대학교양교육에서 통합형 다문화 교육의 내용 구성과 교육 방안

다국어 초록 (Multilingual Abstract)

This study argues that the goals of university general education can be effectively realized through the integrated implementation of multicultural education and global citizenship education. To this end, the study analyzes the current status of multicultural and global citizenship education in Korean universities and proposes an integrated educational model for university general education by reorganizing educational content and instructional strategies based on philosophical reflection.
In particular, this study reconceptualizes the content system of multicultural education from the perspective of micro-transformation education, which emphasizes philosophical reflection, inner ethical transformation, and community-oriented practice. On this basis, it presents an integrated framework that connects the core values of multicultural education with those of global citizenship education, demonstrating that multicultural education can be extended into a form of universal citizenship education applicable to all university students.
The purpose of this study is to establish a philosophically grounded content system that integrates multicultural education and global citizenship education within the context of university general education, and to propose practical instructional strategies based on a micro-transformation educational approach.
This study is significant in that it theoretically and empirically demonstrates the feasibility of reorganizing multicultural education and global citizenship education into a single integrated system rather than treating them as separate domains in university general education. The values of diversity, mutual respect, and social justice emphasized in multicultural education are shown to be complementary to the universal values of human rights, peace, and sustainability highlighted in global citizenship education. Based on this alignment, the study proposes an integrated content system and a teaching–learning model that reflect the advanced competencies required of university students.
Furthermore, by introducing the concept of micro-transformation education grounded in philosophical perspectives, this study presents a novel educational approach that emphasizes ethical reflection, dialogue, and action-oriented practice. Through an empirical analysis of the general education goals, core competencies, and related courses of 140 universities, the study verifies both the necessity and the feasibility of integrated multicultural education and provides a concrete foundation for restructuring university general education curricula.
The integrated multicultural education teaching–learning model proposed in this study is meaningful in that it structurally synthesizes multicultural education and global citizenship education on philosophical, theoretical, and empirical grounds, and presents an instructional framework appropriate for university general education. This model may serve as a reference point for curriculum design aimed at cultivating multicultural and global citizens in higher education.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성과 목적 1
• 2. 선행연구 검토 7
• 3. 연구 문제와 연구 방법 19
• Ⅱ. 이론적 배경 25
• 1. 다문화교육 담론의 형성과 전개 26
• 2. 세계시민교육 담론의 형성과 전개 38
• 3. 다문화·세계시민 담론의 접점과 대학교양교육에서의 함의 48
• 4. 비판적 다문화주의와 미시적 변혁 교육의 철학적 기반 54
• Ⅲ. 다문화교육과 세계시민교육의 현황 분석 72
• 1. 대학교양교육의 목표 및 핵심역량 분석 74
• 2. 다문화·세계시민교육 교과목 현황 분석 84
• 3. UNESCO 세계시민교육 TLO와 비교 분석 106
• 4. 소결 120
• Ⅳ. 통합형 다문화교육의 내용 구성 124
• 1. 대학교양교육의 개념과 역할 125
• 2. 대학교양교육에서 통합형 다문화교육의 내용 요소 130
• 3. 미시적 변혁 교육과 내용 구성의 원리 146
• 4. 통합형 다문화교육의 내용 구성 149
• Ⅴ. 통합형 다문화교육의 교육 방안 160
• 1. 통합형 다문화교육의 교수·학습 모형 161
• 2. 통합형 다문화교육의 실제 167
• 3. 통합형 다문화교육의 평가 176
• Ⅵ. 결론 및 제언 186
• 1. 요약 및 정리 187
• 2. 제언 191
• 참고문헌 193
• (ABSTRACT) 208
• 부록 210