Kritik Terhadap Multikulturalisme Dan Pendidikan Multikultural
DOI:
https://doi.org/10.69896/modeling.v9i1.2481Keywords:
critique, multiculturalism, multicultural education, liberal-individualist argument, critical educator argumentAbstract
Banyak kontroversi mengenai multikulturalisme. Di antara para pengkritik multikulturalisme adalah argumen perspektif liberal-individualis (liberal-individualist perspectives) dan perspektif pendidik kritis (critical educators' perspectives). Dalam artikel ini, bukan mengulangi kembali kontroversi yang banyak diperdebatkan melainkan mendeskripsikan gambaran bagaimana para kritikus multikulturalisme menafsirkan dan merepresentasikan konsep tersebut. Penelitian ini adalah jenis penelitian library research dengan menggunakan pisau analisis deskriptif analisis.
Hasil pembahasan tulisan ini adalah: [1]. Para kritikus liberal menganggap tesis di balik multikulturalisme dan pendidikan multikultural ini bermasalah. Kritik utama mereka; multikulturalisme sebagai separatisme, multikulturalisme sebagai etnosentrisme budaya, multikulturalisme sebagai determinisme dan fundamentalisme budaya, dan; budaya sebagai sumber identitas dipertanyakan. Para kritikus liberal memandang ‘multikulturalisme’ dan ‘pendidikan multikultural’ sebagai sebuah prinsip yang mendukung pentingnya identitas budaya di atas segalanya. Mereka lebih melihat kerugian dari menghormati budaya dengan cara-cara yang dianjurkan oleh para multikulturalis, karena hal tersebut menyiratkan partikularisme budaya yang dapat mendorong fundamentalisme budaya (cultural fundamentalism), etnosentrisme (ethnocentrism), dan stereotip budaya (cultural stereotypes). Dengan kata lain, para kritikus liberal berpikir bahwa perlindungan identitas budaya dan pengembangan otonomi individu saling bertentangan. Selanjutnya, [2]. para pendidik kritis menilai pendekatan pendidikan multikultural yang ada saat ini tidak bersifat transformatif atau memberdayakan. Multikulturalisme dinilai sebagai pendekatan yang ambigu dan pasif yang hanya "merayakan keragaman budaya," sambil menghindari isu-isu sosial yang lebih serius seperti kesetaraan, diskriminasi, dan penindasan ekonomi.
Abstract
There is much controversy about multiculturalism. Among the critics of multiculturalism are arguments from liberal-individualist perspectives and critical educators' perspectives. In this article, rather than rehashing the much-debated controversy, we describe how critics of multiculturalism interpret and represent the concept. This research is a type of library research using descriptive analysis.
The results of the discussion of this paper are: [1]. Liberal critics consider the thesis behind multiculturalism and multicultural education to be problematic. Their main criticisms are; multiculturalism as separatism, multiculturalism as cultural ethnocentrism, multiculturalism as cultural determinism and fundamentalism, and; culture as a source of identity is questioned. Liberal critics view 'multiculturalism' and 'multicultural education' as a principle that supports the importance of cultural identity above all else. They rather see the disadvantages of respecting culture in the ways advocated by multiculturalists, as it implies cultural particularism that can encourage cultural fundamentalism, ethnocentrism, and cultural stereotypes. In other words, liberal critics think that the protection of cultural identity and the development of individual autonomy are in conflict. Furthermore, [2]. The critical educators think that current multicultural education approaches are not transformative or empowering. Multiculturalism is seen as an ambiguous and passive approach that only "celebrates cultural diversity," while avoiding more serious social issues such as equality, discrimination, and economic oppression.
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