With the recent development of IC (Information Communications), there is a breaking nation boundary between the entire world, and keener international communications and interchanges have been made. The increase of international marriage and inflow of...
With the recent development of IC (Information Communications), there is a breaking nation boundary between the entire world, and keener international communications and interchanges have been made. The increase of international marriage and inflow of foreign laborers have brought about the rise of multi-cultural family that leads to the school admittance of children of multi-cultural family. These developments result in the emphasis on the importance of multi-cultural education that the school districts ought to provide.
The purpose of this research study is to analyze, according to each textbook and analysis concept, how multi-cultural education contents are reflected in 'Human Development and Family' area of middle school technology. home economics textbook in accordance with 2015 revised curriculum. To attain the purpose, the study applied the analysis criteria of multi-cultural education contents developed in the research by Back Eun-gyeong (2014), selecting as the research subject, ' 'Human Development and Family' area in five different kinds of the textbook of 「Technology. Home Economics 1ㆍ2」(total 10 volumes) written in accordance with 2015 revised curriculum. The research results of the study can be summarized as follows.
First, it was analyzed how multi-cultural education contents of 'Human Development and Family' area of middle school technology. home economics textbook in accordance with 2015 revised curriculum are reflected into five different kinds of the textbook. The result showed that E Textbook of five different kinds of the textbook accounted for the highest frequency in multi-cultural education contents. Subsequently B and A Textbooks accounted for the second and third-highest frequency, respectively in turn. C Textbook took up the lowest frequency.
The feature of each textbook can be summarized as follows. In the case of A Textbook firstly, identity and equality contents, among analysis concepts of multi-cultural education, were described in association with multi-cultures through texts and pictures containing a quite a few enormous volumes, following B Textbook and E Textbook, respectively in turn. Among components of co-operation, interdependency content (C3) was mentioned only in A and B Textbooks. E Textbook was followed by B Textbook in a lot of multi-cultural education contents. For concepts of multi-cultural education, identity, diversity and co-operation contents except for equality content were described in association with multi-cultures, through texts and pictures containing a lot of volumes, and learning activities, compared with the contents included in other textbooks. In the case of identity, 'self-identity and collective identity (I1)' contents were included more than the ones in other textbooks, while the components of the understanding on Korean tradition and contemporary culture (I2) were not mentioned. In the case of diversity, 'various viewpoints (D2)' content was focused on. Volumes of learning or contents registered in the textbooks showed a level higher than the average that was not proved low. C Textbook was proved insufficient in the frequency of dealing with multi-cultural education and concrete contents. A Textbook included less multi-cultural education contents than D textbook did. There were no stark differences from other textbooks. E Textbook represented the highest frequency in multi-cultural education contents among five different kinds of the textbook. In particular, a great deal equality content was described to a marked extent, which evidences the textbook has a good point to provide the education and training on equality in absence of equality and discrimination. It can be said that the textbook has another good point to provide the guideline on the features of various multi-cultural family, given the fact that the textbook is the only one mentioning the component of 'various people group (DI)' and the component of 'cultural diversity (D4)' out of diversity.
Based on the research results of the study, stated above, it was identified that there are differences in frequency of multi-cultural education contents from each textbook, and all the textbooks helped learners enhance values required in multi-cultural society and understand through text contents, pictures or a wide variety of activity tasks. In this regard, it can be advised that home economics teachers need to teach, relying on a wide range of activity tasks that are included in kinds of each five textbook, in order to realize multi-cultural family, steadily.
Second, it was analyzed how multi-cultural education contents of 'Human Development and Family' area of middle school technology. home economics textbooks in accordance with 2015 revised curriculum are reflected according to each analysis concept. It was found that co-operation content reached the highest frequency. Identity and diversity contents reached the second and third highest frequency, respectively in turn, while equality content took up the lowest frequency. Subsequently, A and B Textbooks accounted for the high frequency in identity content, while diversity and equality contents showed the highest frequency in B Textbook and E Textbook, respectively in turn. In the case of co-operation content, there were no big differences from each textbook, but B and E textbooks showed the highest frequency.
The research results of the study suggest as follows. First, it was confirmed that home economics subject establishes self and identity, respects and accepts family changes and various family patterns from multi-viewpoints, and forms family community culture from the perspectives of gender equality without prejudice. Ultimately, it can be concluded that the academic subject is the one that enables learners to learn how individuals and families co-operate and show mutual consideration, and how all can co-exist. Accordingly, home economics subject must play a central role for mature multi-cultural education culture by including practical inference-based contents to address practical problems, with the main focus on the
theme related to the lives of adolescents of multi-cultural families. Second, the school districts need to provide proper guidance to adolescents of multi-cultural family that have each different cultural background, so that they could develop a critical thinking way to create desirable culture, overcoming various cultural differences. In addition, new reeducation training programs for teachers in relation to multi-cultual education need to be provided and expanded so as to develop and pervade an effective teaching method on multi-cultural education. Third, technology. home economics textbook needs to deal with analysis concepts of multi-cultural education in a balanced manner. According to the analytic outcome on multi-cultural education contents of middle school technology. home economics textbook in accordance with 2015 revised curriculum, 'co-operation' was included much. Home economics teachers need to consider in depth not only 'co-operation' but also identity, diversity and equality necessary for basic civil education targeting all students living in multi-cultural era are included to a proportionate ratio in the relevant textbook, when choosing a textbook. Forth, it is required to connect a closer and more systemic link between fulfillment objective, learning objective, and families, and between learning contents and learning activities, in order to apply the objective of multi-cultural education into technology. home economics textbook in a more systemic manner. Lastly, home economics school teachers teaching multi-cultural education need to provide insights necessary for not only individual but also social perspectives, and show an attitude to understand and accept diversity of adolescents. Also, they must receive administrative affair supports for multi-cultural family.
In order to complement the limits of the research, the study is to propose as follows.
In the first place, the study analyzed ‘Human development and family’ area of middle school technology·home economics textbook in accordance with 2015 revised curriculum, based on the analysis criteria of precent studies, and can draw a different result according to content analysis criteria. Taking it into account, subsequent study needs to research education contents relation to multi-culture in accordance with 2015 revised curriculum, based on multiple analysis criteria. In the second place, middle school technology-home economic textbook in accordance with 2015 revised curriculum is organized with total 12 kinds, but the study analyzed only five kinds of textbook. Therefore, the rest of seven different kinds of the textbook need to be extended to the objects to analyze, and consider in this regard.