Multicultural Festivals and Events Schools Program

The Multicultural Festivals and Events 2018-19 Schools program (MFE 2018-19 Schools) is an important program that promotes cultural diversity and intercultural understanding among students in Victoria. It aims to create social cohesion and raise awareness about multiculturalism. The program provides funding for schools to participate in annual diversity week celebrations and engage in cultural activities. Through this program, students learn about different cultures, appreciate diversity, and develop a positive attitude towards multiculturalism. The program also aims to promote education and support the integration of multiculturalism in the Victorian education system.

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Multicultural Festivals and Events Schools Program
Introduction: Description of the program
The Multicultural Festivals and Events 2018-19 Schools program (MFE 2018-19 Schools is an
important program that usually enables all the people from Victoria to actively engage in cultural
diversity week celebrations. It is evident that both primary and secondary schools in Victoria can
acquire an approximate value of $ 2000 in order to hold and participate in celebration that is
always held in March 2019 annual diversity week.1 This program is significant since it is
strongly held by society ethics, values an enactment of policies.
The key purpose of the program is to create a clear intercultural understanding of global and
various multi-cultural Victorian citizenship perspectives of both teachers and students. It is also
aimed at showcasing how Victorian multiculturalism is active and vibrant. It also ensures that
students in schools acknowledge the level of diversity in class and appreciate their fellow
students who are from different subcultures. The celebration week is important since it increase
the social cohesion in Victoria. 2The week also actively the nationals of Victoria in program of
various annual events and cultural activities. They thus ensure that multiculturalism is
celebrated.3 The students are also able to learn about other cultures in the school. The program is
also important in raising awareness regarding in promotion and supporting of education. It also
1 Au, Kathryn H. Literacy Achievement and Diversity: Keys to Success for Students, Teachers,
and Schools. Multicultural Education Series, 111.
2 Ball, Arnetha F., and Cynthia A. Tyson. Studying diversity in teacher education,211.
3 Bron, Jeroen, and Annette Thijs. "Leaving it to the schools: ctizenship, diversity and human rights
education in the Netherlands." 123-136.

enables students to relate with the teachers in a positive way hence creating an inclusive school.
This forms some of the strengths of this program. It is evident that the Victorian program have
various strengths and weaknesses through reaching its objectives.
This paper depends on the definition set out in the operational definition. This examination is
planned to inspect the point of view of social decent variety among instructors of different ethnic
gatherings in the essential. 4
Results indicated four parts of educators' point of view on social assorted variety in schools,
information of differing societies, aptitudes of instructors in the execution of multiculturalism,
the frame of mind of instructors towards multiculturalism and the act of educators in actualizing
components of social decent variety. 5
For the most part, multiculturalism is a consistency of culture in the community network. The
term 'multiculturalism' alludes to "the intricate scope of issues related with social and religious
decent variety in a general public, and the social administration of the difficulties and openings
such assorted diversity offers". The people group incorporates connection, resistance and
reconciliation.
4 César, Margarida. "Cultural diversity and regulatory dynamics of participation between schools
and families." Crossing boundaries: Intercontextual dynamics between family and school , 35-81.
5 Coronel, Jose M., and Inmaculada Gómez-Hurtado. "Nothing to do with me! Teachers’
perceptions on cultural diversity in Spanish secondary schools." 400-420.

Strengths of the program
According to the program, multiculturalism is a reality that must be acknowledged and
advancement in order to achieve the programs objectives. According to the program mutual
understanding is created. The social diversity of the network comprises of individuals who are
comprised of various ethnic and social decent variety yet to live respectively. When many
individual attend the celebrations and festival in the program, active participation and vibrancy
objectives are reached 6The life of their networks did not depend on a solitary culture or a shut
framework yet dependent on the estimations of the range. Social cultural diversity is the
foundation of this examination since it includes teachers. It reaches its key long term goals since
it incorporates pedagogical learning and education diversity among students. Through cohesion
peace and harmonious objectives are reached. Verkuyten’s (511)Social Identity ensures that the
program reaches its objectives
The objectives of the program like creating an intercultural understanding which incorporate
global and multicultural citizenship views on the students is reached when children meet in the
festivals.it is also aimed at enabling students to share and understand the history of
multiculturalism in the annual festivals held each time. They understand the history based on
way of life, expressions, writing and commitments to ethnic portrayed in detail and the third
examinations the improvement of ethnic culture of today incorporate traditions, sustenance,
family communication, qualities and others. Instruction is fit in working as a channel for
improving the connection between people. School can be a mechanism for the understudies to
process their socialization and enable them to extend their understanding viewpoint, sight and
6 Forrest, James, Garth Lean, and Kevin Dunn. "Challenging racism through schools: teacher
attitudes to cultural diversity and multicultural education in Sydney, Australia." Race Ethnicity and
Education, 618-638

reactions towards something. By having understanding and positive recognition among societies,
a harmonious country can be created. In the other hand, a profound comprehension of the
instructors on social assorted variety is essential as they are the capable people in changing the
school condition that brings reflect of the social decent variety in the classroom and society.
In the festivals diversity week, the objectives reached include development of a mutual
sponsorships of children to undertake careers in different nations and be bake to interact with
others hence creating strong relationships between countries.
When people and other organization stakeholders come together they are able to engage in
constructive dialogue regarding the concept of multiculturalism has the objective of making sure
that students interact and acquire the opportunity to learn about other people’s cultures, traditions
and values.
The week of the festivals has the objective of promotion of social cohesion in Victoria.
According to the program information on cultural diversity is significant in guaranteeing that the
learning procedure isn't affected by preference. Instructors can embrace or utilize a more pleasant
and increasingly proper abilities of their understudies' way of life or ethnic foundation.
Researchers expresses that the contentions inside society regularly happens alongside the
reluctance of the open individuals endeavoring to comprehend and valuing the assorted variety
of one’s culture. Issues identified with ethnic inclinations and requests, some of the time between
ethnic and at different occasions intra-ethnic, stay critical in multicultural nations.
The program is also important since there are endeavors taken by the dependable groups to
improve abilities and extending the act of social assorted variety in the Victorians training

framework and it is still stays so as to deliver students with comprehension and regard towards
culture of the countries. 7Indeed, they are likewise advancing social assorted variety as a
specialist of the combination of the country expected to upgrade learning, aptitudes that can
change mentalities and practices in the present training in Victoria. This study was led to give a
concentration to the request issues and issues identified with social decent variety.8 Social decent
variety is significant in the Victorian instruction framework as the understudies are of different
ethnic and social foundations and multicultural training idea is still new with regards to the
Victorian training framework. Right now, the educational programs such as Victorians
multicultural festivals and events schools program
As this and curricular exercises identified with social decent variety are deficient in schools.
Information and aptitudes about social decent variety among teachers are viewed as something
new and ineffectively comprehended and connected during the time spent educating and
learning. The analyst trusts that some exertion and arranging must be executed in different
phases of the training framework, so educators can be given the aptitudes and learning sets in
parallel with the circumstance in schools and to satisfy the desires of Victorians.
.
The Victorian program is also important since its forms the foundation of a nation that contains
an assortment of ethnic gatherings needs solidarity and collaboration in legislative issues,
economy and solid social and durable. Ethnic solidarity must be accomplished through social
7 Gay, Geneva. "Teaching to and through cultural diversity." Curriculum Inquiry 43, 48-70.
8 Gruenewald, David A. "Place-based education: Grounding culturally responsive teaching in
geographical diversity,pp. 161-178.

connection.9 The more noteworthy social collaboration is shaped between the fortifying ethnic
solidarity and comprehension of the general population in the nation. Social association among
individuals can decide the dependability of the political, social, monetary and welfare. Social
connection is likewise significant viewpoint in the development of personality, especially among
plural society, for example, Victoria.
The program is also important since, Learning of the Cultural Diversity Knowledge is any
helpful data for the undertaking being performed and the joining of cleanser and semantic set
that can be utilized to depict something. This makes it achieve its objectives of providing cultural
awareness, knowledge and information to people. Learning is characterized as an unmistakable
discernment about something, getting, learning, down to earth understanding, aptitudes, ID,
accumulation of data organized that can be utilized to take care of issues, propensities for
language, ideas, thoughts, realities, connections between certainties, data, and the capacity to
utilize this in displaying diverse parts of the earth. Components of information in this
examination center on a few teachers perspectives. The learning of the social gathering, get
practice and collaboration in the public arena incorporates understanding the way of life of each
network, know the starting point of a culture, to acknowledge the truth of social assorted variety,
acting in agreement pursue the way of life and language in their day by day associations.
Through understanding the people’s way of life, the programs is quite significant as achieves its
basic aims.
9 Harushimana, Immaculee, and Janet Awokoya. "African-born immigrants in US schools: An
intercultural perspective on schooling and diversity." Journal of Praxis in Multicultural Education,67

The analysts found these teachers knowledge with respect to social cultural diversity can be said
to be high contrasted with typical individuals.10 A portion of the inquiries that have been
advanced to decide the respondents' information are identified with social decent variety and
have been acknowledged well by them. Additionally, the appropriate responses were given by
the respondents to address the examination addresses identified with their insight in regards to
social decent variety. Furthermore, the general perceptions made in perspective on these
respondents additionally demonstrated great outcomes where they have a quite decent essential
information about the assorted variety of this culture. Respondents were likewise utilizing their
essential information with respect to social assorted variety in instructing and learning just as
empower their understudies to value the cultural diversity of societies in Victoria. Actually, the
overseer likewise gave an uplifting attitude toward her educators where he could see them
throughout the day information either as far as blending or application in instructing and
learning.
It also improves the Aptitudes of Teachers in the Implementation of the Cultural Diversity
In respect to Verkuyten’s Social Identity, it gives teachers a sense of belonging and other
individual sin the society. Teachers are able to appreciate everyone thus making the culture quite
inclusive. The abilities of educators in the usage of social assorted variety both as far as blending
or application in instructing were likewise examined by Verkuyten’s Social Identity model and
furthermore from the point of view of the specialist. It is utilized as a significant guide for
specialists in the pursuit of answers to any inquiries that emerge. In view of meetings that have
been led, practically all respondents individually have aptitudes in relationship with instructors
10 Marcellino, M. "English language teaching in Indonesia: A continuous challenge in education and
cultural diversity." TEFLIN journal, 57-69.

from different ethnic gatherings. What's more, they additionally apply components of
multiculturalism in their subjects.11 What's more, the perception can likewise be presumed that
the respondents have multicultural aptitudes and apply their abilities in educating and learning in
the homeroom. Investigation records of the discoveries fortify both Trading Instruments
meetings and perceptions, which, when inspected plans to instruct respondents found that they
clarified how they relate educating and learning in the homeroom with social decent variety.
Truth be told, a few exercises completed are exhaustive on social decent variety. The
prerequisites of social decent variety in the training framework from different viewpoints,
specifically the connection between students, teachers, guardians and the network and relational
and intrapersonal connections that are vital to the instructive procedure.
The Attitude of Teachers towards Multiculturalism Attitudes toward cultural diversity are
additionally communicated in Verkuyten’s Social Identity model of receptiveness and frame of
mind rehearsed in correspondence and collaboration. The respondents of this investigation know
that their frame of mind is something that are significant in a circumstance that has an assorted
variety of societies. Since the school utilized for this investigation are secured by multiracial
instructors as the respondents found to demonstrate an open and uplifting mentality towards
multiculturalism. Investigation of meetings, perceptions and report additionally clarify that this
frame of mind of instructors towards social decent variety is great and it makes an agreeable
climate of the school. What's more, it is significant for them reflecting to the social assorted
variety mentality in the study hall so that the elements of multicultural in instructing and learning
would be connected. 12It symbolizes their inspirational disposition towards presenting their
11 Miramontes, Ofelia B., Adel Nadeau, and Nancy L. Commins. Restructuring Schools for
Linguistic Diversity: Linking Decision Making to Effective Programs. Language & Literacy Series,88.
12 Mousa, Mohamed, and Ruth Alas. "Cultural diversity and organizational commitment,154.

understudies to the social decent variety that exists in Australia. Assorted variety and distinction
are not a factor to be separated and antagonistic even expected to where they know, blend with
one another and helping one another so the harmony and success concurrence can be
accomplished.
It improves the existing practice of teachers to cultural diversity
This program not just acknowledge the cultural diversity that exists in their school even they
receive components of social assorted variety as a lifestyle. For instance, when gotten some
information about the act of wearing garments different societies, all respondents showed that
they used to wear customary garments just as those of different networks still practice it.
Additionally regarding sustenance, they said that they generally attempt the conventional
nourishment of different races and they will love these sustenance’s. The respondents likewise
shown that the act of different societies is right if it's done in an appropriate manner, particularly
not infringing upon the guidelines of morals and religion. The perceptions additionally
demonstrate that respondents have embraced conventional ensembles of different races and they
are attempting the nourishment of different races. Indeed, the perceptions additionally discovered
that they didn't feel any distinctions rehearsing different societies and show their recognition
with cultural diversity.
Significance of cultural diversity and the program.
According to Verkuyten’s Social Identity Approach While numerous people may quickly
consider race when talking about decent variety, there are various angles that really play into
cultural diversity, particularly in a classroom setting. Religion, sex, monetary foundation and
notwithstanding learning styles are for the most part outstanding variables, and it is urgent to

recall every one while advancing assorted variety in schools. Consolidating exercise designs that
represent all types of decent variety is vital.
This program ensures better Education in Diverse Populations
When discussing diversity, it's central to recollect that the student’s body isn't the main gathering
that ought to be examined. Assorted variety among staff is additionally significant. Advancing
cultural diversity in staffing likewise empowers understudies from various foundations to relate
to instructors, adequately upgrading their trust in a learning domain. Understudies Feel Safer and
more secure in a culturally diverse school created by teachers.13
With respect to Verkuyten’s Social Identity, the program is significant in Actualizing Diverse
Education
Advancing cultural diversity in schools is something other than empowering understudies of
various foundations to go to specific schools. It expects heads to contemplate the manners in
which decent variety impacts training.14 A school organization certificate prepares graduates for
advancing and showing assorted variety as a methods for tolerating it. According to the
Verkuyten’s Social Identity Approach Teachers and regulatory pioneers can enable students to
more readily get that while everybody is extraordinary, in the most principal ways, everybody is
13 Parker-Jenkins, Marie, and Mary Masterson. "No longer ‘Catholic, White and Gaelic’: schools in
Ireland coming to terms with cultural diversity,477-492.
14 Page,"Faculty diversity programs in US medical schools and characteristics associated with
higher faculty diversity,1221.

the equivalent and ought to be treated with deference. 15This will go far in helping understudies
acknowledge assorted variety and advance it in their day by day lives.
Learning aptitudes to fabricate networks advancing decent variety and utilizing human asset
capacities, for example, enlistment and introduction, are fundamental for teachers that want to
lead one day. Those hoping to advance their profession as school heads must have an exhaustive
comprehension of how to execute decent variety inside instruction.16
Verkuyten’s Social Identity Approach Guides can help new school overseers build up an
arrangement to encourage a solid situation for assorted variety in their schools. Peruse
increasingly about the significance of mentorship for school pioneers.17
Weaknesses of the program
Limitations: This program is constrained by minimal finances and celebration fundings.It is also
faced by issues such as traditions practices, racism and discrimination of marginalized groups
The program is also faced by prejudices a stereotypical issues from gender violence issues,
racism an ethnic critics. This makes it difficult to reach the objective of social cohesion.
The scientists considering multiculturalism found that educators are less presented to this idea so
did the educational system within the program. People have less awareness regarding the
existence of the program which affects its objectives in involving a lot of people. These influence
15 Phelps, Renata, Anne Graham, and Tony Watts. "Acknowledging the complexity and diversity of
historical and cultural ICT professional learning practices in schools." Asia-Pacific Journal of Teacher
Education,47-63.
16 Schachner,"Cultural diversity climate and psychological adjustment at school—Equality and
inclusion versus cultural pluralism." Child development,1175-1191
17 Thijs, Jochem, and Maykel Verkuyten. "School ethnic diversity and students' interethnic
relations." British Journal of Educational Psychology,1-21.

their educating and learning exercises in the classroom hall. A few methodologies should be
embraced for instance, the destinations of each subject ought to acquaint component of social
decent variety with make this occurred. The act of instruction through educational programs and
co-educational modules ought to underline other ethnic societies as well. It is essential to bring
the problematic issues to light of social decent variety among educators in the nation and the job
of schools as operators of progress and network improvement.
The program objectives are also undermined by minimal resources or funding’s in the ceremony.
It is also undermined by insecurity issues. This makes the program have the challenges of
reaching the objective regarding sharing and transfers of culture across the globe.
Conclusion
The above discussed strength’s and weakness forms the basis of the Victorians multicultural
program in achieving its goals. As seen, comprehension of cultural diversity assumes a
significant job in making an environment of amicability and guarantee that school of greatness
because of the consolidated intensity of the majority of the school network. The discoveries
demonstrated that all respondents have a comprehension as far as learning, a comprehension of
multicultural aptitudes. 18
Conditions, just as the act of cultural diversity throughout everyday life. As indicated by the
students understanding on Multicultural Festivals and Events Schools Program they have
discovered a positive point of view as far as information, aptitudes, mentalities and practices of
18 Williams, Dilafruz, and Jonathan Brown. Learning gardens and sustainability education: Bringing
life to schools and schools to life,99

multicultural is involved. In the investigation of multicultural writing job in the development of a
national solidarity Victoria has expressed that the issue of solidarity among the different races
isn't effectively tended to by the leader of the nation. The estimations of resistance among
various networks who practice an alternate culture are not effectively carved in the hearts of
youngsters in the event that it isn't connected from the earliest starting point once more.19 So
schools should assume a job in actualizing the estimations of resistance and comprehension in
subjects identified with humanities subjects, for example, language and writing. Through these
subjects estimations of common regard and comprehension between races can be affirmed
effectively in the subject. Through materials, for example, writing, multicultural qualities are
critical in encouraging solidarity can be planted in the hearts of youngsters in Malaysia with an
assortment of powerful educating procedures mankind inside them. Students should adjust the
different angles alongside the foundation of the national training logic where instruction is to
deliver students who are adjusted as far as physical, enthusiastic, profound, scholarly and
social.20 Thus, social decent variety is one significant part of the circumstance in this Victoria
multicultural program. Consequently, an instructor must be a specialist in social assorted variety
as far as information, aptitudes, demeanors and social practices of another individuals.
19 Young, et al"Calling for a broader conceptualization of diversity: Surface and deep diversity in
four Canadian medical schools,1501
20 Zeichner, Ken. "Educating teachers for cultural diversity in the United States." Teacher
Education in Plural Societies ,12-14.

Bibliography
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Schools. Multicultural Education Series. Teachers College Press. 1234 Amsterdam Avenue, New York,
NY 10027, 2011.
Ball, Arnetha F., and Cynthia A. Tyson, eds. Studying diversity in teacher education. Rowman & Littlefield,
2011.
Bron, Jeroen, and Annette Thijs. "Leaving it to the schools: ctizenship, diversity and human rights
education in the Netherlands." Educational Research 53, no. 2 (2011): 123-136.
César, Margarida. "Cultural diversity and regulatory dynamics of participation between schools and
families." Crossing boundaries: Intercontextual dynamics between family and school (2013): 35-81.
Coronel, Jose M., and Inmaculada Gómez-Hurtado. "Nothing to do with me! Teachers’ perceptions on
cultural diversity in Spanish secondary schools." Teachers and Teaching 21, no. 4 (2015): 400-420.

Forrest, James, Garth Lean, and Kevin Dunn. "Challenging racism through schools: teacher attitudes to
cultural diversity and multicultural education in Sydney, Australia." Race Ethnicity and Education 19, no. 3
(2016): 618-638.
Gay, Geneva. "Teaching to and through cultural diversity." Curriculum Inquiry 43, no. 1 (2013): 48-70.
Gruenewald, David A. "Place-based education: Grounding culturally responsive teaching in geographical
diversity." In Place-based education in the global age, pp. 161-178. 2014.
Harushimana, Immaculee, and Janet Awokoya. "African-born immigrants in US schools: An intercultural
perspective on schooling and diversity." Journal of Praxis in Multicultural Education 6, no. 1 (2011): 6.
Marcellino, M. "English language teaching in Indonesia: A continuous challenge in education and cultural
diversity." TEFLIN journal 19, no. 1 (2015): 57-69.
Miramontes, Ofelia B., Adel Nadeau, and Nancy L. Commins. Restructuring Schools for Linguistic
Diversity: Linking Decision Making to Effective Programs. Language & Literacy Series. Teachers College
Press. 1234 Amsterdam Avenue, New York, NY 10027, 2011.
Mousa, Mohamed, and Ruth Alas. "Cultural diversity and organizational commitment: A study on teachers
of primary public schools in Menoufia (Egypt)." International Business Research 9, no. 7 (2016): 154.
Page, Kathleen Raquel, Laura Castillo-Page, and Scott M. Wright. "Faculty diversity programs in US
medical schools and characteristics associated with higher faculty diversity." Academic medicine: journal
of the Association of American Medical Colleges 86, no. 10 (2011): 1221.
Parker-Jenkins, Marie, and Mary Masterson. "No longer ‘Catholic, White and Gaelic’: schools in Ireland
coming to terms with cultural diversity." Irish Educational Studies 32, no. 4 (2013): 477-492.
Phelps, Renata, Anne Graham, and Tony Watts. "Acknowledging the complexity and diversity of historical
and cultural ICT professional learning practices in schools." Asia-Pacific Journal of Teacher Education 39,
no. 1 (2011): 47-63.
Schachner, Maja K., Peter Noack, Fons JR Van de Vijver, and Katharina Eckstein. "Cultural diversity
climate and psychological adjustment at school—Equality and inclusion versus cultural pluralism." Child
development 87, no. 4 (2016): 1175-1191.
Thijs, Jochem, and Maykel Verkuyten. "School ethnic diversity and students' interethnic relations." British
Journal of Educational Psychology 84, no. 1 (2014): 1-21.
Williams, Dilafruz, and Jonathan Brown. Learning gardens and sustainability education: Bringing life to
schools and schools to life. Routledge, 2013.
Young, Meredith E., Saleem Razack, Mark D. Hanson, Steve Slade, Lara Varpio, Kelly L. Dore, and
David McKnight. "Calling for a broader conceptualization of diversity: Surface and deep diversity in four
Canadian medical schools." Academic Medicine 87, no. 11 (2012): 1501-1510.
Zeichner, Ken. "Educating teachers for cultural diversity in the United States." Teacher Education in
Plural Societies (RLE Edu N): An International Review 141 (2012): 12-14.