Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
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This Author published in this journals
All Journal Journal of Cultural Relativism (JCR) Tamilis Synex: Multidimensional Collaboration
Olivia R. Mitchell
University of Auckland, New Zealand
Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Social Sciences

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Principal Implementation in Managing Conflict Olivia R. Mitchell
Tamilis Synex: Multidimensional Collaboration Vol. 2 No. 04 (2024): Tamilis Synex: Multidimensional Collaboration
Publisher : CV Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/tls.v2i04.457

Abstract

This study tried to describe the principal in managing conflict of the application negative impact of the implementation of the Full Day School. This research was conducted using a qualitative approach with a phenomenological method. These results indicate that the principal can perform a variety of strategies to fix conflict so as not to interfere with the performance of teachers, child's comfort, and confidence of parents
Integrating Social Inclusion and Global Citizenship through Multicultural Education in New Zealand Olivia R. Mitchell
Journal of Cultural Relativism (JCR) Vol. 3 No. 01 (2026): Journal of Cultural Relativism (JCR)
Publisher : CV Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/jcr.v3i01.1416

Abstract

Multicultural education has become increasingly important in contemporary societies characterized by cultural diversity, globalization, and social transformation. New Zealand, recognized for its multicultural population and commitment to inclusive education, provides a valuable context for examining the relationship between multicultural education, social inclusion, and global citizenship. This study explores how multicultural education contributes to fostering social inclusion and developing global citizenship among learners in New Zealand. Using a systematic literature review approach, the study synthesizes scholarly literature on multicultural education, inclusive education, intercultural competence, and global citizenship education. The findings indicate that multicultural education promotes social inclusion by encouraging respect for diversity, reducing prejudice, strengthening intercultural understanding, and creating equitable learning environments. Furthermore, multicultural education supports the development of global citizenship by enhancing cultural awareness, critical thinking, empathy, and civic responsibility. The study proposes a conceptual framework that integrates multicultural educational practices with social inclusion and global citizenship outcomes. The findings highlight the importance of inclusive educational policies and culturally responsive pedagogies in preparing students to participate effectively in increasingly interconnected and diverse societies.
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