Becoming Multicultural in South Korea: Listening to the Voices of Multicultural Parents in Early Chilhood Schools
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This study examined how multicultural parents, including marriage migrants, North Korean refugees, and immigrant laborers, perceive their children’s education and their participation in the South Korean early childhood educational system. The findings showed that the parents were particularly concerned about their children’s possible problems related to peer interaction and bullying. They additionally believedthat South Korean mothers’ biased thinking toward multicultural people have caused their children to have biased attitudes against multicultural peers. Due to the concern, some parents even hid their child’s cultural and ethnicalbackground in the school. The parents also argued that South Korean educators often insist on ‘our’ or ‘South Korean’ ways to the parents and thus often encountered difficulties dealing with the school system. This implies the need for South Korean educators to reflect critically on their current practices and provide more transformative approaches of multicultural education to develop students’ and parents’ understanding of diversity.
Abstract
This study examined how multicultural parents, including marriage migrants, North Korean refugees, and immigrant laborers, perceive their children’s education and their participation in the South Korean early childhood educational system. The findings showed that the parents were particularly concerned about their children’s possible problems related to peer interaction and bullying. They additionally believedthat South Korean mothers’ biased thinking toward multicultural people have caused their children to have biased attitudes against multicultural peers. Due to the concern, some parents even hid their child’s cultural and ethnicalbackground in the school. The parents also argued that South Korean educators often insist on ‘our’ or ‘South Korean’ ways to the parents and thus often encountered difficulties dealing with the school system. This implies the need for South Korean educators to reflect critically on their current practices and provide more transformative approaches of multicultural education to develop students’ and parents’ understanding of diversity.
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