CULTIVATING MULTICULTURAL VALUES THROUGH SUSTAINABILITY: A PHILOSOPHICAL ANALYSIS OF GREEN SCHOOL BALI
Keywords:
contextual curriculum, ecopedagogy, Green School Bali, multicultural education, sustainabilityAbstract
This study investigates how multicultural values are woven into the sustainable learning ecosystem at Green School Bali. Employing a descriptive qualitative approach supported by literature review and hermeneutic analysis, the research explores how diversity, openness, and sustainability are enacted within the curriculum, school culture, and daily pedagogical practices. The findings reveal that multiculturalism is not treated as supplementary content but rather serves as a philosophical foundation that shapes the entire learning design. The school’s sustainability-oriented environment—expressed through ecological projects, cross-cultural collaboration, and partnerships with local communities—fosters meaningful intercultural learning experiences. Teachers function as cultural mediators who cultivate reflective thinking and critical dialogue. These practices contribute to students’ heightened cultural sensitivity, ecological awareness, and global competencies. Overall, the study underscores the pivotal role of integrating multicultural principles with ecopedagogy in nurturing inclusive character and responsiveness to social and environmental issues. The research recommends strengthening teacher capacity, expanding community-based collaborations, and developing curriculum policies that are more attuned to diversity and sustainability.
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