다문화가정 학생재유형화와 교육 접근법

양영자 ( Young Ja Yang ) 한국교육과정학회 2012 교육과정연구 Vol.30 No.3

For the purposes of education, research and policy, ``students from multicultural backgrounds`` are often categorized as part of ``students of international marriages``, ``students of migrant workers``, ``young North Korean refugees`` or ``students who immigrated with their parents or were brought by their already-settled parents``. While this kind of categorization is to systematically support minority students, it is likely to create and spread negative stereotypes on students from multicultural backgrounds by socially and economically ``labeling`` them as ``a new type of disadvantaged people``. Moreover, as it results in treating such students as a homogeneous group, it leads to a standardized education system, errors in identification of research objects and interpretation of outcomes of research, and concerns about the provision of appropriate educational support and the enhancement of policy effectiveness. In this regard, this study gives cases of the types of recently-diversified students from multicultural backgrounds to explain the need for re-categorization of such students. Then it suggests a new typology method which puts emphasis on deep culture of the students, and illustrates appropriate educational approaches for each type. The aims of this study are to provide with a new categorization method in which student-centered education, research and policy can be operated, and various characteristics, personalities and conditions of minority students can be reflected; and to explore appropriate educational support.

한 교육과정 교육자의 교육경험에 대한 자서전적 탐구

양영자 ( Young-ja Yang ) 한국교육과정학회 2019 교육과정연구 Vol.37 No.4

This research is an autobiographical inquiry that explores the life and educational experiences of a researcher who has lived as a teacher education curriculum participant, curriculum subject instructor, and teacher educator for over a decade. To answer the question 'What was and is the nature of my curriculum teaching experience?', the researcher collected data from qualitative materials from the researcher’s own classes and using the writing of currere as an autobiographical method. The following seven themes emerged as a result of the analysis: 1) the beginning of the path of entrance into the curriculum, 2) the narratives of resistance and compliance experienced as a participant in the teacher-education curriculum, 3) the occasions and meanings of changes in curriculum class planning, 4) the internal struggle as a curriculum educator, and pre-service teachers as a mirror for curriculum educator, 5) the impact of my teaching on pre-service teachers, and my growing into a teacher educator, 6) the turning point in the mission as a coworker to entrust the next generation to teachers, and 7) the interpretation of the instability of the researcher’s own socioeconomic status. This study reveals the educational experience of a growing researcher as a teacher coworker while experiencing the benefits of change and the limitations of self-understanding through the curere method.

초ㆍ중등 교육과정 총론에서 다문화교육의 현재와 미래

양영자 ( Young-ja Yang ) 한국교육과정학회 2021 교육과정연구 Vol.39 No.3

This study examined the general guideline of the national curriculum for elementary and secondary education to become a multicultural curriculum as an 'education for all' that aims for justice. To this end, after analyzing the general guideline of Sweden's national curriculum as an example of a multicultural curriculum, the reflection patterns and limitations of multicultural content in the general guideline focusing on the 2015 revised national curriculum was analyzed. With these findings in mind, we discuss the revisions and transformational paradigm needed to change the general guideline of South Korea’s national curriculum into a justice-oriented multicultural curriculum. We discuss the changes required in the general guideline of the national curriculum for elementary and secondary education and how these changes should be implemented in the following areas: the direction of the curriculum construction, the composition of educational contents, teaching and learning, and administrative and financial support for the school curriculum.

교사는 왜 교직을 떠나며 어디로 가는가: 두 초등교사 출신 교과교육 연구자의 교직 경험과 전환 경험에 대한 내러티브 탐구

양영자 ( Young-ja Yang ) 한국초등교육학회 2023 초등교육연구 Vol.36 No.2

This study inquired the narratives of two former elementary school teachers to understand the phenomenon of teachers leaving the teaching profession and transitioning to a research position. These two participants had more than 10 years of elementary school instruction experience and transitioned to researcher positions. Using the narrative inquiry method of Clandinin and Connelly (2000), five themes from the two participants’ narratives were identified: Elementary (pre-service) teachers' concerns and questions about subject matter education expertise, the importance of theory in an elementary teaching climate that favors experiences, conflicts in the process of transitioning from being an elementary teacher to a subject matter education researcher, structural issues that cause experienced elementary teacher researchers to leave the field such as the promotion system, and the ambivalence about transitioning to a research position. Through this study, the starting point for reflection on what primary teachers need to consider in order to continue to grow as subject matter education researcher.

한국 다문화교육에서의 “모델 마이너리티” 경향 고찰

양영자 ( Young Ja Yang ) 성결대학교 다문화평화연구소 2015 다문화와 평화 Vol.9 No.3

The idea of multiculturalism (‘damunhwa’) had been invented to support ‘people in damunhwa’ in the light of policies for racial minorities in South Korea. Yet over the past ten years, these people have been considered as a specific group of immigrants and their children with negative connotation, and separated from the society and in education. As a result, the labelling of ‘damunhwa’ has functioned in relation to racial issues has had racial connotations in South Korea. This paper asserts that the concept of “model minority” used in the U.S. is compared to the labelling of ‘damunhwa’ in South Korean context. Focusing on “model minority” as a theoretical framework, therefore, this paper discusses the assumptions of representation of ‘damunhwa’ and its racial meaning. In doing so, it analyzes the influences and limits of the racial conceptual framework that distinguishes certain minority groups among diverse minority peoples in both the U.S. and South Korea. Finally, this paper addresses what implications the introduction of multicultural education has in the society and education of South Korea.

타자의 시선으로 본 제주민요

양영자 ( Young Ja Yang ) 영주어문학회 2009 영주어문 Vol.17 No.-

다문화교육 실천가로서의 교사상 탐구: 영화 <프리덤 라이터스(Freedom Writers)>의 에린 그루웰(Erin Gruwell)을 중심으로

양영자 ( Young Ja Yang ) 한국교육과정학회 2016 교육과정연구 Vol.34 No.3

This study examined the role of teachers as practitioners in the field of multicultural education. The study analyzed the film, Freedom Writers, which provided insight into multicultural education. Employing qualitative content analysis, this study focused on three aspects: the view of students, the view of the curriculum, and the vision of multicultural education. The study identified the roles of teachers in multicultural education as being individuals who treat students from multicultural backgrounds without prejudice and discrimination; as being individuals who practices transformative curriculum centered on the transformative spirit using teaching methods that help students learn by being exposed to discrimination and injustice in everyday settings; and as individuals who have visions and philosophies related to transforming oneself and the world.

제주지역 가창유희요 고찰

양영자 ( Young Ja Yang ) 영주어문학회 2006 영주어문 Vol.12 No.-

‘제3국 출생 북한이탈주민 자녀’ 교육 문제:

양영자(Yang Young-Ja) 학습자중심교과교육학회 2016 학습자중심교과교육연구 Vol.16 No.10

This study focuses on current issues in education of children of North Korean immigrants born in China and other countries. The children share their parents background as North Korean refugees. However, they also have on their own immigrant experiences moving from another country to South Korea and cultural hybridity characteristics contextualized in China and South Korea. In reviewing existing literature such as newspaper articles, research reports, and academic journal articles, this study investigates the changes in discourse, educational issues surrounding the children, and the possible educational insight that these children may bring from their hybrid experience toward Korean education in the future. Studying this particular population is a turning point in this type of research as it reveals new complex cultural boundaries and encourages breaking down of cultural barriers. This study also suggests that research on North Korean immigrant student education and minority student education should be redefined, which will ultimately offer a new perspective in Korean and multicultural education in Korea

한 중등교사의 하나원 하나둘학교 북한배경청소년 교육 경험에 대한 내러티브 탐구

양영자(Young-Ja Yang) 한국교원교육학회 2023 한국교원교육연구 Vol.40 No.2

This study is a narrative inquiry into the educational experiences of one secondary school teacher who taught youths of North Korean background for three years at Hanadul School, located within the North Korean Refugee Resettlement Office. Using the narrative inquiry method of Clandinin and Connelly(2000), six themes from the participant’s narrative were accounted: Motivations and reasons for applying to be a teacher dispatched to Hanawon Hanadul School, experiences of educating Hanadul school students as a turning point in the teacher's life, the participant's efforts and thoughts about the meaning of the 12-week training period at Hanadul School, the participant’s concerns about issues of student life education and identity among Hanadul school students creating a culture of division, cohabitation as a factor for secondary school dropout among adult learners, and guidance directions for secondary school advancement in three different tracks, and the reasons and methods the participant provided and used to connect with the North Korean defector network. Through these, three meanings from the participant’s narrative were constructed: recovering the ontological meaning of the secondary school teacher through youths of North Korean background, recognizing the need to change the education system for them, and hoping for a change in the way youths of North Korean background and defector networks are perceived and connected in South Korea. This study led to further reflection on the motivation and purpose of educating youths of North Korean background and highlighted the importance of connecting people and their lives.