Claire Fontaine
University of Bordeaux

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DESIGNING A MULTICULTURAL HYBRID LEARNING FRAMEWORK FOR SOCIAL STUDIES EDUCATION IN A DIVERSE INDONESIAN CLASSROOM Sophie Vidal; Nicolas Mercier; Claire Fontaine
Journal Neosantara Hybrid Learning Vol. 3 No. 4 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jnhl.v3i4.3344

Abstract

The diversity in Indonesian classrooms presents both opportunities and challenges for social studies education. The evolving cultural and ethnic backgrounds of students necessitate the development of an inclusive and adaptable educational framework. This study explores the design of a multicultural hybrid learning framework tailored for social studies education in Indonesia. The primary objective of the research is to develop an effective, culturally responsive teaching model that integrates both traditional and digital learning methods to cater to diverse student needs. A mixed-methods approach was employed, combining qualitative interviews with social studies educators and quantitative surveys of students across different regions. The research findings indicate that the proposed hybrid framework fosters a more engaging and equitable learning environment by incorporating culturally relevant content, interactive digital tools, and collaborative learning strategies. Furthermore, the study highlights the importance of teacher training in multicultural competence and the integration of technology in enhancing students’ critical thinking and social awareness. The study concludes that a hybrid learning model, when thoughtfully implemented, can significantly improve the inclusivity and effectiveness of social studies education in a multicultural context. This research contributes to the broader field of education by offering a model for adapting social studies teaching in diverse classrooms.
Subverting the Gaze: Gender Dynamics, Power Structures, and the Political Economy of Midwifery in Marginalized Communities Sophie Vidal; Nicolas Mercier; Claire Fontaine
Journal of Midwifery History and Philosophy Vol. 2 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jmhp.v2i2.4371

Abstract

Background. Midwifery care in marginalized communities is shaped by gendered professional hierarchies, institutional surveillance, and unequal resource distribution. However, these structural conditions are often overlooked when maternity experiences are explained primarily through individual-level accounts of healthcare access and service use. Purpose. This study aimed to examine how institutional power and political-economic arrangements shape women’s maternity care experiences and influence the working conditions, professional authority, and relational labor of midwives in marginalized communities. Method. A qualitative critical institutional ethnography was conducted across three community settings involving 52 participants, including women, midwives, community representatives, healthcare managers, and policymakers. Data were collected through individual interviews, six focus group discussions, 84 hours of observation, and analysis of 24 workforce, policy, and budget documents. The data were analyzed using reflexive thematic analysis, institutional mapping, and an intersectional political-economic approach. Results. The analysis generated five major themes: visible risk and invisible experience, gendered devaluation of relational labor, constrained midwifery authority, transferred institutional scarcity, and community resistance. Women were highly visible within institutional risk classifications, while structural barriers affecting their maternity experiences remained insufficiently recognized. Midwives’ advocacy, interpretation, care coordination, and emotional support were essential to healthcare access and safety, yet these forms of relational labor were inadequately documented, funded, and rewarded. Conclusion. Equitable maternity care requires structural reform beyond interpersonal respect and individualized approaches to service delivery. Health systems should recognize relational care as skilled clinical labor, redistribute interpretive and decision-making authority, strengthen midwifery professional autonomy, and provide adequate funding for transportation, language access, continuity of care, and community-based maternity services as essential components of quality and equitable healthcare.