Competence-Based School Multicultural Education Curriculum Design in the Non-Contact Era
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With the increasing diversity in the Non-Contact era, new demands for eliminating discrimination, promoting multicultural harmonious coexistence, and educational and social equality have been demonstrated. As the COVID-19 pandemic is deepening racial, ethnic, and social conflicts across the world, raising multicultural awareness and enhancing diversity tolerance are urgent issues of multicultural education. The Non-Contact requirements during the pandemic have also forced changes in the education sector. This study set out to design the multicultural education curriculum framework based on multicultural competence of knowledge, awareness, and multicultural interactive skills for schools in the Non-Contact era as well as teaching-learning methods and assessment approaches to promote equal participation in the education of all students and social justice in Korea.
Abstract
With the increasing diversity in the Non-Contact era, new demands for eliminating discrimination, promoting multicultural harmonious coexistence, and educational and social equality have been demonstrated. As the COVID-19 pandemic is deepening racial, ethnic, and social conflicts across the world, raising multicultural awareness and enhancing diversity tolerance are urgent issues of multicultural education. The Non-Contact requirements during the pandemic have also forced changes in the education sector. This study set out to design the multicultural education curriculum framework based on multicultural competence of knowledge, awareness, and multicultural interactive skills for schools in the Non-Contact era as well as teaching-learning methods and assessment approaches to promote equal participation in the education of all students and social justice in Korea.
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