다문화교육 관점에서 캐나다와 한국의 초등사회과 교육과정 비교 연구

Abstract

This study was performed to gain insight on multicultural education of Korea through the analyses of the latest Social Studies Curricula in Canada and Korea. For this purpose, the Social Studies curricula of “the 2023 Ontario Curriculum” in Canada and the “2022 Social Studies Curriculum” in Korea were reviewed using the IDEA model for multicultural education. The findings revealed significant differences between Canadian and Korean curricula. First, the Canadian curriculum was rooted in a broad perspective on multicultural education. Second, Canada emphasized “critical thinking and problem-solving skills,” thus encouraging students to engage in analyzing and addressing various societal problems. Third, Canada’s Social Studies curriculum integrated all aspects of multicultural education values. Fourth, multicultural education values were revealed by emphasizing diversity and interconnections at the goal level of the curriculum. Fifth, the achievement standards in Canada’s Social Studies curriculum encompassed all areas of multicultural education principles using the IDEA model throughout all elementary grades. As Korea transitions into a multicultural society, following the example of Canada, designing the curriculum outline based on multicultural education and implementing its direction to the curriculum of each subject is imperative. This study is significant in suggesting the direction of how Korea’s elementary Social Studies curriculum, a core subject of multicultural education, should be improved by drawing lessons from Canada’s extensive experience and advanced multicultural education practices.