Relation Between Multicultural Education, Sociology, and Indigenous Knowledge
Available Online November 2017.
- https://doi.org/10.2991/icsse-17.2018.43How to use a DOI?
- Multicultural Education, Ethno Pedagogy
- This article aims to link connection between how multicultural education able to learn by introducing Indigenous Knowledge through Sociology Studies because it is proven that sociology is a subject that enabling the student to have the knowledge, attitude, and affective as a social human life. In several education phases, sociology contains several sub-themes that associated with multicultural education. One of paradigm and perspectives that enable the teacher to develop the model of education which more emphasized to local context is indigenous knowledge. This article aims to give example how multicultural education can undergo beyond indigenous knowledge especially in South Kalimantan province which has multicultural areas. This article aims to contribute to the concept of teaching multicultural education in multicultural societies by enabling indigenous knowledge and describe the indigenous knowledge of South Kalimantan Province and how it will able to contribute to multicultural education through Sociology Subject. Several indigenous knowledge of societies contains a value to support multicultural education. This article gives an example of several indigenous knowledge that used by the teacher to promote multicultural education that furthermore will support the development of multicultural societies.
- Open Access
- This is an open access article distributed under the CC BY-NC license.
Cite this article
TY - CONF AU - Lumban Arofah PY - 2017/11 DA - 2017/11 TI - Relation Between Multicultural Education, Sociology, and Indigenous Knowledge BT - Proceedings of the 1st International Conference on Social Sciences Education - "Multicultural Transformation in Education, Social Sciences and Wetland Environment" (ICSSE 2017) PB - Atlantis Press SP - 188 EP - 192 SN - 2352-5398 UR - https://doi.org/10.2991/icsse-17.2018.43 DO - https://doi.org/10.2991/icsse-17.2018.43 ID - Arofah2017/11 ER -