초등 사회 교과서의 문화다양성 관련 단원 비교 분석: 2022 개정 교육과정 3학년 교과서를 중심으로

다국어 초록 (Multilingual Abstract)

Based on the 2022 revised social studies curriculum, this study compared and analyzed the corresponding units of eight types of third-grade elementary certified social studies textbooks that directly deal with cultural diversity education. Cultural diversity education is characterized by being interested in not only the country or race, but also various subcultures within the country, and emphasizing understanding and communication of different cultures, intercultural convergence, and creative expression. However, according to previous studies, social studies textbooks based on the previous 2015 revised curriculum tended to focus on cultural diversity phenomena according to nationality and race, and there was a problem of relying on abstract and declarative content statements rather than understanding through accurate and specific cases or student-centered inquiry. Using the analysis criteria prepared based on the characteristics of these cultural diversity education and the results of the review of previous studies, the patterns of cultural diversity education that appeared in eight types of elementary social studies textbooks are as follows. First, in elementary social studies textbooks, cultural diversity education was presented in the order of definition and attributes of culture, causes of cultural diversity, examples of various cultures, and positive effects, problems, and problem-solving solutions due to cultural diversity, similar to the way social change is understood. Second, elementary social studies textbooks defined culture as a common way of life for people, and they explained cultural diversity by presenting subcultures of various groups in Korea, not limited to cultures at the national or ethnic level. Third, elementary social studies textbooks introduced the positive effects of cultural diversity with a focus on economic development and cultural abundance, but some even mentioned the aspect of guaranteeing individual human rights. Fourth, elementary social studies textbooks took a differentiated approach for each subculture in dealing with problems caused by cultural diversity. Fifth, elementary social studies textbooks were characterized by relying on a kind of shallow-context learning activity that lacked sufficient data to understand people's values and worldviews from different cultural backgrounds due to efforts to solve problems caused by cultural diversity.