유아다문화교육정책 및 실제에 관한 비판적 담론분석: 정책, 교육청, 현장교사를 중심으로 = A critical discourse analysis of multicultural education policies and their local implementation in Korea

다국어 초록 (Multilingual Abstract)

Since the late 1990s, demographic diversity has increased in South Korea because of marriage-immigrants and migrant-workers, and this has engendered much discourse about multicultural education. Since late 2000, the Ministry of Education has pursued the development, implementation and evaluation of multicultural educational policies as a major task. However, the ensuing discourse has focused on having children with diverse linguistic backgrounds adapt to Korean language and customs, ignoring other goals of multicultural education. This might relate to how national institutions narrow the meaning of multicultural education by producing an ideology for it. To determine the national goals regarding multicultural education and the interpretation of the ideology inherent in them as it is transmitted by local agencies and interpreted by teachers, this critical discourse analysis examines the promoted values and hidden ideologies in various written and spoken texts and identifies the potential space between the ideology of policy and implementation. Findings demonstrate that, by selecting favorite words from Western multicultural education models or theories, policymakers framed early childhood multicultural education to assimilate ethnic minorities in Korea. National educational institutions functioned as the dominant form of controlling the notion of multicultural family and education. School inspectors were active disseminators of national ideologies within centralized and bureaucratic structures. Policies underwent transformations and met resistance by teachers interacting with local factors, including the top-down imposition of the new curriculum, their busy schedule, and their experiences with individual children. Teachers were neither assimilationists nor active multicultural educators. In light of these findings, it is recommended that policy makers consider experiences of teachers and voices of parents and children from culturally diverse backgrounds in developing multicultural education programs. Regarding the role and responsibility of local offices of education, a comprehensive effort to change the delivery system is strongly recommended. Creating professional learning communities to share diverse ideas with colleagues, parents, and professionals within, between, and across schools could be key to improving teachers` multicultural teaching competencies.

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