국내 몽골 출신 외국인 근로자 자녀 학교교육 실태 분석

다국어 초록 (Multilingual Abstract)

This study tried to analyze the realities of schooling for migrant worker's children through the case
study of a middle school attended by migrant children from Mongolia. In this study, the issues were
as follows. The entrance to Korean school by migrant children is not guaranteed as their right, but is
given to them on a generosity basis by the school. Once they enter school, migrant children are
managed as a special group, that is as non-registered students. There is discrimination between 'our
students' and 'them' on a daily basis. Even the homeroom teachers, who should be the ones most
concerned with the welfare of the migrant students, show little interest for their academic
achievement and attendance. In return, the migrant students do not feel the responsibility of attending
school. We can find cases of migrant children who succeed in adjusting to school, whereas there are
also many students that give up school. The greatest achievement of migrant children by attending
Korean school is in learning the Korean language, and they plan for their future based on their
Korean language skill. The migrant students who can succeed in adjusting to Korean school have a
strong tendency to embrace for themselves a Korean identity and to deny their ethnic identity. On
the contrary, due to the lack of school education, migrant children who give up school have a great
probability of having a minor status in their society and of having negative attitude about adjusting
to Korean school and society. The results of this study suggest that it is necessary to build the
foundation for a multi-cultural education in our society that will promote an open attitude in
accepting migrant children as our social equals and help them understand one another.

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