A B S T R A C T
Redefining Multicultural Education
from the Perspective of Inclusive Education
by
Hwang, Eun Young
Major in Elementary Global & Cultural Studies Education
Graduate School of Education
Seoul National University of Educati...
A B S T R A C T
Redefining Multicultural Education
from the Perspective of Inclusive Education
by
Hwang, Eun Young
Major in Elementary Global & Cultural Studies Education
Graduate School of Education
Seoul National University of Education
Supervised by Professor : Kim, Yong Sin
Multicultural education was introduced into Korea during the 1980s by a few Korean scholars. As international marriages and inflow of overseas laborers increased in the late 1990s, multicultural education began to attract much more attention. However, discussions on policies and issues of multicultural education in Korea were limited to 'them' the minority, or tended to be promoted as a quick-fix tool for special 'problem situations'. During these developments, multicultural education was characterized as being either related to humanistic considerations for multicultural families, a special social group, to help them adapt to Korean culture and language, which was an assimilating immigration policy, or as educational welfare, given to them in the spirit of generosity. As a consequence, multicultural education in Korea has been seen as an extension of educational exclusiveness and has failed to incorporate other diverse minority groups who had been present in the society already and the many general students who had been coexisting with all those minority groups.
Korea in the new millennium envisions an open and multicultural society where diverse minority groups and heterogeneous cultures coexist in peace and fuse in harmony. In accordance, multicultural education in Korea should transcend the narrow scope of support to the students of immigrant families, and it should be redefined and characterized as education for all societal members.
Based on the understanding of this situation and the demand for multicultural education in Korea, this study establishes a philosophical orientation of multicultural education in Korea towards 'education for all'. As a means of realizing this philosophical orientation, an 'inclusive education' approach is proposed for adoption. This approach will eventually enable multicultural education to merge into public education in schools and into national level educational curricula in a more fundamental and rational manner.
This study investigated theories relating to a redefinition of multicultural education based on the 'inclusive education' approach, and researched a case example to analyze the reality of multicultural education in the field. Major study results are:-
1) Theoretical investigations of operational definitions and necessity for 'Education for All' (EFA) and 'Inclusive Education' (IE), that are suggested by the USCO, as a new philosophical orientation required in Korea for multicultural education
2) Multicultural education is redefined on the bases of EFA ideology and IE theory, and then critical elements of redefined multicultural education were abstracted and were proposed as indicators for administration of multicultural education in schools.
3) Research of a case example to analyze the problems of multicultural education in the field, to highlight implications and to provide a platform for discussions on the future orientation of multicultural education in Korea.
Key words: Muticultural Education, Education for All, Inclusive Education, Personalized Learning
* A thesis submitted in partial fulfillment of the requirements for the
degree of Master of Education.
，韩语毕业论文，韩语毕业论文 |
