MANAGING MULTICULTURAL EDUCATION IN CHRISTIAN FAITH-BASED SCHOOLS

A SYSTEMATIC LITERATURE REVIEW OF LEADERSHIP, GOVERNANCE, AND ORGANIZATIONAL RESPONSES

作者

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https://doi.org/10.19166/derema.v21i2.11665

关键词:

multicultural education, Christian faith-based schools, educational management, organizational responses, school leadership, school governance, James A. Banks

摘要

Christian faith-based schools are increasingly required to manage religious, cultural, and social diversity while sustaining their distinctive educational mission, making multicultural education an educational management challenge rather than solely a pedagogical concern. This systematic literature review examines how multicultural education is managed in Christian faith-based schools by synthesizing evidence from 32 Scopus-indexed Q1 and Q2 journal articles published between 2016 and 2026. Following the PRISMA 2020 guidelines, the review employs James A. Banks' multicultural education framework as an interpretive analytical lens—rather than a tested theoretical model—to examine leadership, governance, curriculum, and organizational responses to diversity. The findings identify five recurring management challenges: secularization and declining religious affiliation; increasing religious and cultural diversity; tensions between Christian identity and inclusive practices; racial, ethnic, and gender diversity, including LGBTQ+ inclusion; and leadership, governance, and teacher capacity. The review demonstrates that effective multicultural education depends on coordinated organizational responses that align with institutional mission, leadership, governance, curriculum, teacher development, stakeholder engagement, and school culture. Its principal contribution is to reposition multicultural education from a predominantly pedagogical concern to a question of educational leadership and organizational stewardship by demonstrating how Banks' multicultural education framework can serve as an analytical lens for understanding organizational responses in Christian faith-based schools. The review also offers evidence-informed insights for school leaders, governing bodies, and policymakers seeking to advance both Christian mission and multicultural inclusion.

Abstrak dalam Bahasa Indonesia :

Sekolah Kristen berbasis iman menghadapi tuntutan yang semakin besar untuk mengelola keberagaman agama, budaya, dan sosial tanpa mengabaikan misi pendidikan yang menjadi identitasnya. Kondisi tersebut menempatkan pendidikan multikultural tidak hanya sebagai isu pedagogis, tetapi juga sebagai tantangan dalam manajemen pendidikan. Penelitian ini bertujuan untuk mengkaji pengelolaan pendidikan multikultural di sekolah Kristen berbasis iman melalui Systematic Literature Review (SLR) terhadap 32 artikel jurnal bereputasi yang terindeks Scopus Q1 dan Q2 serta diterbitkan pada periode 2016–2026. Kajian ini mengikuti pedoman PRISMA 2020 dan menggunakan kerangka pendidikan multikultural James A. Banks sebagai lensa analitis interpretatif, bukan sebagai model teoretis yang diuji, untuk menganalisis kepemimpinan, tata kelola, kurikulum, dan respons organisasi dalam menghadapi keberagaman. Hasil kajian mengidentifikasi lima tantangan utama dalam pengelolaan pendidikan multikultural, yaitu: (1) sekularisasi dan menurunnya afiliasi keagamaan; (2) meningkatnya keberagaman agama dan budaya; (3) ketegangan antara identitas Kristen dan praktik pendidikan yang inklusif; (4) keberagaman ras, etnis, dan gender, termasuk isu inklusi LGBTQ+; serta (5) tantangan dalam kepemimpinan, tata kelola, dan kapasitas guru. Temuan kajian menunjukkan bahwa keberhasilan pengelolaan pendidikan multikultural bergantung pada respons organisasi yang terintegrasi dan selaras dengan misi institusi, kepemimpinan, tata kelola, kurikulum, pengembangan profesional guru, keterlibatan pemangku kepentingan, serta budaya sekolah. Kontribusi utama kajian ini adalah mereposisikan pendidikan multikultural dari perspektif yang selama ini didominasi oleh aspek pedagogis menjadi isu kepemimpinan pendidikan dan pengelolaan organisasi. Selain itu, kajian ini menunjukkan bahwa kerangka pendidikan multikultural James A. Banks dapat dimanfaatkan sebagai lensa analitis untuk memahami respons organisasi dalam mengelola keberagaman di sekolah Kristen berbasis iman. Temuan penelitian ini diharapkan dapat menjadi rujukan berbasis bukti bagi pemimpin sekolah, badan penyelenggara, dan pembuat kebijakan dalam merumuskan strategi yang mampu memperkuat misi pendidikan Kristen sekaligus mewujudkan pendidikan yang inklusif dalam konteks masyarakat multikultural.

 

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已出版

2026-09-08

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卷 21 编号 2 (2026): September

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