접촉 가설에 근거한 반편견 교수 방법 = Teaching Methods for Anti-Bias Education based on Contact Hypothesis

다국어 초록 (Multilingual Abstract)

Psychologists have long been understood that properly structured intergroup contact offers substantial potential for ameliorating intergroup tension, promoting prejudice reduction, and improving intergroup relation. Contact hypothesis is one of the most extensively researched framework for reducing intergroup prejudice. But it has gained little attention from domestic researchers. The purpose of this paper was to delve into the implications of contact hypothesis to teaching methodologies in moral education. According to the results of contact theories, intergroup contact is helpful for improving intergroup relations and reducing bias and conflicts. The empirical focus of the early works on contact hypothesis was specifically on the direct, personal experience of intergroup contact. But, as the end of the 20th century approached, a new perspective was introduced. Recently, many researchers on contact hypothesis have emphasized the importance of indirect contact. Indirect contact includes a range of different types of activities. It involves an extended contact, a parasocial contact, a vicarious contact, and an imagined contact. Based on a careful analysis of literature on contact hypothesis, I proposed the five teaching methods for anti-bias education. Utilizing cooperative learning, Using a cultural assimilator, providing students with opportunities for vicarious contact, providing multicultural service learning, and teaching various social skills required for the future contact.

참고문헌 (Reference)

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