Multicultural education is an emerging world model amid the thickening of multicultural networks of educational exchange, interaction, learning and instruction. In the Philippines, no studies analyzed the status of multicultural education, both at the micro- and macro-levels of an institution. This dearth may impede one’s understanding of the status of multiculturalism, which may result in poor implementation of policies toward reconfiguration of higher education institutions. Using sequential mixed-mode methods, this study analyzed the English teachers’ micro-level and a local university’s macro-level practices of multicultural education. Using Banks and Banks’ (Multicultural education: Issues and perspectives, Allyn and Bacon, Boston, 1993) dimensions of multiculturalism, an intact group of 49 second and third year foreign students answered a questionnaire, and joined in a focus group discussion to share their experiences related to content integration, knowledge construction, prejudice reduction, equity pedagogy and strengthening school culture. Results show that the practices of multiculturalism are excellent, except for knowledge construction and strengthening school culture. Moreover, micro- and macro-level dimensions are statistically different, resulting in the tension between the two levels if we use an excellent rating as a yardstick of fully multiculturalism. That is, English professors may have attained excellent multicultural practices, but their classroom practices may not have been fully complemented and supplemented with a much more strengthened wider school culture. Although conducted at the parochial level of one university, implications for policy-making, instructional preparation, academic reforms, faculty loading, inter-university partnership, and local and international benchmarking are seen to be national and universal.

中文翻译：

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菲律宾大学多元文化教育的微观和宏观实践：全球一体化准备好了吗？

在教育交流，互动，学习和指导的多元文化网络不断壮大的背景下，多元文化教育是一种新兴的世界模式。在菲律宾，没有研究在机构的微观和宏观层面上分析多元文化教育的状况。这种缺乏可能会妨碍人们对多元文化主义地位的理解，从而可能导致对高等教育机构的重组政策执行不力。本研究使用顺序混合模式方法，分析了英语教师的微观水平和当地大学的多元文化教育的宏观水平。利用银行和银行的多元文化主义维度（多元文化教育：问题与观点，Allyn和Bacon，波士顿，1993年），内容整合，知识建设，减少偏见，公平教学法和加强学校文化。结果表明，除了知识建设和加强学校文化外，多元文化的实践是极好的。。此外，微观和宏观层面的维度在统计上是不同的，如果我们使用出色的评级作为完全多元文化主义的尺度，则会导致两个层面之间的紧张。也就是说，英语教授可能已经获得了出色的多元文化实践，但是他们的课堂实践可能还没有得到充分的补充和补充，而更加广泛的学校文化得到了补充。尽管是在一所大学的狭level水平上进行的，但对政策制定，教学准备，学术改革，师资队伍，大学间伙伴关系以及地方和国际基准的影响被认为是全国性的。