Multicultural Education Policy and Social Integration: A Bibliometric Analysis
DOI:
https://doi.org/10.71238/snhss.v2i01.54Keywords:
Multicultural education, Social integration, Education policy, Bibliometric analysisAbstract
This study presents a comprehensive bibliometric analysis of the scholarly literature on multicultural education policy and its role in promoting social integration. Drawing data from the Scopus database and utilizing VOSviewer for mapping, the study analyzes publication trends, influential authors, and conceptual linkages within the academic discourse. The findings reveal that the literature is structured around central themes such as culturally responsive teaching, inclusive education practices, and immigrant integration. The co-occurrence and overlay analyses show a progression from pedagogical and policy-focused research to more critical examinations of marginalization, psychological well-being, and systemic inequality. Key authors like James A. Banks and Geneva Gay emerge as central figures, while recent trends suggest growing attention to trauma-informed approaches and social justice. Despite a strong foundation, the field lacks longitudinal and regional policy evaluations and underrepresents learner perspectives. This study highlights the interdisciplinary nature and evolving priorities of multicultural education research and offers directions for future inquiry and policymaking aimed at fostering inclusive and cohesive societies.
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