This study contemplates how multicultural education, a frequently discussed subject today, is taking root in Korea by delving into how the Korean society shifted itself into a multicultural one, the …
This study contemplates how multicultural education, a frequently discussed subject today, is taking root in Korea by delving into how the Korean society shifted itself into a multicultural one, the concept of multicultural families, and the direction of studies and policies concerning multicultural education. On the basis of such theoretical discussions and by addressing the issues they set forth, this study aims at discovering a direction for the development of multicultural education in Korea.
The prevailing concept of multicultural education in Korea opens up various discussions. The first issue is that in Korea, the main focus of this kind of education tends to be on teaching how to understand other culture. Another point of discussion is that it is basically targeted on a small group of minorities. Furthermore, there are voices calling for a Korean-type multicultural education, reasoning that Korean theories on this subject are different from that of other countries. When it comes to Korea’s multicultural education policies, most programs, aside from teachers training, are for multicultural families. In addition, they focus on teaching these families to adapt to Korean society rather than promoting a general understanding of and respect for other cultures. It was found that even at schools, a majority of these programs involved teaching about culture.
On the basis of the abovementioned issues, this study concludes new directions for the development of multicultural education. First of all, the Korean society needs to establish a clearer concept of multicultural education. In addition, the transformation of the existing framework of multicultural education, which is currently concentrated on minorities, into one that encompasses all members of society is essential. Moreover, school administrators and teachers should also be subject to such education. Careful studies on the identity of children from multicultural families are also required. Also, in terms of supporting multicultural education, it is recommendable that a single government agency has charge of this task rather than have it shared among a number of different agencies. Lastly, this study emphasizes the need for developing a program that can promote better awareness of the advantages of multicultural families.