Multicultural Classrooms: Perspectives on Problems and Learning Management Approaches for Dance Teachers

Abstract

This article aims to present perspectives on the challenges faced by dance teachers in managing learning for multicultural classrooms. In recent times, it has been found that the curricula and mechanisms for teacher training in Thai educational institutions still neglect to provide space for learning about the principles and teaching methods in a multicultural society. Additionally, the core curriculum for basic education places excessive emphasis on mainstream culture. The content framework for learning remains uniform across the country, neglecting the cultural differences of the students. Another significant factor is that the specificity of dance education still predominantly employs concepts and teaching methods that are centered around the teacher's role and authority. The emphasis on learning through imitation and strict adherence to the teacher results in students lacking the imagination to think outside the box. However, an interesting approach for achieving balanced dance education in multicultural classrooms involves teachers considering cultural knowledge from multiple perspectives, including their own culture, the students' cultures, and the culture of the school community. Teachers must shift to a new paradigm that prioritizes students and dismantles the monopolistic authority of the teacher. This can be achieved by integrating learning that extends into the community, home, and educational institutions. The focus should be on collaborative learning, incorporating content relevant to the students' cultures. This approach transcends the dominant cultural power, leading to meaningful learning experiences. Teachers initiate the creation of a multicultural micro-society within the school, which then extends sustainably into the community and broader society.