This study is based on the recognition that multicultural education not only for mlticultural students but for all students in elementary schools is important to become a true mlticultural society because the rate of elementary school students from mu... This study is based on the recognition that multicultural education not only for mlticultural students but for all students in elementary schools is important to become a true mlticultural society because the rate of elementary school students from multicultural families is over 2%. Especially multicultural education has been reflected in the curriculum of moral education since ‘2007 Revised Curriculum’based on the needs of Korean society. Therefore we need to critically analyse whether the contents of multicultural education has been reflected in the curriculum of moral education since then. This thesis has analysed morality textbooks on the perspective of critical curriculum and Said’s criticism of ‘Orientalism’ whether the textbooks are appropriate for today’s multicultural society although they were traditionally made for conveying national spirit and ideology. The main contents of morality textbooks are about learning role models and community education for social integration. Thus this study has analysed real people, contents, and data in the textbooks whether they are appropriate for building a desirable community as the people in Korea and world citizens and made suggestions for improvements. In brief, the results of analysing ‘2009 revised 5th and 6th grade textbooks’ are as follows: Firstly, the textbooks mostly consist of Confucianism and westerner-driven characters. The rate of Koreans is 39.3% and foreigners’ratio is 60.7%. The rate of Confucian scholars is 21.3% in East Asia and westerners’ratio is over 70%. Japan is so near and yet so far because it is impossible to find any Japanese in the textbooks. We can only see the name of the country relative to historical circumstances. Most foreigners are ethnic Europeans(68.1%) and Martin Luther King is the only one African American. Secondly, the textbooks consist of the educational contents of selection and exclusion. The researcher can recognize that the textbooks mainly consist of Confucianism and westerners by analysing real people. The reason of selection and exclusion relates with Orientalism. Confucianism and Christianity are selected and Buddhism and Islam are excluded in the textbooks. Confucianism starts from ‘Hyo(filial piety) and respect’and expands fealty to the nation. This kind of thought makes people passive and teaches the ideology of obedience. Most people in powerful positions in Korean society are influenced by Western education and Christianity. The contents of the textbooks are also Christianity-centered and Christianity is addressed as the religion of ‘love and service’. This study has made suggestions for improvements on the basis of the analyses. Firstly, the standards for characters, photos, illustrations, and fables which appear in elementary school morality textbooks should be established. Confucianism, Westerners, and Christianity-centered contents are more likely to bring about a prejudice. The textbooks in which the mainstream culture is selected and the other is excluded are inappropriate for multicultural education. Thus the objective and reliable standards should be established to overcome Confucian ideology and Orientalism. Secondly, the processes to solve problems occurred in daily lives should be on the curriculum of moral education. Passive learning without any criticism lacks the ability to understand and sympathize with problems. The contents of morality textbooks should include critical views of unreasonable problems in real life and problem resolutions to help the student become a member of global community as a world citizen. The number of mlticultural students are increasing in Korean educational arena. The students from multicultural families by international marriage, multicultural step families, foreign worker families, and Korean families coexist. As the number of mlticultural students are increasing, the education for coexisting is not optional but essential. Though multiculturalism is wavering because of international terrorism, multicultural education is the global trend. We should set clear criteria for multicultural education in elementary schools to become a true multicultural country by analysing not only the moral subject but all subjects. key words: critical perspective, multicultural education, 2009 revised 5th and 6th grade morality textbooks, selection and exclusion, ideology, orientalism ，免费韩语论文，韩语论文 |
