Multicultural Literacy in School: English Teachers' Perspectives on Multicultural Education at SMA AL Azhar 30 Salatiga

Abstract

This study investigates the perspectives of English teachers at SMA AL Azhar 30 Salatiga on multicultural education, a critical aspect in Indonesia's diverse society for nurturing global citizenship and social harmony. The research explores teachers ' beliefs and practices regarding multicultural literacy by employing qualitative methods—semi-structured interviews, questionnaires, and classroom observations. Findings indicate that while teachers recognize the value of adapting teaching to diverse students and promoting cultural pride, there is ambivalence about the curriculum's focus on multicultural education and extended family involvement. Challenges such as resource constraints, language barriers, and cultural biases are identified, underscoring the necessity for targeted interventions and enhanced teacher training to foster inclusive learning environments. The study recommends comprehensive teacher education programs to equip educators with the skills to navigate multicultural education effectively, promoting a culturally responsive and equitable education system.