고등학교 기술ㆍ가정 교과서의 ‘가정생활 문화’ 단원에 나타난 다문화 교육 내용 분석

Abstract

This study is to analyze how multicultural education is reflected in high school technology and home economics textbooks using four different frames: identity, diversity, equality and collaboration. It analyzes how six different textbooks reflect multicultural education in their ‘family life culture’ units. The main findings of the study are as follows. First, among six different high school technology and home economics textbooks, textbook B has the highest frequency of multicultural education, followed by textbook E and A by a narrow margin and textbook C has the lowest frequency. Second, diversity shows the highest frequency in terms of the themes of the contents, followed by identity, collaboration and diversity, with equality showing the lowest frequency. Textbook B shows the highest frequency of identity, textbook F shows the highest frequency of diversity, textbook B and E have the highest frequency of equality and textbook E has the highest frequency of collaboration. Technology and home economics textbooks deal with ‘living culture’ as the embodiment of human life and they also deal with ‘living cultures of family, consumption, food, clothing, and housing’ which are closely related to the family life. For this reason, technology and home economics textbooks are appropriate to educate the majority of people ‘who are facing multicultural families’ on equality and collaboration as well as the issue of inequality within multicultural families.