LITERASI MULTIKULTURAL KOMUNITAS ETNIK KAMPUNG RAMA KECAMATAN PANAKUKANG KOTA MAKASSAR

Komunitas etnik Kampung Rama dominan beretnik Toraja terletak di Kecamatan Panakukang Kota Makassar. Permasalahan mitra komunitas etnik Kampung Rama Kelompok mayoritas adalah etnik Toraja dan kelompok minoritas adalah etnik Bugis, etnik Makassar, etnik Mandar, dan etnik Jawa. Kelompok mayoritas dan minoritas berbeda agama, nilai, kepercayaan, dan adat istiadat harus saling memahami. Tujuannya memaksimalkan pengetahuan, sikap dan perilaku dalam menerima perbedaan sebagai keberagaman bangsa. Metode ini dapat meningkatkan karakter sikap demokratis, pluralis, dan humanis pada masyarakat komunitas Etnik Kampung Rama. Tahapan metode yakni, pertama, pembuatan karya audio visual pendidikan multikultural; kedua, kegiatan pengajaran dan pelatihan; ketiga, pemutaran audio visual multikultural, dan keempat : hasil pretest dan postest literasi multikultural. Nilai postest lebih tinggi dari pretest, seperti pemahaman dan keterbukaan masyarakat terhadap perbedaan suku, agama, dan ras. Cara pengambilan keputusan dan peran aktif pada perbedaan suku mengalami peningkatan hasil dari pretest dan postest. Persepsi dan pandangan masyarakat terhadap kebebasan beragama menunjukkan hasil sama yakni 100%.Kata kunci: Literasi Multikultural; Etnik Toraja; Kampung Rama; Kecamatan Panakukang; Kota Makassar.AbstractThe dominant ethnic Rama village of Toraja ethnic is located in Panakukang District, Makassar City. Problems with the Rama Kampung Rama ethnic community majority groups are Toraja and minority groups are Bugis, Makassarese, Mandarese and Javanese. Majority and minority groups with different religions, values, beliefs and customs must understand each other. The aim is to maximize knowledge, attitudes and behavior in accepting differences as a diversity of nations. This method can improve the character of democratic, pluralist and humanist attitudes. The stages of the method are, first, the making of audio visual works in multicultural education; second, teaching and training activities; third, multicultural audio-visual playback, and fourth: multicultural literacy pretest and posttest results. The posttest score is higher than the pretest, such as people's understanding and openness to differences in ethnicity, religion, and race. The method of decision making and the active role in tribal differences have increased the results of the pretest and posttest. Public perceptions and views on religious freedom show the same results, namely 100%.Keywords: Multicultural Literacy; Toraja Ethnic; Kampung Rama; Panakukang District; Makassar city.

Multicultural Literacy, Epistemic Injustice, and White Ignorance

The traditional blackface character Black Pete has been at the center of an intense controversy in the Netherlands, with most black citizens denouncing the tradition as racist and most white citizens endorsing it as harmless fun. I analyze the controversy as an utter failure, on the part of white citizens, of what Alison Jaggar has called multicultural literacy. This article aims to identify both the causes of this failure of multicultural literacy and the conditions required for multicultural literacy to be possible. I argue that this failure of multicultural literacy is due to hermeneutical injustice and white ignorance. I close by considering possible avenues for fostering multicultural literacy.

EXPERIENCE OF DEVELOPING STUDENTS’ MULTIMODAL LITERACY IN THE DIGITAL LEARNING ENVIRONMENT OF HIGHER EDUCATION INSTITUTIONS

The paper presents a theoretical overview of the notion “multimodal literacy” in the context of the multiliteracies pedagogy focusing on the research relevant to developing notions of literacy for twenty-first century higher education standards. The relevance of the topic is explained by the fact that the modern world is becoming more and more pluralist and increasingly dependent on new technologies and different modes of communication, students require new transdisciplinary skills and methods of learning. The author examines the changing pattern of literacy as broad, multidimensional knowledge, skills and attitudes. Literacy is viewed as a personal sociocultural capacity the development of which provides every student with the rules how to solve problems, to relate to others and survive in diverse social settings, and creates numerous opportunities for enhancing critical thinking and reflection as well. The foundation for students’ multimodal literacy in the digital learning environment of a higher education institution through theoretical and applied frameworks of visual, media, information and multicultural literacy is considered. The diverse affordance of digital tools and range of multimodal genres offer engaging new avenues for students’ creative expression on the basis of developing multimodal literacy. It is emphasized that successful life in a world of multimodal information requires fluency in a broad range of literacies to consume and create texts in visual, audio, and written formats, to evaluate messages in a variety of mediums, and to gain sociocultural awareness and the ability to communicate and live in a global diverse society. Pedagogic techniques across disciplines (multimodal essay, digital mapping project) are highlighted in view of their effectiveness in developing multicultural literacy of undergraduate students. It is an empowering practice for modern educators to incorporate multimodal tasks into a diverse learning environment, which teaches critical thinking and multimodal skills, enhances audio-visual rhetoric, develops writing and oral communication skills, and aids in self-expression and self-reflection.