Today South Korean society is fast changing toward a multicultural one in which people of various language, religion, skin color, and culture backgrounds live side by side and get along. However, the prejudice, discrimination and strong single-nation consciousness of Korean people put multicultural families and their children under difficulties with adaptation to the South Korean society, in which social situations there is a need for multicultural education whose goal is to change "multicultural sensitivity" to recognize cultural differences with no prejudice and discrimination against other cultures in order to help multicultural families and their children adapt to the society, inspire Korean people to resolve their discriminating consciousness, and promote social integration.
Literary works-based multicultural education offers a positive educational method to allow children to engage in activities with a happy mind based on their stimulated interest, naturally accept multiculture through the conversion of prejudice and discrimination consciousness, communication and sympathy, thus improve their multicultural sensitivity.
This study thus set out to investigate the effects of a multicultural education program based on children's literature on children's multicultural sensitivity. For that purpose, the following research questions were set:
First, what children's literature were published in relation to multiculture in the nation between 2010 and 2014?
Second, are there differences in multicultural sensitivity between the experiment group to which a multicultural education program based on children's literature was applied and the comparison group?
Third, will a multicultural education program based on children's literature have show continuous long-term effectiveness?
The investigator categorized books of children's literature by content in relation to multiculture published in the nation from 2010 to 2014 according to the multicultural goals of Kendall(1983) and applied a multicultural education program based on children's literature to 44 students from two fifth grade classes in Y Elementary School in Uijeongbu City from September to December, 2014.
Employed in the study to examine differences in their multicultural sensitivity between the comparison and experiment group was a questionnaire based on the translated inventory of Chen and Starosta(2000) in Korean. Factor analysis was conducted with 102 fifth graders in K Elementary School in Uijeongbu City to see whether the inventory developed in the U. S. A. would apply the same in the situations of Korean elementary schools. Based on analysis results, the investigator excluded two items whose factor explanatory power was lacking and added five factors to the 22 remaining items, thus using the questionnaire to examine changes to multicultural sensitivity.
Multicultural sensitivity was analyzed with the SPSS 19.0 package. The significance level was set at p<.05. In addition, an independent-sample t-test was carried out, and a multicultural sensitivity questionnaire was administered in a pre- and post-study. Finally, a continuity test was performed four months after the program was ended.
Those research efforts led to the following conclusions:
First, it is possible to analyze books of children's literature in relation to multiculture published in the nation between 2010 and 2014 by the content elements(culture, relation, prejudice, difference, and discrimination) and grade(lower, middle, and upper grade) and utilize them for multicultural education in the field of school.
Secondly, a multicultural education program based on children's literature turned out to have positive effects on the improvement of children's multicultural sensitivity with especially big effects on "respect for cultural difference," one of the subelements of multicultural sensitivity, which means that children's literature has huge influences on respect for and understanding of other cultures.
Finally, a multicultural education program based on children's literature turned out to have positive long-term effects on children's multicultural sensitivity.
The present study confirmed that a multicultural education program based on children's literature made a contribution to the enhancement of children's multicultural sensitivity and to the practical utilization of the children's literature in relation to multiculture that were analyzed in the study. The multicultural education program proposed in the study offer multicultural teaching and learning methods in a systematic ways by taking into account the learning interest and methods of students based on the theories of multicultural education and provide beneficial implications for teachers' actual utilization in multicultural education in classrooms, thus claiming its research significance.
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