Multicultural Classroom: Concerning the Knowledge Capital, Learning Management Methods and Self-Concepts of Dance Teachers

Abstract

The role of dance teachers as cultural educators for students with diverse cultural backgrounds. The key factor is to develop teachers to move beyond traditional concepts and instructional methods that center themselves as the focal point of learning. Towards an approach that involves working collaboratively with students, with genuine empathy and respect for cultural differences. Nevertheless, dance teachers must ensure that they possess adequate knowledge, skills, and attitudes to manage education in a multicultural classroom effectively. The implementation must therefore consider three key perspectives, which include 1. Cultural knowledge capital refers to the understanding of one's own culture, the culture of the students, and the local culture of the educational institution. 2. Emphasizing diverse and interesting learning experiences. 2.1 Learner-centered instructional approaches that expand learning partnerships to include parents, teachers, and the community, ensuring a balanced and collaborative approach to education. Additionally, providing opportunities for students to independently participate in determining content, learning materials, and assess their learning independently. 2.2 Group-based instructional approaches aimed at fostering positive relationships within the classroom. It is a method that promotes student interaction within groups, with the teacher facilitating the development of both subject-specific skills and cross-cultural social skills simultaneously. And 2.3 Integrating content with an emphasis on incorporating material directly related to the students' cultures, while reducing content, materials, and discourse that marginalize subordinate cultures. Adding courses and extracurricular activities that promote a small-scale multicultural society within the school environment. Including creating spaces that allow students to express their cultural rights freely. And 3. Positive self-concept leading to fairness in
the classroom. It involves transforming teachers' biases toward subordinate cultures into an open and inclusive teaching approach for students with diverse cultural backgrounds in the classroom.