Storytelling as a Tool for Teaching Tolerance: A Cross-Cultural Case Study in Multicultural Schools
Article Sidebar
-
Empathy Development, Multicultural Schools, Tolerance Education
Abstract
Background. Promoting tolerance and intercultural understanding has become an essential goal in multicultural education, where diverse values, beliefs, and worldviews coexist in classroom settings. Storytelling, as a pedagogical tool, holds significant potential to foster empathy and social cohesion among students from different cultural backgrounds.
Purpose. This study aims to explore how storytelling enhances students’ attitudes toward tolerance and mutual respect in multicultural schools. Using a qualitative cross-cultural case study design, data were collected through classroom observations, semi-structured interviews, and reflective journals involving teachers and students from three culturally diverse schools in Indonesia, Malaysia, and Finland.
Method. Thematic analysis revealed that storytelling provided a safe dialogic space for students to express cultural identity, challenge stereotypes, and build emotional connections with peers. Teachers reported that narrative-based activities encouraged perspective-taking, compassion, and openness to difference.
Results. The results demonstrate that storytelling functions not only as a language or cultural learning strategy but also as a moral-educational practice that nurtures inclusive classroom communities.
Conclusion. The study concludes that integrating storytelling into school curricula offers a transformative approach to cultivating tolerance and intercultural empathy in multicultural education.
Full text article
References
Aipova, A., Pfeyfer, N., Burdina, Y., & Usina, Z. (2023). Influence of the Content of the Ethnic Component in Pedagogical Education on the Development of Ethnopedogical Competence in Future Teachers. European Journal of Contemporary Education, 12(4), 1113–1129. Scopus. https://doi.org/10.13187/ejced.2023.4.1113
Arismunandar, u., & Tolla, I. (2024). Education Character in the Era of Globalization: Facing the Challenges of the Modern World. International Journal of Engineering, Science and Information Technology, 4(4), 230–236. Scopus. https://doi.org/10.52088/ijesty.v4i4.649
Bahçelerli, N. M., Sakall?, Ö., Altinay, F., Da?l?, G., Altinay, Z., Sharma, R., & Altinay, M. (2022). Achieving Change through Diversity Reformations in School Management. In Lecture Notes in Educational Technology (pp. 21–33). Springer Science and Business Media Deutschland GmbH; Scopus. https://doi.org/10.1007/978-981-19-5967-7_4
Bendraou, R. (2025). Promoting critical thinking in intercultural education: The role of teachers amidst internationalization and digital transformation (pp. 39–52). Springer Nature; Scopus. https://doi.org/10.1007/978-3-031-76444-8_3
Bruen, C., Illing, J., Daly, R., Meagher, F., Delany, C., Offiah, G., Doherty, S., Stuart, E., Crehan, M., & Kelly, H. (2025). Medical student experiences of Case-Based Learning (CBL) at a multicultural medical school. BMC Medical Education, 25(1). Scopus. https://doi.org/10.1186/s12909-024-06585-7
Burga, M. A., & Damopolii, M. (2022). REINFORCING RELIGIOUS MODERATION THROUGH LOCAL CULTURE-BASED PESANTREN. Jurnal Pendidikan Islam, 8(2), 145–162. Scopus. https://doi.org/10.15575/jpi.v8i2.19879
Dichek, N. P., Kopotun, I. M., Shevchenko, S. M., Antonets, N. B., & Pohribna, D. V. (2021). Implementation of the cross-cultural approach in the modern school. International Journal of Learning, Teaching and Educational Research, 20(4), 210–244. Scopus. https://doi.org/10.26803/IJLTER.20.4.12
Fahmi, M., Nuruzzaman, M. A., Hilmy, M., Alfiyah, H. Y., Nadlir, n., Abdul Aziz, N. A., & Huriyah, L. (2025). Multicultural Islamic Education as Strategy for Strengthening Social Cohesion in Islamic School. Nazhruna: Jurnal Pendidikan Islam, 8(1), 154–175. Scopus. https://doi.org/10.31538/nzh.v8i1.67
Ganz-Meishar, M. (2024). Non-formal encounters between Israeli families and African immigrant families foster lifelong learning competence. Quality Education for All, 1(2), 1–20. Scopus. https://doi.org/10.1108/QEA-01-2024-0012
Hinostroza-Castillo, U., Huguet, Á., Janés, J., & Lapresta-Rey, C. (2024). Linguistic Acculturation Preferences of Autochthonous Students Toward Their Latin American Peers in Western Catalonia. Journal of Latinos and Education, 23(1), 118–131. Scopus. https://doi.org/10.1080/15348431.2022.2110106
Iliško, D. (2022). EARLY CHILDHOOD WORLDVIEW EDUCATION TRANSFORMATIONS WITHIN THE COMPETENCY-BASED CURRICULUM IN LATVIA (pp. 306–318). Taylor and Francis; Scopus. https://doi.org/10.4324/9781003017783-23
Japar, M., Hermanto, n., Muyaroah, S., Susila, H. R., & Alfani, H. (2023). Digital Literacy-Based Multicultural Education through Civic Education in Indonesian Junior High Schools. Journal of Social Studies Education Research, 14(4), 328–349. Scopus.
Kirac, N. ?., Altinay, F., Da?l?, G., Altinay, Z., Sharma, R., Shadiev, R., & Çeleb?, M. (2022). Multicultural Education Policies and Connected Ways of Living during COVID-19: Role of Educators as Cultural Transformers. Sustainability (Switzerland), 14(19). Scopus. https://doi.org/10.3390/su141912038
K?lavuz, F., & Karaku?, F. (2025). Development of awareness of tolerance and mathematical reasoning skills through action research in multicultural mathematics education. International Electronic Journal of Mathematics Education, 20(3). Scopus. https://doi.org/10.29333/iejme/16574
Klopper, C. (2021). South African parents’ view of their role in the education of their young children in South Africa as democratic citizens. Journal of Early Childhood Research, 19(2), 225–238. Scopus. https://doi.org/10.1177/1476718X20938074
Liu, Q., Colak, F. Z., & A?irda?, O. (2022). Celebrating culture and neglecting language: Representation of ethnic minorities in Chinese primary school textbooks (1976–2021). Journal of Curriculum Studies, 54(5), 687–711. Scopus. https://doi.org/10.1080/00220272.2022.2045361
Luthfi, A., Saputra, E., & Ali, N. (2025). Development of a Multicultural-Based Islamic Religious Education Learning Model in Fostering Moderate Attitudes of Junior High School Students in Cilegon. Journal of Educational and Social Research, 15(4), 120–132. Scopus. https://doi.org/10.36941/jesr-2025-0126
Mariyono, D. (2025). Forming multicultural entrepreneurs attitudes (MEA): Insights from Islamic boarding school. Bottom Line. Scopus. https://doi.org/10.1108/BL-03-2024-0030
Muhajir, M., Kultsum, U., Choiri, M. M., Mustonah, S., Kulkarni, H., & Karim, A. (2025). INTEGRATING MULTICULTURAL VALUES TO FOSTER TOLERANCE AND INCLUSIVITY IN ISLAMIC RELIGIOUS EDUCATION. Jurnal Pendidikan Islam, 11(1), 17–32. Scopus. https://doi.org/10.15575/jpi.v11i1.44607
Nukhbatunisa, N., Lubis, M. R., Zamhari, A., Khoiri, A., Triana, W., & Palejwala, I. Y. (2024). Educational model in Tzu Chi school in terms of multicultural education dimensions (pp. 128–132). CRC Press; Scopus. https://doi.org/10.1201/9781003322054-21
Plasto, M. F., & Blagojevi?, B. D. (2023). Peace in History Education of Bosnia and Herzegovina (pp. 163–185). Springer International Publishing; Scopus. https://doi.org/10.1007/978-3-031-26246-3_8
Puspitasari, D., Widodo, H. P., Widyaningrum, L., Allamnakhrah, A., & Lestariyana, R. P. D. (2021). How do primary school English textbooks teach moral values? A critical discourse analysis. Studies in Educational Evaluation, 70. Scopus. https://doi.org/10.1016/j.stueduc.2021.101044
Rahmawati, E., Asy’arie, M., Aryani, S. A., & Waston, W. (2024). DEVELOPMENT OF MULTICULTURALISM VALUES IN RELIGIOUS EDUCATION AND ITS IMPLICATIONS FOR MULTICULTURAL AND DEMOCRATIC STUDENT ETHICS. Revista de Gestao Social e Ambiental, 18(6). Scopus. https://doi.org/10.24857/rgsa.v18n6-009
Raihani, R., Issabekova, G., Maulana, T., & Abdrakhman, G. (2025). MULTICULTURAL EDUCATION IN INDONESIA’S “MERDEKA” CURRICULUM. Journal of Education Culture and Society, 16(1), 413–432. Scopus. https://doi.org/10.15503/jecs2025.2.413.432
Sadiah, E., Yanti, P. G., & Tarmini, W. (2024). Global Diversity Values in Indonesia: An Elementary School High-Grade Indonesian Language Textbook Analysis. International Electronic Journal of Elementary Education, 16(3), 377–390. Scopus. https://doi.org/10.26822/iejee.2024.338
Sakall?, Ö., Altinay, F., Altinay, M., & Da?l?, G. (2021). How Primary School Children Perceive Tolerance by Technology Supported Instruction in Digital Transformation During Covid 19. Frontiers in Psychology, 12. Scopus. https://doi.org/10.3389/fpsyg.2021.752243
Salchak, B., Sagalakova, L., Oorzhak, A., Oorzhak, A., Tapyshpan, P., Irgit, E., & Mongush, S. (2024). Multicultural education of the younger generation: Assessing the moral and volitional qualities formation (case study of the Tuva Republic). Education 3-13, 52(2), 201–212. Scopus. https://doi.org/10.1080/03004279.2022.2083210
Schaefer, D. L. (2025). Culture vs. Multiculturalism. Perspectives on Political Science, 54(2), 71–77. Scopus. https://doi.org/10.1080/10457097.2025.2466961
Sirojuddin, A., & Ghoni, J. (2025). Integration of Higher Education Curriculum with Islamic Boarding Schools in the Perspective of Multicultural Islamic Education. Nazhruna: Jurnal Pendidikan Islam, 8(2), 265–281. Scopus. https://doi.org/10.31538/nzh.v8i2.163
Strengthening the Values of Multicultural Education to Develop Equality. (2023). Journal of Educational and Social Research, 13(3), 83–95. Scopus. https://doi.org/10.36941/jesr-2023-0059
Suparjo, S., Hanif, M., Dimas, I. S., Suwito, S., & Efendi, A. (2022). Inclusive religious education to develop religious tolerance among teenagers. Cypriot Journal of Educational Sciences, 17(8), 2861–2876. Scopus. https://doi.org/10.18844/cjes.v17i8.7135
Susanto, T. (2025). Building a culture of tolerance: Field reflections from the Peace Village of Nglinggi, Indonesia. Development in Practice, 35(5), 871–876. Scopus. https://doi.org/10.1080/09614524.2025.2514538
Takunas, R., Mashuri, S., Tahang Basire, J. H., Dulumina, G. B., & Mohi, S. M. (2024). Multicultural Islamic Religious Education Learning to Build Religious Harmony. Nazhruna: Jurnal Pendidikan Islam, 7(3), 590–607. Scopus. https://doi.org/10.31538/nzh.v7i3.18
Tiara, M., Ananda, A., & Montessori, M. (2025). Civic Education and the Existence of Ethnic Identity of Descent. Educational Process: International Journal, 16. Scopus. https://doi.org/10.22521/edupij.2025.16.257
Wahyono, S. B., Budiningsih, A., Suyantiningsih, S., & Rahmadonna, S. (2022). MULTICULTURAL EDUCATION AND RELIGIOUS TOLERANCE Elementary School Teachers’ Understanding of Multicultural Education in Yogyakarta. Al-Jami’ah, 60(2), 467–508. Scopus. https://doi.org/10.14421/AJIS.2022.602.467-508
Yetti, E., Syarah, E. S., Sari, K. M., Oktarini, S., Nurdiyana, T., Puspawati, G. A. M., & Jovanka, D. R. (2023). Children’s Multicultural Education through Local-Dance Activities: Teacher’s Thoughts and Involvement. International Electronic Journal of Elementary Education, 16(2), 183–193. Scopus. https://doi.org/10.26822/iejee.2024.324
