Fostering Multicultural Competence in Primary School Students and Teachers through Participatory Media Production

Natcha Promsri; Nannaphat Saenghong; Nongyao Nawarat; Prasit Leepreecha

doi:10.57260/rcmrj.2023.263084

Authors

Natcha Promsri Faculty of Education, Chiang Mai University
Nannaphat Saenghong Faculty of Education, Chiang Mai University
Nongyao Nawarat Faculty of Education, Chiang Mai University
Prasit Leepreecha Faculty of Social Sciences, Chiang Mai University

DOI:

https://doi.org/10.57260/rcmrj.2023.263084

Keywords:

Multicultural education, Multicultural competency, Participatory media production, Communication

Abstract

This study examined the impact of participatory media production on developing multicultural competence in students and teachers at a diverse primary school. Participants included 32 fifth-grade students and three teachers actively engaged in activities targeting multicultural competence enhancement. The study employed a theoretical framework of participatory communication. Results indicated significant improvements in students' multicultural competence albeit with variations in individual growth levels. On average, students demonstrated intermediate-level growth, with attitudes exhibiting the highest progress, followed by knowledge and skills. Teachers also experienced growth in multicultural competency, with knowledge showing the most significant improvement, followed by attitudes and skills. Notably, there were variations in the level of development among the teachers. Overall, the study underscores the efficacy of participatory media production in fostering multicultural competency while acknowledging that the impact may vary among individuals, as evidenced by diverse growth levels observed among students and teachers.

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