문화다양성 교육의 개념적 특질 및 이론적 배경 고찰 = An Inquiry on the Theoretical Backgrounds and Conceptual Attributes of Cultural Diversity Education

다국어 초록 (Multilingual Abstract)

This paper aimed at investigating realization direction of cultural diversity education, which is ideal to Korean sociocultural contexts through scrutinizing theoretical backgrounds and conceptual attributes of cultural diversity education. The specific results and conclusions are as follows.
First, this paper illuminated conceptual attributes of cultural diversity education by three elements such as the concept of itself, cultural competency, and cultural identity. Second, this study comparatively scrutinized theoretical backgrounds and characteristics of cultural diversity education in terms of multiculturalism and interculturalism. The cultural diversity education is partially considered as a prominent principle and value of ‘positive’ multiculturalism and multicultural education.
However, some scholars criticized ‘negative’ multiculturalism, which is rooted in assimilationism and essentialism. In this vein, they stressed intercultural education and cultural diversity education, which is based on interculturalism as an alternative perspective and paradigm. The results of this paper will prevent conceptual chaos and policy conflict between multicultural education and cultural diversity education. Also, the results of this study will be a theoretical groundwork for promoting early adaptation and realization of cultural diversity education in Korean contexts.

국문 초록 (Abstract)

이 연구는 문헌연구를 통하여 최근 주목을 받고 있는 문화다양성 교육(cultural diversity education)의 개념적 특질과 이론적 배경을 고찰함으로써 한국의 사회문화적 맥락에 이상적인 문화다양성 교육의 실현 방향을 모색하고자 한다. 구체적인 연구결과 및 결론은 다음과 같다.
첫째, 이 연구는 문화다양성 그 자체의 개념, 문화적 역량, 문화적 정체성이라는 개념적 요소를 추출하여 문화다양성 교육의 개념적 특질을 규명하였다. 둘째, 이 연구는 문화다양성 교육의 이론적 배경으로 볼 수 있는 ‘적극적’ 다문화주의와 간문화주의에 기초하여 문화다양성 교육의 이론적 배경과 그 특징을 고찰하였다. 본 연구의 결과, 일부 국가들과 학자들은 적극적 다문화주의의 핵심적 원리와 가치로서 문화다양성 교육을 강조하였다. 그러나 상대 진영에서는 동화주의와 본질주의로 대변되는 ‘소극적’ 다문화주의를 비판하고, 포용적 사회를 이룩하기 위한 새로운 접근 혹은 패러다임으로서 간문화주의에 기초한 간문화교육과 문화다양성 교육을 강조하였다. 이 연구의 결과는 문화다양성 교육의 개념적 특질과 이론적 배경 및 특징을 천착함으로써 한국의 다문화교육과 문화다양성 교육의 개념적 및 정책적 혼선과 충돌을 방지하고, 아직까지 생소한 문화다양성 교육의 조기정착과 실현을 위한 토대를 제공할 것이다.

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