banks masih jarang mendapat perhatian khusus. Padahal, guru merupakan aktor utama yang menjembatani nilai-nilai keberagaman dengan praktik pembelajaran sehari-hari di ruang kelas. Temuan dalam penelitian ini menunjukkan bahwa guru di SMA Cakra Buana tidak hanya menjadi fasilitator pembelajaran, tetapi juga memainkan peran penting sebagai agen transformasi sosial yang secara sadar mengintegrasikan dimensi-dimensi pendidikan multikultural ke dalam kegiatan pembelajaran dan kehidupan sekolah. Melalui pendekatan kurikulum formal maupun tersembunyi, guru-guru di sekolah ini secara aktif menanamkan nilai toleransi, keadilan, dan penghargaan terhadap perbedaan dalam berbagai interaksi pedagogis mereka. Penelitian ini menegaskan bahwa peran guru bukanlah peran pasif yang semata menjalankan kebijakan sekolah, melainkan peran strategis yang membentuk budaya sekolah yang multikultural dan inklusif, sejalan dengan visi institusi yang menjunjung keberagaman.

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This study aims to gain an in-depth understanding of the role of teachers in implementing multicultural education at Cakra Buana Senior High School (SMA Cakra Buana). Using a qualitative approach and a case study method, data were collected through in-depth interviews, participatory observations, and document analysis. This study originates from the perspective that while multicultural education has been widely discussed—particularly in the Indonesian context—specific attention to the concrete contributions of teachers in enacting the five dimensions of multicultural education proposed by James A. Banks remains limited. Yet, teachers are key actors who bridge the values of diversity with the daily practices of classroom instruction. The findings reveal that teachers at SMA Cakra Buana not only serve as facilitators of learning but also play a significant role as agents of social transformation. They consciously integrate the dimensions of multicultural education into both classroom activities and broader school life. Through both formal and hidden curriculum, teachers actively instill the values of tolerance, justice, and respect for differences in their pedagogical interactions. This research affirms that the role of teachers is not a passive one that merely executes school policies, but a strategic role that shapes a multicultural and inclusive school culture in line with the institution’s commitment to diversity."