근거이론 분석으로 본 초등교사의 다문화교육에 대한개념적 인식 특성

Abstract

The purpose of this study is to investigate elementary school teachers' conceptual understanding of multicultural education. For this purpose, data was gathered from 12 elementary school teachers from Gyeonggi Province and Incheon who had responded through an in-depth interview, and the data was analyzed by grounded theory. The elementary school teachers conceptually understood multicultural education in six different ways: as ‘eduction that supports academic achievement of students from multicultural family backgrounds,' ‘education that fosters an understanding of Korean (traditional) culture among students from multicultural family backgrounds,' ‘education that establishes the cultural identity of students from multicultural family backgrounds', ‘education that foster understanding of multicultural families among students from the mainstream group,' ‘education that eliminates racial and ethnic biases among students from the mainstream group,' and ‘education that fosters understanding of international culture among all students.'Elementary school teachers' perceptions of multicultural education were then compared with existing theories. The results of this comparison revealed the following. First, elementary school teachers' conceptual understanding of multicultural education focuses on students from multicultural family backgrounds. Second, elementary school teachers' conceptual understanding of multicultural education does not focus on cultural pluralism, the issue of the rights of the minority, or the perspective of the social structure. Third, discussion of multicultural education related to cultural groups not based on race or ethnicity is rarely seen.