This analyzes the existing educational laws regarding multiculturalism and studies the points which emergs as a problem in the progress of educational legislation related to multiculturalism. The research focuses on development of educational policies for multiculturalism in order to help multicultural families be integrated and settled as community members in Korean society. Three points are mainly studied to achieve the purpose of the research. First, in the institutional aspect, domestic and international laws and regulations in regard to multicultural families and their education are examined. Second, it discusses how the life of multicultural families and the educational policies for them function and what the result has been by now. Third, it deals with the development scheme of educational policies for multiculturalism in Korea. As a method of research, the literature review, which is the method of analyzing and reviewing statistics and literature related to the issue, is utilized.
The result of the research is summarized as follows:
First, in the respect of the laws and regulations on multicultural education, the legal policies for multiculturalism turned out to be inconsistent and even some policies were overlapped because each department of the government put their own policies in action without correlation of departments. Hence, it resulted in some problems such as waste of the budget, reduced effect, efficiency, and different static results among the departments. As for legal terms, the Ministry of Justice uses the term of foreign policy while the Ministry of Gender Equality and Family uses multicultural policy. It could not be a problem in the central office group of the government but this could cause a considerable confusion in concept and idea for the local government and educational arena.
Second, with the reference to educational policies, the Ministry of Education, Science and Technology seems to have built comprehensive educational support for multicultural family somewhat late. In addition, support for children’s education of multicultural family showed a lack of consistency. For the last five years educational policies against multiculturalism, on the face of it even if it was called a multicultural education, but it were virtually assimilating education’s contents and beneficiary. That is, most of the educational contents are composed of basic refinement trainings for married immigrants to adjust to life in Korea. The point is there is a lack of essential education on the practical level, which are required to filter down to the root of the society, such as occupational education, IT training, and so on.
Third, in the social level, the study on the governmental policies for the multicultural education, revealed central government is having difficulties with setting goals of the multicultural policies. The viewpoint and policy direction about multicultural society can be divided into two, which are, cultural assimilation and multiculturalism. Cultural assimilation, if it forces community members and immigrants from diverse cultures to follow the language and culture of the mainstream having little regard for their diversity, can be functioned as a social violence and cause a social conflict. Meanwhile, there is concern that multiculturalism can weaken the social security rather than national unity of the people. In the extreme level it can split the society. In terms of educational object, many educational programs for multicultural family aim for only children and their mothers from foreign countries, excluding their Korean husbands and fathers. Likewise, multicultural education is now understood as an education against the students who have multicultural family background.
Based on the result of the research, the conclusion is as follows:
First, to operate multicultural society, it is essential to set up the basic regulations which include integrated contents. In other words, legal system needs to be improved to build the governance for policies related to multiculturalism. As well, in the laws and regulation concerning multicultural education, recognizing danger of comprehensive expression for the term of “multiculturalism” and “multicultural society” government is in need of agreement on concept through in-depth discussion. Multicultural policy for married immigrants seems to be only policy for social integration at the present time. It points out that different departments carry out their own project competitively and even some projects are overlapped. To avoid overlapping and build the cooperation and interconnection net among the departments, therefore, governmental departments need to examine in depth on establishment of “the Fundamental law of multicultural society (tentatively named)”
Second, in order to settle them into the society as community members, government needs to offer individualized education in the view of personal differences developing extra educational curriculum, educational programs and teaching method which can allow them to access various levels of education. In this sense, it seems important for teachers to empower the capability and understanding on multiculturalism so that they can offer better education on multiculturalism. Thus, contents, textbooks, methods, materials of education concerning multiculturalism for teachers’ in-service training program and qualification training for teacher also need to be educated and developed. Above all, both students and teachers need to take multicultural education to aware of multiculturalism. For the sake of practical and experiential multicultural education, scheme for empowerment of social education should be laid out encouraging people to participate in multicultural exchange programs and empirical education through NGO and youth organization.
Third, considering the significant feature and difference in Korea from other countries, the goal and direction of educational policy of multiculturalism should be set. Rather than discussing the matter of choosing either assimilation or multiculturalism, it needs to take the social and historical circumstances and facet into consideration.
The target and object of the multicultural education needs to be extended to all community members and general Korean family not placing a limit on the international marriage family, foreign workers, and refugee groups from North Korea. The form of multicultural families gets diverse. Accordingly the educational policy also needs to be established considering some diverse conditions such as their cultural features, language category, and the age group of the trainees. In order for ongoing progress with coherence and consistency of the educational policy in the multicultural policies, it is crucial that both central and local government should form a department in charge of multiculturalism and settle down the budget.
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