Multicultural Education in Korea: Its Origin, Status, and Direction

Chang, Insil

doi:10.1080/2005615x.2011.11102894

Cited by 21 publications

(7 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Kymlicka (2010) contended that if the government fails to address the underlying sources of students' social, economic, and political exclusion, it will unintentionally further contribute to social isolation. Furthermore, scholars argue that multicultural education in South Korea is dominated by solid ethnocentrism and nationalism, significantly promoting assimilation and structural inequalities among multicultural students (Chang, 2012;Heo, 2012;Hong, 2010;Jo & Jung, 2017;Kim, 2014). However, the current multicultural education policies fail to address these issues multicultural students encounter (Lee et al, 2020).…”

Section: Sociopolitical and Sociocultural Context For Multicultural E...mentioning

confidence: 99%

The Study of Multicultural Education and Teachers’ Multicultural Teaching Competency in Singapore and South Korea

Wu,

Saenghong,

Jatuporn

2023

rEFLections

View full text Add to dashboard Cite

This study examines multicultural education policies in Singapore and South Korea, analyzing their approaches within their unique sociopolitical and sociocultural contexts. This study also discusses the implications of the approaches used in both nations’ policies on multicultural teaching competence. Using government policy documents related to multicultural education in Singapore and South Korea, the collected data was analyzed using critical discourse analysis (CDA) and interpreted with the theory of five approaches to multicultural education by Sleeter and Grant (1999). The five approaches include 1) Teaching the Exceptional and Culturally Different, 2) Human Relations, 3) Single-Group Studies, 4) Multicultural Education, and 5) Education that is Multicultural and Social Reconstructionist. The findings illuminate the two nations’ distinct national stances and trajectories in the realm of multicultural education while concurrently identifying a shared commitment to the Multicultural Education approach within the policy documents of both. In Singapore, a combination of Human Relations, Single-Group Studies, and Multicultural Education is deeply embedded throughout the nation’s policy discourses. Conversely, South Korea’s attempts at multicultural education present an evolving narrative, shifting from a conservative perspective rooted in Teaching the Exceptional and Culturally Different to a more liberal stance deeply grounded in the tenets of the Multicultural Education approach. This study emphasizes the importance of sociocultural and sociopolitical context in shaping a government’s approach to multicultural education.

show abstract

Section: Sociopolitical and Sociocultural Context For Multicultural E...mentioning

confidence: 99%

The Study of Multicultural Education and Teachers’ Multicultural Teaching Competency in Singapore and South Korea

Wu,

Saenghong,

Jatuporn

2023

rEFLections

View full text Add to dashboard Cite

show abstract

“…Eğitimler yoluyla, öğretmenlerin çok kültürlü sınıflarda öğretme ve öğrenmeyi geliştirmek için "gerekli eylemleri organize etme ve yürütme" yeteneklerini geliştirmeleri beklenmektedir (Bandura, 1997, Choi ve Lee, 2020. Öğretmenlerin işleri sadece konuları öğretmek değil, aynı zamanda öğrencilere kültürel olarak ilgili ve duyarlı bir şekilde öğretmek olarak görülmelidir (Banks ve diğerleri, 2001;Gay, 2002;Ladson-Billings, 1995Florian ve Linklater, 2010) (Chang, 2012;Henfield ve Washington, 2012;Hyland, 2009). Bu arada öğretmen yetiştirme programları, öğretmenleri çok kültürlü sınıflara başarıyla hazırlamadığı için eleştirilmektedir (Allen, Hancock, Starker-Glass ve Lewis, 2017;Gorski, 2009;Sleeter, 2008).…”

Section: Tartişma Sonuç Ve öNeri̇ler / Sonuçunclassified

Temel Eği̇ti̇m Öğretmenleri̇ni̇n Kapsayici Eği̇ti̇m Özyeterli̇kleri̇ni̇n Yordayicisi Olarak Eleşti̇rel Çokkültürlü Eği̇ti̇m Özyeterli̇kleri̇

Soydan¹,

SOYDAN²,

Saltalı³

2022

ASOS

View full text Add to dashboard Cite

As a result of the historical, cultural and sociological changes experienced around the world, school systems have contained students who differ from each other in many different ways. It is important to adopt an inclusive education approach in the creation of school systems by which incorporate into each a student as learner despite their background, disability or other personal characteristics. Teachers play an important role in this process. From this point of view, it is aimed to examine the predictive status inclusive education self-efficacy of primary education teachers by critical multicultural education self-efficacy. 315 primary education level teachers (preschool teachers and elementary school teachers) working in Erzurum province participated in the research. The teacher inclusive education self-efficacy scale was used to determine the inclusive education self-efficacy of teachers. Also, critical multicultural education teacher competency scale was used to determine critical multicultural education self-efficacy. As a result of the research, it was determined that the multicultural education skill self-efficacy of the primary education teachers predicted the importance of making the right planning in inclusive education and also the necessity of taking responsibility in inclusive education. The anxiety levels of preschool teachers about personal equipment in inclusive education were found to be significantly higher in elementary school teachers. It has been determined that the type of disadvantage experienced by teachers has created a significant change on inclusive education self-efficacy and critical multicultural education teacher self-efficacy.

show abstract

“…Their focus has been on assimilating the multicultural families into the mainstream society. Accordingly, multicultural education has targeted minority students, rather than mainstream Korean students (Chang, 2012). However, it is crucial to educate typical Korean children as well because Korean children have been reported to have negative perceptions and attitudes toward non-Koreans (Choi & Lee, 2010;Song, 1999).…”

Section: Multicultural Education In South Koreamentioning

confidence: 99%

Children’s Understanding of Racial Diversity through Role-Play: A Case Study of Kindergarteners in South Korea

Wee¹,

Kim²,

Kim³

2016

Pac Early Child Educ Res Assoc

View full text Add to dashboard Cite

In spite of the emphases on multicultural education and role-playing activities in early childhood classrooms in South Korea, there has been a startling paucity of studies examining the effectiveness of role-play in teaching kindergarteners multiracial and ethnic awareness. This qualitative case study examines how South Korean kindergarteners develop their perception and understanding of racial and cultural diversity through role-plays. 25 five year-old children and their parents and teacher were participated. The data were collected in a metropolitan city in Korea for three months through participatory observations, interviews with the participants, and written materials. We found that roleplay activities functioned as a medium to foster the children's emergent understanding of racial diversity, equality, and social justice, and to reduce their racial prejudice toward different racial groups. The findings of the study suggest how teachers should prepare and what they should provide and implement in order to help young children develop unbiased attitudes toward different races and cultures.

show abstract

Multicultural Education in Korea: Its Origin, Status, and Direction

Cited by 21 publications

References 7 publications

The Study of Multicultural Education and Teachers’ Multicultural Teaching Competency in Singapore and South Korea

The Study of Multicultural Education and Teachers’ Multicultural Teaching Competency in Singapore and South Korea

Temel Eği̇ti̇m Öğretmenleri̇ni̇n Kapsayici Eği̇ti̇m Özyeterli̇kleri̇ni̇n Yordayicisi Olarak Eleşti̇rel Çokkültürlü Eği̇ti̇m Özyeterli̇kleri̇

Children’s Understanding of Racial Diversity through Role-Play: A Case Study of Kindergarteners in South Korea

Contact Info

Product

Resources

About