박물관에서의 다문화교육프로그램 개발 및 적용에 대한 사례연구 －코리아나 화장박물관 사례를 중심으로－
A Study of the Development and Application of Multicultural Education Programs at Museums : －In the Case of the Coreana Cosmetics Museum－
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With the acceleration of globalization and internationalization in the 21st century, human resource exchanges among countries have expanded, which led countries to be diversified in race, religion and culture. Korea also has faced with the similar issues and tasks as a notion in the age of multiculturalism. This study in this context aimed to develop and implement a multicultural program in a museum. The subjects were women immigrants who are likely to settle in the Korean society as mothers with children; and the museum might be an optimal place for practicing the multicultural education as a place for cultural heritage organization and informal education. This study, as a result of the implemented multicultural program, purposed to examine any changes of the participants in terms of their perceptions on their cultural identity, their understanding of Korea and other cultures, and their views as a cosmopolitan living in the multicultural age. The multicultural program based upon constructivist learning perspectives as the instructional principles (i.e., learner-centered, authentic tasks, and collaborative learning, teacher as a coach)was conducted twice at the Coreana Cosmetics Museum on October 17 and 23, 2009. Data for the result analysis were collected from mind-maps the learners had drew twice before and after the class, their evaluation sheets, both the main and assistant lecturers’ observation notes,The result of this evaluation positively confirmed that these programs helped the migrant women experience cultural diversity, coming to embrace other cultures without prejudice, and deepening their cultural identity. This study, furthermore, suggests that these multicultural education programs, for the next time, should include not only the immigrants but also Koreans as the participants of these programs, which, eventually, might lead to expand the multicultural education as an alternative and new learning methods and environments needed in the multicultural age, as Banks contended once.
Abstract
With the acceleration of globalization and internationalization in the 21st century, human resource exchanges among countries have expanded, which led countries to be diversified in race, religion and culture. Korea also has faced with the similar issues and tasks as a notion in the age of multiculturalism. This study in this context aimed to develop and implement a multicultural program in a museum. The subjects were women immigrants who are likely to settle in the Korean society as mothers with children; and the museum might be an optimal place for practicing the multicultural education as a place for cultural heritage organization and informal education. This study, as a result of the implemented multicultural program, purposed to examine any changes of the participants in terms of their perceptions on their cultural identity, their understanding of Korea and other cultures, and their views as a cosmopolitan living in the multicultural age. The multicultural program based upon constructivist learning perspectives as the instructional principles (i.e., learner-centered, authentic tasks, and collaborative learning, teacher as a coach)was conducted twice at the Coreana Cosmetics Museum on October 17 and 23, 2009. Data for the result analysis were collected from mind-maps the learners had drew twice before and after the class, their evaluation sheets, both the main and assistant lecturers’ observation notes,The result of this evaluation positively confirmed that these programs helped the migrant women experience cultural diversity, coming to embrace other cultures without prejudice, and deepening their cultural identity. This study, furthermore, suggests that these multicultural education programs, for the next time, should include not only the immigrants but also Koreans as the participants of these programs, which, eventually, might lead to expand the multicultural education as an alternative and new learning methods and environments needed in the multicultural age, as Banks contended once.
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