Understanding of multicultural sustainability through mutual acceptance: voices from intercultural teachers’ previous early education

Abstract

The objective of this article was to examine multicultural sustainability with reference to appropriate manners suitable for creating an atmosphere of mutual acceptability. The focus was on previous early education among the intercultural teachers. The participants included ten teachers, five Muslims and five non-Muslim, with intercultural backgrounds, who were selected to be involved in this study. A structured interview was employed, and a thematic analysis was performed on the basis of the research findings. The findings revealed that there were several themes resulting from conducted interviews that were centered around understandings of multicultural sustainability based on learning experiences in previous early education. When evaluating the intercultural awareness of mutual acceptability within the context of a multicultural background, among the themes operating as key strategic elements for achieving multicultural sustainability through mutual acceptance were situational experience, mutual understanding, mutual trust, and awareness of mutual responsibility with a view to maintaining intercultural relations. This study contributes to the expansion of strategies employed by intercultural teachers in a modern context, with respect to a meaningful concern for acceptance in ensuring the achievement of multicultural adaptability.