Recommendations for a School-based Multicultural Education Curriculum

Chang, Insil

doi:10.15708/kscs.33.2.201506.003

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“…Confronting the challenge of preparing students to collaborate with peers of different backgrounds, the Korean Ministry of Education has continuously revised its national curriculum to promote multicultural education. In 2007, “multicultural education” was added to one of the cross-curricular themes to be addressed throughout school curricula (Chang, 2015), and ethnocentric terms such as “homogeneous nation,” “ethnic homogeneity,” and “a single-race country” were phased out of the national curriculum, with the intention of emphasizing pluralism in Korean society (So, Lee, Park, & Kang, 2014). In 2009, to embrace multicultural ideas more actively, the Korean national curriculum included “understanding cultural knowledge and pluralist values” as one of the key educational objectives that all schools should pursue (Ministry of Education, Science, and Technology, 2011, p. 1).…”

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Discursive Struggles for Multicultural Curriculum in South Korea

Kang

2021

The Journal of Social Studies Research

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This paper examines how discourses on multicultural education are constructed in the recent curriculum reforms of South Korea. In response to the rapid demographic change in the last two decades, the South Korean government has revised its national curriculum to promote multicultural education. However, contrary to the benign intention, multicultural education often serves to perpetuate the dominant group's perspectives. By employing critical discourse analysis, this study investigates implicit messages of multicultural education embedded in the recently revised national curricula of social studies. The findings of this study reveal that the revised curricula contain five competing discourses including pluralist, conservative, essentialist, neoliberal, and critical multiculturalism, each of which has conflicting values and approaches to multicultural education. This discursive conflict in the new curricula shows ambivalence and conceptual instability of multicultural education promoted by the Korean government. By demonstrating how multiple and conflicting discourses coexist in the national curriculum at the same time, this study complicates previous research focusing on unpacking a single predominant discourse in multicultural education.

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