Analysis of Korean Early Childhood Multicultural Education Policies Based on Critical Perspective
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초록
Because of marriage-immigrants and migrant-workers, demographic diversity has rapidly increased in South Korea since the late 1990s. Discourses of multicultural education have arisen in the field of early childhood education. What are the goals of multicultural education policies for young children in Korea? This study investigated the concept, ideology and goals of multicultural education in the policy document. Critical Discourse Analysis was used to examine ideologies in policy texts. Findings demonstrate that, by borrowing and selecting favorite words from Western multicultural education models or theories, policymakers reframed early childhood multicultural education to assimilate ethnic minorities in Korea. National educational institutions functioned as the dominant form of producing and controlling the notion of multicultural family and education. It is recommended that policymakers in Korea consider experiences of teachers and voices of parents and children from culturally diverse backgrounds in developing multicultural education programs.
Abstract
Because of marriage-immigrants and migrant-workers, demographic diversity has rapidly increased in South Korea since the late 1990s. Discourses of multicultural education have arisen in the field of early childhood education. What are the goals of multicultural education policies for young children in Korea? This study investigated the concept, ideology and goals of multicultural education in the policy document. Critical Discourse Analysis was used to examine ideologies in policy texts. Findings demonstrate that, by borrowing and selecting favorite words from Western multicultural education models or theories, policymakers reframed early childhood multicultural education to assimilate ethnic minorities in Korea. National educational institutions functioned as the dominant form of producing and controlling the notion of multicultural family and education. It is recommended that policymakers in Korea consider experiences of teachers and voices of parents and children from culturally diverse backgrounds in developing multicultural education programs.
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