Understanding the “Other”: Rethinking Multiculturalism in South Korea through Gadamer’s Philosophical Hermeneutics

Kim, Jeong-Hee; So, Kyunghee

doi:10.18251/ijme.v20i1.1509

Cited by 19 publications

(11 citation statements)

References 21 publications

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“…According to research (Erbaş, 2019;Kim & So, 2018;Pang, 2019), in implementing multicultural education in elementary schools, in designing multi-cultural education, the government must pay attention to the dimensions of multi-cultural education, namely (1) content integration, namely integrating various cultures and groups to illustrate basic concepts, generalisations and theories in subjects/disciplines, (2) the knowledge construction process, which brings students to understand the cultural implications of a subject (discipline), (3) an equity pedagogy, which is to adjust teaching methods to student learning to facilitate diverse student academic achievement. Both in terms of race, culture or social, (4) prejudice reduction, namely identifying the racial characteristics of students and determining their teaching methods ( 5) training groups to participate in sports activities, interacting with all staff and students of different ethnic and racial backgrounds to create an academic culture (Broom, 2019;Buzinski et al, 2018;Dahm, 2017).…”

Section: Discussionmentioning

confidence: 99%

Multicultural education-oriented digital teaching materials to improve students' pluralist attitudes

Hasanah

Marini

2021

J. Prim. Edukasia

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This study aims to analyze the effectiveness of digital teaching materials oriented to multicultural education in improving students' pluralist attitudes. The type of research method used is a quantitative method with a quasi-experimental design and a one-group pretest-posttest design with a control group design. The sample used was 108 grade V elementary school students in Setiabudi sub-district who were selected by the probability sampling technique. The results of this study prove that the use of digital teaching materials oriented to multicultural education has a significant value so that it is effectively used in improving students' pluralistic attitudes. This digital teaching material allows students to analyze moral values conveyed through story content. The results of this study can provide contributions and solutions for education practitioners in order to instill multicultural education since elementary school age so as to create a pluralist generation of youth with diversity.

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Section: Discussionmentioning

confidence: 99%

Multicultural education-oriented digital teaching materials to improve students' pluralist attitudes

Hasanah

Marini

2021

J. Prim. Edukasia

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“…Bila hal tersebut berhasil di miliki oleh generasi muda kita sejak dini, maka kehidupan mendatang dapat diprediksi akan relatif damai dan penuh penghargaan antar sesama dapat terwujud (Jun, 2016;Kim & So, 2018;Lawyer, 2018).…”

Section: Pendahuluanunclassified

Penanaman Nilai Kearifan Lokal pada Peserta Didik Melalui Pendidikan Multikultular

Syarif¹,

Ratuloly

2020

hrtg

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This study aims to find out the value of local wisdom in students and what factors influence the difference in local wisdom based on multikultular in elementary school. This research method is a qualitative description, data collection techniques are observation, interview and documentation. Data analysis starts from data collection, data reduction, withdrawal of conclusions.The results showed that local wisdom is embedded in elementary school students through formal and nonformal learning, formal learning includes daily teaching activities from 07:30-13:00 while nonformal learning includes extracurricular activities in the form of olaraga practice, dance, music and habituation of living together in the school environment. Fostering local wisdom in elementary school through learning activities teaching the learning process emphasizes on optimizing the role of rationality for students, practice and habituation of dissent. The factors that influence multicultural-based local wisdom differences in elementary schools are the diversity of students who have a wide range of religious differences, social status, gender, ability, age and race, and the collaboration of students in participating in sports and arts events. Abstrak Penelitian ini bertujuan mengetahui nilai kearifan lokal pada peserta didik dan faktor apa saja mempengaruhi perbedaan kearifan lokal berbasis multikultular di Sekolah Dasar. Metode penelitian ini adalah deskripsi kualitatif, teknik pengumpulan data adalah observasi, wawancara dan dokumentasi. Analisis data dimulai dari pengumpulan data, reduksi data, penarikan kesimpulan. Hasil penelitian menunjukkan bahwa kearifan lokal yang tertanam pada peserta didik Sekolah Dasar melalui pembelajaran formal dan nonformal, pembelajaran formal meliputi kegiatan belajar mengajar setiap hari dari jam 07:30-13:00 sedangkan pembelajaran nonformal meliputi ekstrakurikuler berupa latihan olaraga, tarian, musik dan pembiasaan hidup bersama di lingkungan sekolah. Penumbuhkan kearifan lokal di Sekolah Dasar dilakukan melalui proses pembelajaran yang menekankan pada optimalisasi peran rasionalitas bagi siswa, praktek dan pembiasaan perbedaan pendapat. Fakor-faktor yang mempengaruhi perbedaan kearifan lokal berbasis multikultural di Sekolah Dasar adalah keberagaman siswa karena memiliki berbagai macam perbedaan, yaitu, perbedaan agama, status sosial, dan ras, serta pengelaborasian peserta didik dalam mengikuti lomba olahraga dan seni. Kata kunci: kearifan lokal, pendidikan multikultural

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“…This is based on the life experiences of students and teachers, and it develops the understanding of theories and concepts based on the reality of life. The research by Kim [34] shows that multicultural learning is carried out through three multicultural understandings, namely describing and learning culture, norms, language, the uniqueness of each individual as a whole; critical empathy which is reflecting ourselves into other people; and promoting individual thinking into shared thinking by opening our mind to accept other people's views and being able to adapt to a combination of thoughts.…”

Section: Student Responses Toward Multicultural Education and The Reamentioning

confidence: 99%

The implementation of multicultural education in German language learning

Akihary

Apituley

2019

EduLearn

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Multicultural education in a diverse cultural society is one of the important aspects to be addressed in order that it is not viewed as a threat in the current era of education 4.0. This researchaims at examining the implementation of multicultural education in German language learning, especially in the Aufbaustufe A2 course. The samples of this research were second semester students of class A in the Study Program of German Language Educationwith the total of 20 students. The instruments used in this research were questionnaires, interviews and document review. The data of the results of the questionnaire, interviews, and document review were analyzed by using descriptive statistics. The results of this research show that students are aware of their existence and also the existence of other students who have different cultural backgrounds. In addition, they respect their own culture even though they are also open to learning and understanding German culture.

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Understanding the “Other”: Rethinking Multiculturalism in South Korea through Gadamer’s Philosophical Hermeneutics

Cited by 19 publications

References 21 publications

Multicultural education-oriented digital teaching materials to improve students' pluralist attitudes

Multicultural education-oriented digital teaching materials to improve students' pluralist attitudes

Penanaman Nilai Kearifan Lokal pada Peserta Didik Melalui Pendidikan Multikultular

The implementation of multicultural education in German language learning

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