Conflict in the Perspective of Multicultural Education
DOI:
https://doi.org/10.26418/j-psh.v16i1.89438Keywords:
Conflict, Education, MulticulturalAbstract
Conflict is an inherent phenomenon in social life and a major challenge in multicultural societies. Differences in values, social status, power, and the unequal distribution of resources often serve as the primary triggers of conflict. This study aims to analyze conflict from the perspective of multicultural education and explore the role of education in mitigating social tensions. Through a theoretical literature-based analysis, this study finds that multicultural education plays a strategic role in fostering social awareness and competencies to create harmony in diverse societies. The key findings of this study indicate that conflict in multicultural societies can be explained through various theoretical perspectives. Marx views conflict as a consequence of class inequalities and the unjust distribution of resources, while Gurr emphasizes that dissatisfaction with structural injustice is a primary factor driving conflict. Meanwhile, Collier"™s greed and grievance theory suggests that conflict arises either from political and economic exploitation by dominant groups or as a reaction to injustices experienced by marginalized groups. In this context, multicultural education based on social justice can serve as a solution to address conflicts by ensuring equal access to education and socio-economic opportunities for all social groups. The implications of this study highlight that multicultural education should not remain a mere normative discourse but should be developed into a systematic and sustainable approach to fostering an inclusive and harmonious society. Multicultural education models such as content-oriented programs, student-oriented programs, and socially-oriented programs are recommended as practical strategies to enhance cross-cultural understanding and strengthen social solidarity. Therefore, multicultural education can play a crucial role in reducing social conflicts and promoting stronger social cohesion in diverse societies.References
Aamodt, M. G. (2016). Industrial/Organizational Psychology: An Applied Approach. Cengage Learning.
Ayu, P. (2024). Teacher Strategies in Multicultural Citizenship Education. International Journal of Students Education, 242–247.
Azhari, D. S., Sipahutar, R. E., Kalsum, U., Syahri, P., Washliyah, U. Al, & Medan, U. (2024). Multicultural Education and the Significance of Education. 1101–1108. https://doi.org/10.47709/educendikia.v4i03.
Baptiste, H. P., Ryan, A., & Williams, V. P. (2013). A Historical Perspective of the National Association for Multicultural Education.
Bartos, O. J., & Wehr, P. (2002). Using Conflict Theory. Cambridge University Press.
Blackard, K., & Gibson, J. W. (2002). Capitalizing on Conflict: Strategies and Practices for Turning Conflict Into Synergy in Organizations. Nicholas Brealey Publishing.
Collier, P. (2022). Breaking the Conflict Trap: Civil War and Development Policy. (No Title).
Dahrendorf, R. (2019). Class and Class Conflict in Industrial Society. In Social Stratification, Class, Race, and Gender in Sociological Perspective, Second Edition (pp. 105–111). Routledge.
DiGirolamo, J. A. (2007). Conflict in Organizations. Online (www.cpp.com).
Freud, S. (1920). A General Introduction to Psychoanalysis. https://doi.org/Retrieved from APA PsycNet: https://doi.org/10.1037/10667-000
Gurr, T. R. (1980). Handbook of Political Conflict: Theory and Research. New York: The Free Press.
Hocker, J. L., & Wilmot, W. W. (1985). Interpersonal Conflict Dubuque, IOWA: Wmc. C. Brown.
Johansson, T. R. (2024). In Defence of Multiculturalism–Theoretical Challenges. International Review of Sociology, 34(1), 75–89.
Lengkey, F. F. F., Gosal, R., & Kimbal, A. (2019). Peranan Badan Kesatuan Bangsa dan Politik Kabupaten Minahasa Tenggara dalam Pencegahan dan Penanganan Konflik (Studi Kasus di Kantor Badan Kesatuan Bangsa dan Politik Kabupaten Minahasa Tenggara). Jurnal Eksekutif, 3(3).
Misztal, B. A. (2003). Durkheim on Collective Memory. Journal of Classical Sociology, 3(2), 123–143.
Pasandaran, S., Budimansyah, D., & Pangalila, T. (2024). Multicultural Education in Indonesia: Reflection, Concepts and Construction. In The Routledge International Handbook of Life and Values Education in Asia (pp. 233–242). Routledge.
Pruit, R., & Rubin, J. Z. (2004). Teori Konflik Sosial. Yogyakarta: Pustaka Pelajar.
Simmel, G. (2011). Georg Simmel on Individuality and Social Forms. University of Chicago Press.
Turner, J. H. (1975). Marx and Simmel revisited: Reassessing the Foundations of Conflict Theory. Social Forces, 53(4), 618–627.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Jurnal Pendidikan Sosiologi dan Humaniora
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
