다문화교육을 위한 콘텐츠 개발과 교사교육의 방향
On the Contents Development and Teachers’ Training for Multicultural Education
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Tschung-Sun Kim. 2010. On the Contents Development and Teachers’ Training for Multicultural Education. Journal of the International Network for Korean Language and Culture. Vol. 7-1. 81-116. This paper aims to show guidelines of contents development as well as teachers’ training for multicultural education. Korean monoethnic nationalism was a necessary history formulated as a reaction to foreign invasions and Japanese colonialism from the end of 19th century. Rather, non-exclusive assimilation is a characteristic of Korean culture. Therefore, the discourse of multicultural education in Korea should be approached from both a pluralistic and assimilative perspectives. The divisive roles of teacher and student, a principle of general education, is no longer effective in multicultural education. It is necessary not only to encourage minorities in adapting to the new mainstream culture surroundings, but also to include the majority in becoming citizens of the global civil society. This new approach to education on a global multicultural scale, henceforth called ‘refinement education,’ takes a step further in the learning process by training people not only to be culturally aware, but also to become ethically responsible in a global sense, in building community through today’s dynamism. This can only be effective from a disciplinary, rather than an areal, approach to the culture. In order for dual participation by both teacher and learner as ‘creative subjects’, the dichotomy must evolve into the paradigm of “participation and sharing”, the principle of web 2.0. Based on this principle of web 2.0, we can reform the forum of multicultural education into a playground, transforming both the teachers and students into gamers. The gamers can thereafter make creations spontaneously on this playground with fun. It would provide a platform for ‘adaptation education’ to happen naturally, which provides a start point into ‘refinement education’. Because refinement education would be a necessary complement to a teacher’s discipline in the field of multicultural pedagogy, this can prove to be a realistic difficulty. Success of program lies in the caliber of teachers, but the caliber of teachers lies on the quality of the training curriculum contents. This research, therefore, aims to awaken the administrators’ and active teachers’ realization of these facts, and to guide them to a more effective direction towards multicultural education. (Keimyung University)
Abstract
Tschung-Sun Kim. 2010. On the Contents Development and Teachers’ Training for Multicultural Education. Journal of the International Network for Korean Language and Culture. Vol. 7-1. 81-116. This paper aims to show guidelines of contents development as well as teachers’ training for multicultural education. Korean monoethnic nationalism was a necessary history formulated as a reaction to foreign invasions and Japanese colonialism from the end of 19th century. Rather, non-exclusive assimilation is a characteristic of Korean culture. Therefore, the discourse of multicultural education in Korea should be approached from both a pluralistic and assimilative perspectives. The divisive roles of teacher and student, a principle of general education, is no longer effective in multicultural education. It is necessary not only to encourage minorities in adapting to the new mainstream culture surroundings, but also to include the majority in becoming citizens of the global civil society. This new approach to education on a global multicultural scale, henceforth called ‘refinement education,’ takes a step further in the learning process by training people not only to be culturally aware, but also to become ethically responsible in a global sense, in building community through today’s dynamism. This can only be effective from a disciplinary, rather than an areal, approach to the culture. In order for dual participation by both teacher and learner as ‘creative subjects’, the dichotomy must evolve into the paradigm of “participation and sharing”, the principle of web 2.0. Based on this principle of web 2.0, we can reform the forum of multicultural education into a playground, transforming both the teachers and students into gamers. The gamers can thereafter make creations spontaneously on this playground with fun. It would provide a platform for ‘adaptation education’ to happen naturally, which provides a start point into ‘refinement education’. Because refinement education would be a necessary complement to a teacher’s discipline in the field of multicultural pedagogy, this can prove to be a realistic difficulty. Success of program lies in the caliber of teachers, but the caliber of teachers lies on the quality of the training curriculum contents. This research, therefore, aims to awaken the administrators’ and active teachers’ realization of these facts, and to guide them to a more effective direction towards multicultural education. (Keimyung University)
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