Potential Abstract: This research article explores the intersection of multicultural education, hackathons, and organic ways of knowing to develop innovative models for promoting diversity and inclusivity in educational settings. Drawing on critical pedagogy and culturally responsive teaching frameworks, the study investigates how hackathons can serve as a catalyst for fostering cross-cultural understanding, collaboration, and creativity among students from diverse backgrounds. Through a mixed-methods approach, incorporating qualitative interviews, participant observations, and quantitative surveys, the research examines the impact of hackathons on students’ perceptions of multiculturalism, their problem-solving skills, and their sense of belonging within the school community. By engaging participants in experiential learning activities that encourage them to explore their cultural identities, challenge stereotypes, and co-create solutions to real-world challenges, the study aims to uncover the organic ways of knowing that emerge through these collaborative endeavors. The findings reveal the potential of hackathons as a transformative educational tool for fostering multicultural competence, empathy, and social justice awareness among students. Implications for educators, policymakers, and researchers seeking to promote multicultural education through innovative pedagogical approaches are discussed.
Potential References:
- Organizing for radical inclusion: reflections from hackathons
- Moving the hackathon online: Reimagining pedagogy for the digital age
- Unconventional educational approaches: an eco-pedagogy to address our transformative challenges
- Hackathons as a tool for learning in the framework of UNESCO learning cities
- Fostering an innovation culture in the education sector: A scoping review and bibliometric analysis of hackathon research
