Seeking Directions for Multicultural Education for Prospective Pastors in the Korean Multicultural Society

황재동 사단법인 미래융합기술연구학회 2021 아시아태평양융합연구교류논문지 Vol.7 No.6

The purpose of this study is to find the direction of multicultural education for prospective pastors of multicultural society through investigating the status of multicultural education at the seminary, a training institute for future pastors. For the data collection, six professors with experience in multicultural education at the graduate school of theology from March 2018 to July 2019 were subjected to in-depth interviews. This study analyzed the result of in-depth interviews through the triangulation method of Guba & Lincoln (1981) to find the ways to improve multicultural education. The current state of multicultural education at the seminary is not conducted practically and comprehensively. Some aspects of multicultural education were focused on the definition or theory for multicultural. Also, there is no field trip nor internship system, and it is not linked to multicultural education and field in which they are engaged. Based on the results of the study, the following suggestions were made: First, for the proper direction of the direction of multicultural education, the curriculum should be reformed. Second, multicultural theories and sites should be incorporated. Third, multicultural experiences should be provided. Fourth, a sense of calling through networking should be formed. Fifth, external environments for multicultural education should be provided. The findings of this study is intended to help the practical and detailed multicultural education for prospective pastors, and to understand migrants and multicultural missionary work in terms of healing wounds and pains.

중학교 교사의 다문화 역량 연구 - 다문화 멘토링을 담당한 교사를 중심으로 -

남혜경 한국국제문화교류학회 2017 문화교류와 다문화교육 Vol.6 No.2

The purpose of this study is to investigate the multicultural competence of teachers in the experience of teachers who are responsible for multicultural mentoring and their multicultural teaching in their class. For this, qualitative research was conducted on seven teachers who are responsible for multicultural mentoring in secondary school. The results of the study were classified teachers' experiences as multicultural knowledge, multicultural awareness and attitude, multicultural skills, and multicultural efficacy. First, multicultural knowledge had teachers' experience of multicultural students born in Korea and middle - adulthood adolescents. Second, multicultural awareness and attitudes were neglected sensitivity considering diversity. Third, is multicultural technology due to multiculturalism? or Is it home environment? Teachers also suggested multicultural mentoring with their friends. Fourth, there was a careful approach to multicultural efficacy and multicultural teacher training. The results of this study show that multicultural teacher training and teacher's preparation for teachers' multicultural competence are not enough. Therefore, teachers need training of multicultural teachers in a diverse and effective system, and it is necessary to exchange information not only for teachers' training but also for teachers to share their multicultural teaching experiences. 본 연구는 중학교 교사의 다문화 역량에 관한 연구로서 다문화 멘토링을 담당한 교사들과 이들의 다문화 교수경험에 나타난 교사들의 다문화 역량을 탐색하는 것이다. 이를위하여 중학교에서 다문화 멘토링을 담당하는 교사 6명을 대상으로 질적 연구를 수행하였다. 연구결과는 교사들의 경험을 다문화 지식, 다문화 인식과 태도, 다문화 기술, 다문화 효능감으로 분류하였다. 첫째, 다문화 지식에는 한국에서 태어난 다문화 학생의 경우와 중도입국 청소년의 경우에 대한 교사의 경험이 있었다. 둘째, 다문화 인식과 태도에는 다양성을 고려함, 방치된 민감성이 있었다. 셋째, 다문화 기술에는 다문화 때문인가? 가정환경 때문인가? 와 일반친구와 같이하는 다문화 멘토링을 제언하였다. 넷째, 다문화 효능감에서는 조심스럽게 접근함과 다문화 교사연수가 있었다. 본 연구를 통해 교사들의 다문화 역량을 발휘하기 위한 다문화 교사 연수와 교사자신의 준비는 아직 충분하지 않음을 알 수 있었다. 이에 따라 교사들은 다양하고 효과적인 체계 안에서 다문화 교사연수를 필요로 하였으며 교사 연수 분만 아니라 교사들이 그들의 다문화 교수 경험을공유하고 나눌 수 있는 정보교류의 장이 필요하다.

국제결혼 가정 자녀를 위한 다문화 도덕 교육

조응태 ( Eung Tae Cho ) 한국도덕교육학연구회 2006 도덕교육학연구 Vol.7 No.1

세계화 조류와 함께 점증하는 국제결혼 가정 자녀들이 본격적으로 청소년으로서 성장하고 있는 상황에서, 본 논문은 이들을 위한 다문화 도덕 교육을 효율적으로 하기 위한 방안을 찾는 것을 목적으로 하고서 교사들이 바라 본 국제결혼 가정 자녀의 도덕 교육의 실태를 설문 형식으로 조사, 분석, 연구하였다. 늦은 결혼 및 출생 자녀 숫자가 급감하여 심각한 한국 사회 문제가 되고 있는 실정에서 국제결혼 가정은 이런 위기 극복에 도움을 주고 있다. 많은 국제결혼 가정 자녀들이 유치원, 초등, 중등, 고등학교에 재학 중이며, 이는 곧 장래 주요 사회 구성원이 될 이들에 대한 도덕 교육의 중요성을 나타낸다. 교사들의 응답에 의하면, 국제결혼 가정 자녀 중에서 개인생활, 가정 이웃 학교생활, 사회생활, 국가민족 생활 영역에 있어서 한국인 부부 가정의 학생에 비하여 떨어지는 경향이 높았고, 특히 국가민족 생활 영역에서는 훨씬 떨어졌다. 이 부분에 대하여 정부와 지방자치 단체와 교사 등 모두가 일체가 되어서 저들을 위한 도덕 교육에 관심을 가지고 또 대책을 세워야 할 것이라는데 교사들이 공감을 하였다. 그러므로 다문화를 갖는 국가로서 세계 속의 한국, 한국 속의 세계가 되는 미래로 향하여 도약하는데 기여하는 다문화 도덕이 강조되어야 할 것이다. 기성세대가 국제결혼 가정의 자녀들을 다문화 가치관에 근거한 도덕으로 잘 교육할 때 미래의 한국과 세계는 평화로운 지구촌으로 다가가게 될 것이다. This paper is written to survey the multicultural moral education for the children of international marriage family through the questionnaire for teachers. This will be able to help us to find out a new solution to educate multicultural morality for them. Modern society is in the midst of diverse rapid changes. Among them, marriage types are especially being changed from domestic marriage to international marriage. Now most of Korean who have been kept the concept of racially homogeneous nation can start to change their concept. And international marriage can devote to resolve a low birth-rate. The children of the international marriage family(multicultural family) became students of kindergarten, elementary, middle and high school, and they might have a key role in the future society. Many teachers pointed out that the children had a lack of ability in the sphere of the moral education of private-neighbor-society-national dimension. They also emphasized that government should be interested in a new moral education for the children of international marriage family. Therefore we should create a new moral education, a multicultural moral education. Through the multicultural moral education for the children of multicultural family, we should establish a new image of Korea, from ``Korea among the world`` to ``the world among Korea`` as a multicultural nation. After the visit of Hines Ward, Korean government started to support the children of international marriage family under the name of multicultural family. Although such a decision was so late comparing to Japan and Taiwan, it can help them quiet a few. We should develope and establish a new Korea with a new concept - multicultural family, multicultural moral, multiculturalism.

다문화사회와 다문화가정에서의 종교적 갈등

박승길 사단법인 한국민족연구원 2010 민족연구 Vol.0 No.42

This study aims at reconsidering the significance of Korean's multicultural society declared by late president No Moohyun since 2006 and the anticipating religious conflicts in multicultural families in our society. A multicultural society means a society getting ready to receive the multiculturalism as the realities of our main culture. The Multiculturalism originated in the policy adopted for the management of cultural diversities in the multiethnic and multiracial society. And also multiculturalism, contrasting the policy of cultural assimilation between immigrants and large majorities, is the acceptance or promotion of multiple ethnic cultures, applied to the demographic make-up of a specific place, usually at the organizational level, e.g. schools, businesses, neighborhoods, cities or nations. But these programs have caused disagreement both within immigrant communities and in the wider public. As ever public opinion in the advanced multicultural society seems divided on the issue of multiculturalism. Our country has 854,007 registered foreigners residing here for more than 90 days, or 17.2 per 1,000 people. In 1998, only 147,914 foreigners were registered as residents, or 3.1 per 1,000 people. Since the change has been rapid, our society urgently needs social preparation to ensure harmony and co-existence with foreigners. The country, however, lacks preparation in this regard. Deep-rooted beliefs in blood ties and nationalism of a homogeneous nation often result in prejudice and discrimination against foreigners Fortunately our society also began to receive the multiculturalism and government ready to set up diverse drafts to cope with the prevailing state of multicultural society. Above all progressive NGOs in our country have given their support to the government's multicutural policies. But as exposed in the conservative NGOs' counter movement to the introdused bill, °ПMulticulturallntegrated primary legislation°п, public opinion seems divided on the issue of multiculturalism. Actually different experiences lead to different interpretations and attitudes of multiculturalism. In spite of all, government must take preventive measures against anticipatable social conflicts in the multicutural society, especially religious conflicts in multicultural families. Religious belief and practice is the most firmly rooted in one's everyday life style and also conservative in his or her social action. And we can easily presuppose the religious conflicts among multicultural families. But our society deliberately assume an indifferent attitude to the religions of immigrant's. We have to fear that if our society fails to brace for multiracial families' diverse religious practices, it will suffer a huge social cost in the future. This study aims at reconsidering the significance of Korean's multicultural society declared by late president No Moohyun since 2006 and the anticipating religious conflicts in multicultural families in our society. A multicultural society means a society getting ready to receive the multiculturalism as the realities of our main culture. The Multiculturalism originated in the policy adopted for the management of cultural diversities in the multiethnic and multiracial society. And also multiculturalism, contrasting the policy of cultural assimilation between immigrants and large majorities, is the acceptance or promotion of multiple ethnic cultures, applied to the demographic make-up of a specific place, usually at the organizational level, e.g. schools, businesses, neighborhoods, cities or nations. But these programs have caused disagreement both within immigrant communities and in the wider public. As ever public opinion in the advanced multicultural society seems divided on the issue of multiculturalism. Our country has 854,007 registered foreigners residing here for more than 90 days, or 17.2 per 1,000 people. In 1998, only 147,914 foreigners were registered as residents, or 3.1 per 1,000 people. Since the change has been rapid, our society urgently needs social preparation to ensure harmony and co-existence with foreigners. The country, however, lacks preparation in this regard. Deep-rooted beliefs in blood ties and nationalism of a homogeneous nation often result in prejudice and discrimination against foreigners Fortunately our society also began to receive the multiculturalism and government ready to set up diverse drafts to cope with the prevailing state of multicultural society. Above all progressive NGOs in our country have given their support to the government's multicutural policies. But as exposed in the conservative NGOs' counter movement to the introdused bill, °ПMulticulturallntegrated primary legislation°п, public opinion seems divided on the issue of multiculturalism. Actually different experiences lead to different interpretations and attitudes of multiculturalism. In spite of all, government must take preventive measures against anticipatable social conflicts in the multicutural society, especially religious conflicts in multicultural families. Religious belief and practice is the most firmly rooted in one's everyday life style and also conservative in his or her social action. And we can easily presuppose the religious conflicts among multicultural families. But our society deliberately assume an indifferent attitude to the religions of immigrant's. We have to fear that if our society fails to brace for multiracial families' diverse religious practices, it will suffer a huge social cost in the future.

유ㆍ초등 특수교사의 다문화교육 목표에 대한 관점과 다문화교육에 대한 태도와의 관계

권이정,박현주 한국유아특수교육학회 2015 유아특수교육연구 Vol.15 No.3

본 연구에서는 단설 및 병설유치원, 일반학교 특수학급, 그리고 특수학교에 재직 중인특수교사 144명을 대상으로 다문화교육 목표에 대한 관점에 대해 알아보고, 관점에 따라 다문화교육에 대한 태도에 차이가 있는지에 대해 알아보았다. 조사 결과 특수교사들이 가장 많이 선택한 다문화교육 목표에 대한 관점은 배려중심으로 나타났고, 관점에 따라 다문화에 대한 태도에 차이가 있는 것으로 나타났다. 또한 배려중심 관점 집단의 교사들이 인간관계 강조 관점 집단의 교사들 보다 다문화교육에 대한 태도에서 더 높은 수준을 보이는 것으로 나타났다. 본 연구 결과를 바탕으로 향후 다문화교육 구현을 위한 교사교육프로그램 개발의 방향에 대해 논의하였다. This study aims to explore the relationships between special education teachers' beliefs about the purpose of multicultural education and their attitudes with respect to multicultural education. For this purpose, 144 teachers who were working in special education classrooms at public kindergartens and in special education classrooms at general school special classroom, and at special schools, were chosen for this study. The survey method was used to collect data. The TMAS (Teacher Multicultural Attitude Survey), and teachers' beliefs about the purpose of multicultural education were used to evaluate the special education teachers' multicultural-related variables. To analyze the data, frequency measurements, percentiles, one-way ANOVA, and LSD were used. Through this study, these findings were made: 1)Teachers most perceive caring-centeredness as the purpose of multicultural education. 2) There is no relationship between the belief in multicultural education and the attitudes with respect to multicultural education. The attitudes about a multicultural curriculum show meaningful differences, depending on the teachers' beliefs about the purpose of multicultural education. These findings are discussed with respect to the necessity of multicultural education curriculum development for special education teachers.

Analysis of Multicultural Education Counseling Influence in Multicultural Society

한기정(Gi-Jung Han),박철주(Chul-Ju Park) 한국웰빙융합학회 2018 웰빙융합연구 Vol.1 No.1

It has become a request of the time that multicultural population and multicultural education have become an issue and a subject of interest in the Korean society. The numbers of foreigners and multicultural families such as international marriage families and foreign worker families living in Korea are increasing, which have resulted in a geometrical increase in the number of multicultural families’ children attending school. This leads an assumption that discrimination in terms of race, gender, religion, and culture can occur in school settings and the children of multicultural families are prone to become the targets of group bullying and school violence. This study first examined the current policy of multicultural education in Korea and reviewed the meanings and necessity of multicultural counseling above multicultural education. Second, this study classified and reviewed the applicability of the policy of multicultural education into multicultural education sites by groups. Third, this study selected and organized the increasing demands for multicultural counseling and assignments to effectively respond to them. Interest toward the children of multicultural families and counseling have increased with more researches on multicultural families. It will be thus necessary to accumulate more studies on multicultural counseling and ensure internal stability of multicultural-related businesses.

사회지배 성향이 고정관념을 매개하여 다문화 수용성에 미치는 영향: 이주민 접촉 경험, 다문화 관련 대중 매체 경험, 다문화 교육 경험의 조절된 매개효과

김지혜,김옥녀 한국이민정책학회 2023 한국이민정책학회보 Vol.6 No.2

(Purpose) The purpose of this study is to analyze the impact of social dominance tendencies and stereotypes on multicultural acceptance, and to verify the mediating effect of stereotypes on the impact of social dominance tendencies on multicultural acceptance. In addition, the purpose of this study is to verify the moderating effects of immigrant contact experience, multicultural-related mass media experience, and multicultural education experience in the relationship between social dominance tendencies and stereotypes, and to suggest policy implications based on this. (Research methods) For this purpose, a survey was conducted on 248 adults living in Seoul in 2022, and the survey data was subjected to regression analysis, SPSS Macro, and boosttrapping using the SPSS 25.0 program. (Findings) The research results are as follows. First, age, social dominance, and stereotypes were found to affect multicultural acceptance. Second, stereotypes were found to mediate the relationship between social dominance tendency and multicultural acceptance. Second, only multicultural-related mass media experience moderated the relationship between social dominance tendencies and stereotypes, and appeared to have an effect on multicultural acceptance. In other words, social dominance tendency had a negative effect on multicultural acceptance through stereotypes, and multicultural contact experience through media appeared to regulate social dominance tendency and stereotypes. (Conclusion and recommendations) First, when producing multicultural content, it is necessary to check in advance for patronizing and hateful depictions of immigrants. Second, it is proposed that multicultural society experts be used to provide multicultural understanding and human rights-related education as statutory education.

다문화 수업 수강 여부에 따른 예비유아교사들의 다문화 교육에 대한 태도, 다문화 교육에 대한 인식, 다문화 교수효능감에 대한 연구

권이정(Yi-Jeong, Kwon) 중앙대학교 문화콘텐츠기술연구원 2014 다문화콘텐츠연구 Vol.0 No.17

본 연구는 다문화 수업을 통해 예비유아교사들의 다문화 관련 역량들을 어떻게 증진시킬 수 있는 가에 대한 가능성을 모색해보고 예비유아교사들을 위한 다문화 수업이 나아가야 할 방향성에 대해 생각해보는 것을 목적으로 하였다. 이를 위해 3년제 유아교육과에 재학 중인 학생들 중 ‘다문화 가정의 이해’ 수업을 듣는 2학년 학생들을 연구대상으로 선정하였다. 연구 참가자들에게 2013년 3월부터 2013년 6월에 걸쳐 기말고사를 제외한 총 14주의 수업을 실시하였으며 학기가 시작된 첫 주에 다문화 역량을 측정할 수 있는 사전 검사를 실시하였고 모든 수업이 끝난 후인 15주째에 사후 검사를 실시하였다. 다문화 역량 검사에는 다문화 교육에 대한 태도 검사, 다문화 교육에 대한 인식 검사, 그리고 다문화 교수효능감에 관한 검사를 실시하였다. 연구의 결과는 다음과 같다: 1) 예비유아교사들의 다문화 교육에 대한 태도는 다문화 수업을 받고 난 후 받기 전과 유의한 차이를 보였다. 2) 예비유아교사들의 다문화 교육에 대한 인식은 다문화 수업을 받고 난 후 받기 전과 유의한 차이를 보였다. 3) 예비유아교사들의 다문화 교수효능감에는 다문화 수업을 받기 전과 후에 차이가 없었다. This study aims to examine how pre-school teachers can improve their multiculture-related abilities by taking multicultural education courses and to explore how to develop multicultural education courses for pre-school teachers. For this purpose, 64 pre-school teachers were selected among those who took the course “Understanding Multicultural Families” as participants in the study. Participants were all sophomore female students who enrolled in the Early Childhood Education program at a Junior College. The study was conducted from March 2013 to June 2013 for a total of 14 weeks. On the first day of class, a test was taken to examine the participants’multicultural aptitutde including their attitudes and perceptions toward multicultural education, and multicultural teaching efficacy. After taking a total of 14 classes, their multiculture-related abilities were re-examined on the 15th week. findings from this study are as follow: 1) There is a difference in the pre-school teachers attitudes toward multicultural education after they took the course. 2) There is a difference in the pre-school teachers perceptions toward multicultural education after they took the course. 3) There is no difference in the pre-school teachers multicultural teaching efficacy after they took the course.

일본의 다문화와 인본주의에 기초한 한국형 다문화정책 모형

박성호 한국일본언어문화학회 2013 일본언어문화 Vol.25 No.-

With increasing married immigrant women and migrant workers, Korean societyis rapidly moving towards becoming a multicultural society these days. However, The problem of Korean multicultural society, discrimination against themigrant workers, difficulties of adapting for Korea of married immigrant women,the dissolution of a married immigrants family, dropping out of school of migrantyouth, make the prospects for Korea's multicultural society are dim. The differential exclusionary model is not conform to the spirit of a multiculturalsociety and the Assimilation model does not help with social integration, theMulticulturalism, the system itself matches the intent of a multicultural society mostclosely, but the limitations of multiculturalism is far from a reality in Korea. To meet the needs of a multicultural society, Government departments of Koreaperform variety of policy is implemented without Uniform principles. then, Duplicateof the policy and efficiency decrease have occurred. The concentration of multiculturalpolicies to the central government has resulted in the limited participationof a local government or civil society. Japan in particular uses 'multicultural coexistance' as a key concept for developingboth discourse and policies on them. The multicultural policy of Japan presents meaningful points of comparison andlearning to the multicultural policy in Korea that has only recently begun to seekfor the aims and ways of multicultural policy from the perspective of social integration. In this paper, As an alternative, argues to the implementation of Korean typemulticultural policy based on the a humanism. Korean multicultural policy model based on humanism can overcome the limitationsof existing multicultural policy, can to be based on the reality of the Korea and alsocan be harmonized with the ideology of multiculturalism. First priority of Korean humanism is on the human dignity. and members of the Korea multicultural society can enjoys a unique cultural traditions, can be securedequal individuals of their status based on the ideals of multicultural.

한국 초등학생의 다문화 수용성 영향요인

이자형,김경근 한국교육학회 2014 敎育學硏究 Vol.52 No.4

Drawing from public opinion data on multicultural people collected in 2013 by the Cultural Diversity and Coexistence Research Team at Korea University, we examined determinants of multicultural acceptance among elementary school students in Korea. We applied hierarchical linear modeling (HLM) to investigate both student- and school-level factors associated with elementary school students' multicultural acceptance. Our HLM results exhibited that for elementary school students, girls show a higher level of multicultural acceptance than boys, while rural students display a higher level of multicultural acceptance than their urban counterparts. In addition, parents' and friends' multicultural acceptance is positively associated with students' own multicultural acceptance. We also found that a better relationship with teachers and neighbors and a higher level of sense of community are closely related with an elevated level of multicultural acceptance. Students with a higher level of racial identity exhibit a lower level of multicultural acceptance, whereas students with a higher level of Korean cultural identity show a higher level. Schools with a higher mean Korean cultural identity show a higher level of multicultural acceptance. Schools with a higher ratio of teachers who have taken multicultural education courses show an increased level of multicultural acceptance. Contrary to our expectations, however, teachers' experiences of mentoring multicultural-family students, school’s multicultural climate perceived by teachers, and schools with a higher mean teachers’ multicultural acceptance have little to do with students' own multicultural acceptance. We discuss implications of our findings for policies conducive to enhancement of students' multicultural acceptance. 본 연구는 고려대학교의 SSK 문화적 다양성과 공존 연구단이 수집한 2013년 다문화사회 관련 의견조사 데이터를 사용하여 초등학생의 다문화 수용성 영향요인을 살펴보았다. 위계적 선형모형(hierarchical linear modeling) 분석을 실시한 결과, 개인수준에서는 남학생보다는 여학생의 다문화 수용성이 높고, 서울시나 중소도시보다는 읍면지역이 초등학생에게 다문화 수용성 제고에 유리한 환경을 제공하는 것으로 밝혀졌다. 아울러 부모나 친구의 다문화수용성이 높을수록, 교사나 이웃과의 관계가 친밀할수록, 그리고 공동체의식이 강할수록 아동의 다문화 수용성이 높은 것으로 나타났다. 또한 종족정체성이 약할수록, 문화정체성이 강할수록 아동의 다문화 수용성이 높은 것으로 드러났다. 한편 학교수준에서는 학교평균 문화정체성이 높을수록, 다문화교육을 이수한 교사의 비율이 높을수록 초등학생의 다문화 수용성이 제고되는 것으로 판명되었다. 하지만 예상과는 달리 재직학교 교사들이 학교의 다문화 풍토가 적절하다고 인식할수록 아동의 다문화 수용성은 낮아지는 것으로 확인되었다. 또한 교사의 다문화가정 학생 지도 경험, 학교평균 교사 다문화 수용성 등은 초등학생의 다문화 수용성에 유의한 영향을 끼치지 않는 것으로 나타났다. 이러한 연구결과를 바탕으로 초등학생의 다문화 수용성을 제고하기 위한 정책방안을 간략하게 논의하였다.