Global colonialism and continuing post-colonial influences caused widespread cultural change at the interface of different cultures. Musical acculturation can be observed in most colonised countries. Some pro-colonialists apologetically allege that through colonisation the colonised territories would receive developmental aid and economical benefits. If this was the case, did Korean music education also benefit from Japanese colonisation as is commonly claimed? And also, was Korean school music acculturated by the Japanese curriculum? To answer these questions, I scrutinised the intentions of colonial Korean music education through interviewing 42 witnesses who attended primary schools of the time, simultaneously analysing school activities such as morning assembly and the military draft, both of which show musical content. The interviews focused in particular on the day-to-day life at school, pedagogic content and impacts of colonial education on pupils’ later life and cultural identity.
The objective of this study is to draw attention to the marginalized status of children from multicultural families in society and to discuss the necessity of providing them with culture and art education based on Sociologist Pierre Bourdieu's cultural capital theory. The study initially investigates the relationship between culture and art education and cultural capital theory, exploring the importance of culture and art education in terms of capital. Secondly, the study examines the consequences of culture and art education and cultural capital for children of multicultural families. The research method was to analyze the current support policies for cultural and artistic education for children of multicultural families implemented by relevant ministries. The main policies were classified as designated and public, and the advantages and disadvantages of the two types were analyzed. As a result of the analysis, it was found that although cultural and artistic education can have an important significance in overcoming social marginalization through the accumulation of cultural capital for children of multicultural families, the support policies for them are concentrated in some areas or are one-time and unsystematic due to public participation projects. Second, the policies supported by related organizations categorized them as marginalized. This means that they can only minimally deal with cultural marginalization through education for their children, and it is difficult to lead to the continuous accumulation of cultural capital through professional and continuous culture and art education. Based on these findings, this study would like to make the following suggestions. First, it is necessary for institutions supporting culture and art education to specify children of multicultural families and to establish support system. Second, there should be programs that indigenous and children of multicultural families can share. Same activities both objects engage in can provide opportunities to overcome discrimination awareness of each other and to be in unity. Third, cultural and art education should be extended to parents of multicultural families.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.