다문화사회의 한국청소년을 위한 다문화기독교교육 모형 연구

이지성 연세대학교 대학원 2016 국내석사

The purpose of this thesis is to suggest Multicultural Christian Education model for Christian Adolescent because Korean society is changing into a multicultural society. Korean society is changing into a multiracial and multicultural society because of the inflow and settlement of migrant workers, married immigrants and North Korean refugees. However, in this paper the category of‘the multiculture’ involves not only races and ethnicities but also sexes, classes, religions, disabilities, languages, etc. This extended category of ‘the multiculture’ helps people consider the relationship and life with people from diverse cultures beyond only foreigners. People who created by God should not be discriminated and oppressed by anyone due to their cultural differences. This study suggests an educational model for today’s adolescents who have increasing chances of contact with people from diverse cultural backgrounds to offer an opportunity growing with a new life attitude. Especially I expect that this model helps Christian adolescents actively act for those who suffer from prejudices and discriminations. And furthermore, I hope that this model helps Christian adolescents have a responsibility for the whole world which God made and unify it into one community. For this, this paper tried to understand about multicultural society and discover a picture of Korean society changing into a multicultural society. After knowing about the present and prospect of Korean society, I searched problems and challenges facing Korean multicultural society. Through this progress, I wanted to arouse the importance of multicultural education as a solution to the problem because Korean society is suffering from changing into multicultural society. And then I recognized the need of multicultural education for Korea and suggested a new direction of education for development of all Korean society members by treating goals and theories of multicutural education. Second, this paper minutely reviewed about adolescents who are learner of education to suggest multicultural christian education model for Christian adolescent. This is because of not offering superficial knowledges but substantive knowledges. That is, by treating general characteristics of adolescent, this study wanted to know who adolescents are, what capabilities they have and what assistances they need. Also it discovered issues they are interested in and crises they undergo now by studying the Korean sociocultural environment that influences adolescents living in present. And then it treated a spirituality of adolescent and a developmental level of psychology of religion so that it tried to open up a possibility of multicultural christian education. Through this progress, I knew that the principle of education for Christian adolescent living in multicultural society is equality, relational principle and openness. Finally, although Christian adolescents living in Korean multicultural society are faced with various crises, it could be transformed crises into a chance to leap through the multicultural christian education model. Through this model, this paper expects that christian adolescents love and respect people from diverse and various cultural backgrounds in God’s view, revive a sense of collapsed community in this day by building genuine relationship, and develop a sense of responsibility of people and the world-the whole creatures- treating each other with an open mind. And so this study tries to help ‘the difference’not be an obstacle but function as a toehold to become a whole one in Trinity God. 본 논문의 연구는 한국사회가 다문화사회로 전환되고 있기 때문에 다문화사회를 살아갈 기독교청소년을 위한 다문화기독교교육 모형을 제시하는 목적이 있다. 한국사회는 이주근로자와 결혼이민자 및 북한이탈주민의 유입과 정착으로 인해 다인종, 다문화사회로 변화하고 있다. 그러나 본 연구에서 ‘다문화’는 인종과 민족뿐만 아니라 성, 계층, 종교, 장애, 언어 등을 포함한다. 이러한 확장된 범위의 다문화 개념은 단지 외국인들을 넘어서 다양한 문화적 배경을 가진 다양한 사람들과의 관계와 삶을 생각하도록 돕는다. 하나님이 창조한 인간은 그들의 문화적 차이로 인해 누구에게도 차별을 받거나 억압을 받아서는 안 된다. 본 논문은 다양한 문화적 배경을 가진 사람들과 접촉의 기회가 점점 증가하는 오늘날의 청소년들이 새로운 삶의 태도를 가지며 성장할 수 있는 기회를 제공하는 교육모형을 제시하고자 한다. 특별히 연구자는 이 교육모형이 기독교청소년들로 하여금 편견과 차별로 인해 고통 받는 사람들을 위해 적극적으로 행동하게 되도록 돕기를 바란다. 또한 연구자는 더 나아가 기독교청소년들이 하나님이 창조하신 세계에 책임을 가지고 세계를 하나의 공동체로 이룩하는 역할을 감당하는 개인으로 성장하도록 돕기를 원한다. 이를 위해 본 논문의 연구자는 먼저 다문화사회를 이해하고 다문화사회로 변화하고 있는 한국사회의 현실을 발견하고자 했다. 그렇게 한국사회의 현재와 전망을 알고 난 후에는 한국 다문화사회가 겪고 있는 문제와 도전은 무엇인지 살펴보았다. 이를 통해 한국이 다문화사회로 전환되면서 진통하고 있기 때문에 문제의 해결방법으로서의 다문화교육의 중요성을 환기하고자 했다. 이후에는 한국사회에서의 다문화교육의 필요성을 다시 한 번 인지하였고 다문화교육의 목적과 이론을 다루어 더 나은 한국사회 구성원들의 발전을 위한 새로운 교육적 방안의 방향성을 제안하였다. 두 번째로는 기독교청소년을 위한 다문화기독교교육 모형을 제시하기에 앞서 학습자인 청소년에 대해 보다 상세히 살피고자 했다. 이는 피상적인 수준의 교육이 아니라 실질적인 교육을 제공하기 위해서이다. 즉 청소년이 가지는 일반적인 특성을 다룸으로써 청소년이란 누구이며 그들이 가진 역량은 무엇이고 그들에게 필요한 도움은 무엇인지 알고자 했다. 또한 현재를 살아가고 있는 청소년들에게 영향을 주고 있는 사회문화적인 환경을 살펴보아 그들이 관심을 두고 있는 이슈와 겪고 있는 위기를 발견하였다. 그리고 청소년의 종교성과 종교심리학적 발달수준을 다루어 다문화기독교교육의 가능성을 열고자 했다. 이러한 과정을 통해 다문화사회를 살아갈 기독교청소년들에게 필요한 교육적 원리는 평등성, 관계성, 개방성임을 알 수 있었다. 마지막으로, 한국 다문화사회에서 살아가는 기독교청소년들은 다양한 위기를 직명하고 있음에도 불구하고, 다문화기독교교육 모형을 통해 오히려 위기가 도약의 기회로 변할 수 있다. 이러한 교육 모형을 통해서 본 연구는 기독교청소년들이 다른 문화적 배경을 가진 다양한 사람들을 하나님의 관점으로 사랑하며 존중하고, 진정한 관계를 형성하여 이 시대에 무너진 공동체성을 회복하고, 열린 마음으로 서로를 대하면서 서로와 세계-모든 피조물-에 대한 책임감을 갖추기를 기대한다. 그리하여 서로 다름이 장애가 되는 것이 아니라 삼위일체 하나님 안에서 온전한 하나가 되는 발판으로 기능하도록 돕고자 한다.

Secondary social studies teachers and multicultural education: A case study of attitudes, actions and barriers

Titus, Charles W Indiana University 2002 해외박사(DDOD)

This study was conducted to answer several questions concerning secondary social studies teachers and multicultural education. The research attempted to determine what perspectives or attitudes were held by such teachers about multicultural education; what actions those teachers took as they implemented multicultural education into their work; and what barriers they faced as they attempted to bring multicultural education to their students. A final question addressed the possible presence of discernible patterns related to these matters which could be connected to differing levels of minority enrollment. The researcher employed naturalistic inquiry to conduct the study. Observations, interviews and the analysis of appropriate documents over a period of several months were used to produce case studies of six secondary social studies teachers in two mid-western high schools, one with a minority enrollment of about 5 per cent, the other with a minority enrollment of approximately 34 per cent. Data analysis was accomplished by the use of the constant comparative method. The results of the research disclosed that all of the respondents were infusing multicultural education into their teaching. The study also revealed that the respondents' perspectives of multicultural education were related mostly to efforts to increase student awareness of other cultures, to deepen student understanding of those cultures and to improve human relations. The inquiry indicated too that few of the respondents identified with the social reconstructionist strand of multicultural education. The study further showed that in some instances multicultural education was present as the primary focus of a lesson while in other cases it was used to put the lesson's main point into context. In still other instances it appeared only incidentally or by happenstance. The study revealed that the respondents brought multicultural education to their work primarily through three kinds of activity structures: discussion, the use of instructional media, and special projects and activities. Finally the research indicated that teachers face barriers which hinder the inclusion of multicultural education in their teaching. The barriers included lack of time, restrictions generated by curricular matters linked to goals and standards, student disengagement and resistance, and the respondents' own personal perspectives.

(A) study on the in-service English teachers' perceptions on multicultural education and the implications on the multicultural teacher education

이건미 Graduate School of Education, Korea University 2021 국내석사

With the increase and diversification of immigrants in Korea, multicultural policies, including educational policies, have been expanded to meet diverse demands and needs. Accordingly, multicultural education has become an essential issue for Korean society. However, Korea's government-led change has been criticized for its ambiguous direction while failing to keep up with the pace of change in society. The primary purpose of the study is to explore Korea's multicultural education by analyzing how Korean high school English teachers perceive multicultural education and what implication the perception has on the current system and operations of multicultural education. More specifically, the study explores the limitations and possibilities of multicultural education in the Korean educational scene by interviewing ten in-service English teachers working at high schools in Seoul metropolitan region. Ultimately, the study aims to provide direction to future multicultural teacher education for all teachers. The conclusions drawn from the study are as follows. The English teachers showed a poor understanding of multicultural education and even misunderstood the purpose and goal of the education. Consequently, the teachers were not aware of the importance of multicultural education, which affected their implementation and delivery of multicultural education. More specifically, teachers were confused between multicultural education with other types of global education. They have viewed multicultural education as a mere introduction of various cultures. Second, the teachers did not believe multicultural education is for everyone, limiting the subject of multicultural education to multicultural members, mainly the students from multicultural families. They showed an assimilative attitude claiming that multicultural members adapting to Korean society is needed to enhance their quality of life, considering reality. Although teachers did recognize the need for education on diversity and discrimination, they perceived it as a matter of the future, not as an education needed right at the moment. They have maintained their stance that multicultural education for multicultural members is more urgent. Thirdly, teachers recognized multicultural education and subject education course as separate education. Teachers did not realize that English classes can be conducted by linking and integrating English education with multicultural education. Because the teachers saw multicultural education as apart from the subject education, they thought multicultural education does not fit the current education system, where grades and evaluation are taken very sensitively. Lastly, although teachers were not particularly against multicultural education, they were skeptical about actually implementing multicultural education. They argued that theory-based education does not appeal to teachers who usually prefer hands-on pedagogies. Also, the teachers regarded multicultural education as another task on top of the already heavy workload. Moreover, teachers once again confirmed their belief on the unnecessariness and unprofessionalism of multicultural education through a school's unilateral work distribution without providing proper education for the teacher in charge or verification of qualification of the teachers in charge. The findings imply that teachers' vague understanding of multicultural education and absence of systematic and practical multicultural teacher education under biased education policies and guidelines led to confusion and indifference toward multicultural education, unconsciously reinforcing misunderstanding, stereotypes, and institutional discrimination at schools. Overall teachers’ perception indicates that the current teacher education system and operation failed to fully convey the need and importance of multicultural education.

다문화교육 정책의 집행실태와 수용에 대한 질적 사례연구 : 경기도 지역 초등학교를 중심으로

정원석 연세대학교 교육대학원 2017 국내석사

Korea is transforming itself into a multicultural society through changes in population, national policy and legislation. However, the ongoing suspension of educational suspensions rate for multicultural families has raised concerns over current multicultural education. The aim of this study is to analyze the current status of the multicultural education policies of the Gyeonggido Office of Education, grasp how they are being embraced by teachers and students, and provide suggestions for the quality of education for the education office of the Gyeonggido. In order to achieve that aim, the current multicultural education policy aims to establish a study of students ' identity, school adaptation, and career education. For this purpose, qualitative case studies was chosen. This method of research has the advantage of identifying contextual meaning and complex interactions between research subjects that are difficult to understand, and the complex interactions among research subjects. Trying to achieve the aim of study, multicultural specail classroom teacher, a homeroom teacher who have run both general classes and multicultural cooperation classes, and a group of immigrated students of multicultural families from China. Five to six years of elementary school students are chosen because they had communication skills required for the study and experienced the multicultural cooperation classes and general classes. First of all, a multicultural education policy related to the identity was included in the decision phase, but no specific plans exist in the operational guidance of the actual execution phase. As a result, teachers have taught with their own discretion. There were also some multicultural cooperation classroom teacher who still educate as multiculturalism of assimilation. Students who did not receive an agreed identity education, did not form a common sense of thinking about their identity. And each of their identities was shaped by their own philosophy. Second, multicultural education policies related to school adaptation were directed toward pluralistic multiculturalism, but were still focused on supporting a small number of multicultural communities. In the case of teachers, however, they have no complaints about the supportive policies of multicultural families, but insist on expanding and strengthening multicultural education programs aimed at parents. Class teachers in the multicultural cooperation classroom have stated that they will supplement the education for multicultural teaching to suit the purpose. Students have commented that the experience of becoming more of a peer mediator is crucial to the adaptation of more age classes than the educational activities of multicultural special classes or multicultural cooperation classes. Third, career education is also defined in the aims of the multicultural education policy. In response, Gyeonggdo Office of Education was supporting career areas of multicultural education policies through the multicultural student tutoring program and mentoring student program policy. However, for teachers who administer this practice, they sought to achieve policy objectives at the discretion of teachers without specific guidance. In particular, a teacher in charge of multicultural cooperation classrooms was required to develop career education at the same time as ordinary home students in the course of the lack of education chance and support. In case of students are devide into two groups who have decided to pursue career courses in the course of the school curriculum, and have already decided to pursue career courses outside the school curriculum. However, the problem of the ongoing course of career education was revealed because they stated that they have never conducted a career education course in school. In addition, for boys, the nation's mandatory military duty was an important concern for determining their career path. Based on the results of the study, a proposal was suggested for concluding a conclusion and a proposal for a follow-up study for multicultural education policy in Gyeonggido office of education. 우리나라는 인구 구성의 변화, 국가 차원의 정책 및 법률 제정 등을 통해 다문화사회로 변화하고 있음을 알 수 있다. 그러나 다문화가정 학생의 학업중단율은 지속적으로 늘어나고 있어 현재의 다문화교육에 문제점이 제기되고 있다. 이에 따라 본 연구는 현재 진행되고 있는 경기도교육청의 다문화교육 정책의 집행 상황을 분석하고, 학교 현장에서 교사와 학생들에게 어떻게 수용되고 있는지 파악하며, 이를 통해 경기도교육청의 다문화교육 정책의 질적 발전을 위한 시사점을 제공하는 데 그 목적이 있다. 이상의 연구목적을 달성하기 위해 현재의 다문화교육 정책이 학생들의 정체성 형성·학교 적응·진로교육에 도움이 되는지를 연구문제로 설정하여 확인하고자 한다. 이를 위해 질적 사례연구를 연구방법으로 정했다. 연구대상으로 경기도 교육청에 소속된 A초등학교에서 특별학급 업무담당 교사, 일반학급과 협력학급을 운영한 경험이 있는 담임교사, 중국 출신의 다문화가정 학생 중 중도입국자녀를 선정했다. 다문화가정 학생 선정 기준으로 연구에 필요한 의사소통 능력, 협력학급과 일반학급을 모두 경험한 것을 두었기 때문에 5~6학년 학생을 연구했다. 연구 결과 첫째, 정체성과 관련된 다문화교육 정책은 결정단계에서 목적에 포함되어 있지만 실제 집행단계인 운영지침에서는 구체적인 계획이 존재하지 않았다. 이에 따라 교사들은 자신들의 재량으로 교육을 진행하였다. 협력학급 교사의 경우 여전히 동화 중심의 다문화주의를 가진 교사도 있었다. 합의된 정체성 교육을 받지 못한 학생들은 자신들의 정체성에 대해 생각할 수 있는 공통적인 사고구조를 형성하지 못했고 각자의 철학에 의해 정체성을 형성했다. 둘째, 학교생활 적응과 관련된 다문화교육 정책은 정책 목표에서 다원적 다문화주의를 지향하고 있으나, 여전히 소수의 다문화집단이 주류사회에 적응하도록 지원이 집중되고 있었다. 교사들의 경우 다문화가정 학생들에게 지원되는 정책에는 불만이 없으나 학부모를 대상으로 하는 다문화 적응 교육을 확대 및 강화 할 것을 주장했다. 협력학급 담임교사들은 다문화 이해교육을 취지에 맞게 보완할 것을 언급했다. 학생들의 경우 특별학급이나 협력학급의 교육활동 내용보다 더 많은 또래와 어울렸던 경험이 적응에 결정적인 요소로 언급했다. 셋째, 진로교육은 다문화교육 정책의 목표에서도 명시되어 있다. 이에 따라 경기도교육청에서‘다문화가정 학생 맞춤형 방과후 프로그램’과 ‘다문화가정 학생 멘토링’정책을 통해 다문화교육 정책 중 진로영역을 지원하고 있었다. 그러나 이를 집행하는 교사의 경우 구체적인 지침이 없어 교사 개인의 재량으로 정책 목적을 달성하려 노력하였다. 특히 협력학급 담임교사는 부족한 진로교육 시수와 지원 속에서 일반가정 학생들과 동시에 진로교육을 진행해야 하는 상황에 있었다. 학생들의 경우 다문화교육 정책 지원 사업으로 진로 결정에 도움이 된 경우와 학교 밖에서 이미 진로를 결정한 경우로 나누어졌으나, 학교 수업시간에 진로교육을 한 적이 없다고 말해 현재 진행되고 있는 진로교육의 문제점이 드러났다. 또한 남학생의 경우 우리나라의 국방의 의무가 본인들의 진로를 결정하는 데 중요한 고민 사항으로 작용하고 있었다. 이상의 연구 결과를 바탕으로 결론과 경기도교육청 다문화교육 정책에 대한 제언 및 후속 연구를 위한 제언을 제시하였다.

제주시 초등학교 교사의 다문화교육 인식과 태도에 관한 연구

현길자 제주대학교 교육대학원 2012 국내석사

This study aims at understanding the recognition, the attitude and the educational guidance toward the multicultural education concerning multicultural core-schools in Jeju-city, and at groping a reasonable direction of multicultural education . The results are as follows. Firstly, most teachers think that multicultural education is needed, but they feel constraint in field because of their lack of knowledge, understanding and teaching materials of multicultural education. To solve this problem, improvement of training course for teachers is much needed. Secondly, the experience of attending lectures about multicultural education, and the experience of educational opportunities concerning multiculturalism play an key role in recognition and attitude toward multicultural education. Thirdly, learning-guide and daily-life guide for students are varied to the difference of understanding level about the concept of multicultural education. Fourthly, the effectiveness of multicultural education rises in proportion to the level of goal-recognition toward multicultural education. Fifthly, Multicultural Education Policy-Study Schools and Foothold-Fchools have no meaningful difference, they have almost same level of understanding about multicultural education. However, Schools for Multicutural Understanding show lower level of average point. In the field of learning-guide and daily-life guide, Multicultural Education Policy-Study Schools get higher point than that of Multicultural Education Foothold-Schools and Schools for Multicutural Understanding. Sixthly, the experience frequency is very low in the teachers who work at Multicultural Center-Schools. Seventhly, experience of the multicultural education training course for teachers is lower than that of the teachers who work in Multicultural Education Policy-Study Schools and Schools for Multicutural Understanding. Lastly, it is urgent to make more systematic education training courses, and to scale up opening the courses on multicultural education. 본 연구에서는 제주시의 다문화 중심학교를 대상으로 하여 다문화교육에 대한 인식, 태도, 다문화 관련 학습지도 및 생활지도 실태를 알아보고 이를 토대로 바람직한 다문화교육의 방향을 모색해 보는데 그 목적이 있다. 연구 목적을 달성하기 위해 본 연구에서는 다음과 같은 문제를 설정하였다. 첫째, 초등교사의 다문화교육 경험 유무가 다문화교육에 대한 인식 및 태도에 영향을 주는가? 둘째, 초등교사의 다문화교육 인식은 초등교사의 다문화 관련 학습지도 및 생활지도에 영향을 주는가? 셋째, 초등 다문화 중심학교 간 비교를 통해 다문화교육을 주로 담당하는 초등 다문화 중심학교 간의 인식·태도·다문화 관련 학습지도 및 생활지도에 차이가 있는가? 이러한 문제를 해결하기 위해 연구대상을 제주시 지역의 다문화 중심학교 6개 초등학교에 재직 중인 교사를 대상으로 질문지법을 통해 전수 조사를 실시한 후 통계처리를 하였다. 본 연구의 결과를 요약하면 다음과 같다. 첫째, 다문화교육에 관심이 없다는 교사도 있지만 더 많은 교사가 관심을 표명한 것은, 현실적으로 교사들이 다문화교육의 필요성을 느끼며 인지하고 있는 것에 비해 교사 연수 기회는 아주 적은 것을 알 수 있다. 교사의 대부분은 다문화교육이 필요하다고 인식은 하고 있지만 다문화교육에 대한 지식이나 이해, 교육 자료 부족으로 인해 실제 교육에서 어려움을 겪고 있으며, 다문화 관점에서 교육이 잘 이루어지지 않음을 나타낸다. 본 연구의 분석 결과에 따르면, 다문화관련 연수 경험은 다문화교육에 대한 목표 인식에 영향을 미치지 않는 것으로 나타났다. 이는 다문화 지도 경험이나 연수 경험이 교사의 다문화 인식에 차별화를 가져오지 못했다는 것을 보여주는 것으로, 현 교사 연수 프로그램에 대한 개선이 필요함을 시사해 준다. 둘째, 다문화교육 관련 수강 경험 및 다문화교육 관련 교육 기회의 경험이 있을 때, 국제적 사건의 중요성을 인지하고 학생들에게 알리려는 태도와 소수 문화에 대해 이해하려는 문화 이해 태도에 영향을 주는 것으로 나타났다. 이는 교사 교육 및 교사 연수 등 교육 기회를 확대한다면, 다문화교육에 대한 교사의 태도를 개선하고 바람직한 방향으로 발전할 수 있을 것이라고 판단되며, 이에 대한 구체적인 방안 마련이 필요하다. 셋째, 다문화교육 개념에 대한 인식 수준이 다문화 관련 학습지도 및 생활지도에 영향을 주는 것으로 나타났다. 다문화 관련 학습지도 및 생활지도에서 다문화교육에 대한 개념 및 다문화가정에 대한 개념이 정립되었을 경우 모든 영역과 교육과정 전 과정에서 통합적으로 지도하는 교수·학습 방법을 적용하여 수업을 하는 것으로 나타나, 교사 교육 및 교사 연수를 강화하여 다문화교육에 대한 오(吳)개념을 없애고 정(正)개념을 정립할 수 있는 기회를 확대·심화시켜 나가는 방향의 전환이 필요함을 시사해 준다. 넷째, 다문화교육에 대한 목표 인식은 다문화 관련 학습지도 및 생활지도에 대해 영향을 준다는 것을 알 수 있다. 따라서 다문화관련 목표 인식이 높을수록 다문화교육의 효과 면에서 더욱 긍정적인 결과를 가져올 것으로 판단된다. 다섯째, 다문화 중심학교 간 비교 분석 결과 다문화교육에 대한 인식 정도는 다문화교육 정책연구학교와 다문화교육 거점학교는 비슷한 값을 나타내었고, 다문화 이해교육 학교는 평균값이 낮았지만 다문화 관련 학습지도 및 생활지도 정도는 다문화교육 정책연구학교가 다문화교육 거점학교나 다문화 이해교육 학교보다 높게 나타났다. 이는 학교교육과정 운영상 정책연구학교인 경우가 행정적 지원이 가장 많고, 다양한 실적 결과물을 산출해야 하는 과업 수행과 밀접한 연관이 있는 것으로 보여지는 데, 앞으로 이에 대한 심층적인 분석이 필요하다. 여섯째, 다문화 중심학교에 근무하는 초등교사의 다문화교육에 대한 경험 빈도는 전반적으로 낮은 것으로 나타났다. 이를 통해 다문화교육을 중점적으로 운영하는 중심학교라 할지라도 다문화교육 경험이 있는 교사가 그다지 많지 않음을 알 수 있다. 따라서 교사의 다문화교육에 대한 인식의 개선 및 향상을 위해서는, 다문화적 지식과 경험을 제공해 줄 수 있는 적절한 교육 프로그램이 운영되어야 함을 알 수 있다. 일곱째, 다문화교육 정책연구학교에 근무하고 있는 교사의 연수 경험이 다문화교육 거점학교나 다문화 이해교육 학교보다 부족하다는 것을 본 연구를 통해 알 수 있었다. 연수 운영을 학교 자율에만 맡겨 운영함으로 인해 다문화교육에 대한 개념 인식이 제대로 안된 상태에서 양적, 물적, 형식적 연수 운영을 함으로써 내실있고 효과적인 연수가 이루어지지 못하고 있음을 보여준다. 여덟째, 다문화 중심학교에 근무하는 교사의 절반 정도가 강의 수강 경험이 없는 것으로 나타나 다문화교육에 대한 기본적인 정보 제공 및 이해가 부족하다는 것을 알 수 있었다. 이는 다문화교육을 주로 담당하는 중심학교라 할지라도 체계적인 교사 연수나 기반 지식을 갖추고 있지 못하고 있음을 보여주는 것으로, 좀 더 체계적인 교사 연수 시스템 구축과 다문화교육 관련 강의 개설을 확대하는 것이 시급하다고 할 수 있다.

Toward social justice: A case study of multicultural practice in higher education

Landreman, Lisa M University of Michigan 2005 해외박사(DDOD)

This purpose of this study was to differentiate multicultural education practices within higher education that merely accommodate difference from practices that attempt to transform oppressive social relations---critical multicultural practice. The study was organized around the question: How do educators enact critical multicultural practice in the co-curriculum?. Participants were selected based on their engagement in multicultural education efforts in the co-curriculum at one Midwestern university. Participants were recruited from departments that advocated multicultural or social justice education and on the basis of reputational selection. Qualitative methods were used to conduct 15 observations of multicultural practice and 24 in-depth interviews with participants. Written notes of observations and coded, verbatim texts of each interview were used for analysis. My analysis illustrated three categories of language that informed practice: social justice, multicultural, and multiple descriptors that included social justice, multicultural, and others. An additional theme emerged concerning the use of the term multicultural to signify race, and then, specifically people of color. Four additional themes characterized the approaches educators enacted in their practice: seeing the "big picture," training and education, relationship building, and "doing their own work." Regardless of their primary responsibilities, establishing student-centered relationships and programs was identified as an important component of practice. The decentralization of multicultural education and identity-based services served as a catalyst for dilemmas faced by these educators. Tension between educators who focused primarily on raising critical consciousness and those who served the needs of particular social identity groups was evident. Some approaches to multicultural practice left students feeling as though they needed to "choose" their most salient identity with few opportunities to explore the intersections of their multiple identities. Also, few structured opportunities existed for students to engage in dialogue with diverse peers or to learn about power, privilege, and oppression. Lack of shared goals, budget constraints, limited time, and the decentralized structure were identified as barriers to collaboration that could address these concerns. The decentralized approach was perceived as resulting from a lack of leadership for a comprehensive vision of multiculturalism. The findings demonstrate how language and organizational structure can communicate messages that can complicate and undermine social justice efforts. A comprehensive, intentional, shared vision for multicultural practice is necessary for social justice to be achieved.

Parallels between cooperative play and multicultural education

Juelis, John J University of Washington 2009 해외박사(DDOD)

Using content analysis, this study examined the potential relationship between multicultural education and play or experiential education. Focusing on a play curriculum (The Responsibility, Engagement, Safety, Principles, Empathy, Challenge, and Trust curriculum) implemented at four middle schools, this study used some fundamental principles of multicultural education to analyze and describe the potential conceptual relationship between play and multicultural education. The results revealed that the targeted curriculum, while not designed specifically to infuse multicultural education into it, reflected some of its key principles. These included, in order of frequency of occurrence, Critical thinking, Collaboration, Empowered Voices, Diverse Perspectives, Democratic Interactions, and Equality. The analysis of this curriculum suggested that play experiences could be used by educators to introduce students to aspects of multicultural education, and that play education is amenable to the inclusion of multicultural knowledge, attitudes, skills and perspectives. The study also revealed that both play activities and multicultural education create better opportunities for intellectual development and social transformation. This study demonstrated that play may help prepare students for this transformation. Other findings suggested that play experiences encourage students to rethink their actions in the classroom and in their school community; integrating play and multicultural education can empower students and enable educators to transform classroom interactions; and these experiences can create more equitable opportunities for ethnically, racially, and culturally diverse students to work effectively together so that everyone can accomplish higher levels of success---socially, personally, and academically. This study also included recommendations for future research and practice for the integration of multicultural education and experiential education. The research suggestions focus on instructional implementation to complement the curriculum analyzed in this study. The practice recommendations emphasize deliberately incorporating more specific components and issues of ethnic, racial, and cultural diversity in to play or experiential learning activities.

Theoretical dimensions of multicultural education and curriculum development: A content analysis of multicultural textbooks

Kelevh, Nehru Columbia University Teachers College 2002 해외박사(DDOD)

During the last four decades, multicultural education has developed into a national movement in the United States. Although its conceptual scope is still in formative stages of development, a common core of theoretical dimensions, categories and models has taken shape. One direct consequence of the popularity of the movement has been a proliferation in the amount and conceptual range of textbooks designated as multicultural. The purpose of this study was to help clarify what multicultural education is by describing one aspect of its practice, namely the development of textbook content. The study used a two-part analysis framework. First, the content of fifty textbooks in the <italic>textbook sample</italic> was described using eight <italic> dimension-categories</italic> of multicultural education as analysis categories (<italic>single group studies, knowledge construction, multicultural education, </italic> education of the <italic>culturally different, human relations, prejudice reduction, equity pedagogy, social reconstruction</italic>). Second, the content of learning activities in a smaller <italic>learning activity sample</italic> of twenty textbooks was described using three <italic>domain-categories </italic> of multicultural education as analysis categories (<italic>curriculum-knowledge domain, behavioral domain, equity domain</italic>). Data from both samples were collected using a line-by-line content analysis methodology. All recording units were interpreted and sorted into appropriate analysis categories. Inter-coder checks were used to establish reliability. Results of both samples indicated that textbooks conceptualized multicultural education primarily as learning experiences that focused on, or were designed for specific groups (<italic>single group studies, knowledge construction, multicultural education,</italic> education of the <italic> culturally different)</italic>. Behavioral studies designed to promote positive interpersonal or intergroup relations and reduce prejudice (<italic>human relations, prejudice reduction</italic>), was the area of secondary importance. Finally, equity studies (<italic>equity pedagogy, social reconstruction</italic>) was the conceptual area of least overall coverage. Results were contextualized using the literature and recent history of the multicultural field. The study concludes with prescriptions for curriculum development and recommendations for further research.

"It's so much bigger than I realized!": Identity, process, change, and possibility. Preservice teachers' beliefs about multicultural education

Mueller, Jennifer J University of Michigan 2004 해외박사(DDOD)

Developing preservice teachers' capacities for equitable practice is a major teacher preparation dilemma. Applying a limited lens, scholars have focused almost exclusively on white racial identity as the determinant frame in preservice teachers' perspectives. Relying on phenomenological and socio-cultural lenses, this project explored shifts in beliefs about multicultural education of eight white preservice teachers during their first year of teacher preparation. More precisely, I examined how identity (articulated via a range of structured positionings, biographical experiences, and subjectivity) informed the processes by which these preservice teachers made sense of multicultural education. Thus, the study not only captured the shifts in the students' beliefs, but additionally the experiences/processes of change related to these shifts, and how identity (as it might be marked by race, social-class, gender, religious, etc. positionings and subjectivities) framed these experiences. The project employed a multiple individual case study design. Multiple data sources included in-depth individual and group interviews, course and field-placement observations, interviews with course instructors and cooperating teachers, and a collection of student artifacts. Analysis focused on the students' beliefs regarding four components of multicultural education: their (1) general approach to multicultural education; (2) conceptualizations of culture; (3) understandings of roles/responsibilities as multicultural educators; (4) beliefs about equity/opportunity in society. Where the students' initial beliefs about these four components were largely similar across the eight cases, findings indicated three distinct categories of beliefs by the end of the first year. These categories were influenced by variation in the students' approaches to and processing of dissonant information encountered during teacher preparation. In explaining this variation, particular identity-framing background experiences emerged as salient. Like kinds of identity-framing experiences similarly shaped students' negotiation of dissonant information. In this way, the identities of the students framed how they viewed multicultural education and what they imagined as possible as multicultural educators. These findings have implications for how multicultural teacher education is structured and highlight knowledge necessary to include in multicultural teacher-preparation. The influences of identity on students' outcomes suggest connections between identity and learning, and indicate the importance of attention to individuality of learners within teacher-preparation.

An interpretive analysis of the formative period of journal publications related to multicultural education: 1977--1987

Harris, Renard B The University of Tennessee 2005 해외박사(DDOD)

The purpose of this study was to examine the nature of multicultural education in educational literature over a ten year period, 1977--1987. The evolution of multicultural education since its first inclusion into the Education Index, 1977, was of major concern. The researcher wanted to know how the development of multicultural education was influenced by the scholarly writing of that period. Two hundred-twenty articles listed under the multicultural education heading in the Education Index from 1977--1987 were used as data for this study. Sixty-two articles that appeared in journals in 1977 were used to identify the early common themes of multicultural education. The remaining years covered in this study, 1978--1987, were divided into two periods: Period I: 1977--1983 and Period II: 1983--1987. The writings taken from the articles from both periods, I and II, were used for interpretation and analysis of the evolution of the themes identified from the 1977/78 index. Five multicultural education themes were identified: ethnic minorities, culture, teachers, language, and schools. The ethnic minorities theme weakened as the years progressed from 1977--1987. The interest was later focused on all ethnic groups, but this became evident under the theme culture. Culture became an umbrella for including all students regardless of race, ethnicity or socio-economic background. These five themes reflected the marginalized or non-mainstream student as the primary concern, but as societal integration increased so did the scope of multicultural education. The teacher theme continued to waffle from improving teacher education programs at the collegiate level to providing lists relating how to deal with marginalized students. The theme school was consistent on encouraging a transformative education. Among the recommendations the researcher suggested further study related to developing a multicultural education curriculum specifically for the practitioner.