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The Figured World of Diversity: Korean Preschool Teachers’ Beliefs About Multicultural Education

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초록

This study examined Korean preschool teachers’ beliefs about multicultural education by utilizing the concept of “figured worlds” (Holland, Lachicotte, Skinner, & Cain, 1998). Drawing on a qualitative study of a multicultural education course, we explored the perspectives and experiences of preschool teachers within a particular cultural context. For data analysis, we collected different course assignments during one semester and conducted individual interviews. We found that the preschool teachers brought the deficit discourse of diversity, which was reflected in public discourse on multicultural education, to the course. We also found that the critical inquiry-based course helped the preschool teachers to recognize their own figured worlds of diversity. The preschool teachers viewed diversity according to the master figured world of ethnic solidarity, which has double-sided influence on their multicultural teaching. This study discussed how teacher education programs can support early childhood teachers to be critical multicultural educators.

Abstract

This study examined Korean preschool teachers’ beliefs about multicultural education by utilizing the concept of “figured worlds” (Holland, Lachicotte, Skinner, & Cain, 1998). Drawing on a qualitative study of a multicultural education course, we explored the perspectives and experiences of preschool teachers within a particular cultural context. For data analysis, we collected different course assignments during one semester and conducted individual interviews. We found that the preschool teachers brought the deficit discourse of diversity, which was reflected in public discourse on multicultural education, to the course. We also found that the critical inquiry-based course helped the preschool teachers to recognize their own figured worlds of diversity. The preschool teachers viewed diversity according to the master figured world of ethnic solidarity, which has double-sided influence on their multicultural teaching. This study discussed how teacher education programs can support early childhood teachers to be critical multicultural educators.

참고문헌 (49)

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