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      • KCI등재후보

        한국 중등학교 다문화교육의 현황과 방향

        김일환,윤언배 사단법인 한국민족연구원 2011 민족연구 Vol.0 No.47

        The aim of this research is to get understood the facts about education for people with multi-cultural identity in the secondary schools and, with this, to offer guidelines for proper instructions toward students with various racial backgrounds. For this, policies on multi-cultural education of MEST(Ministry of Education, Science and Technology) and Offices of Education of each city and province and related contents of revised curriculum in 2009 have been analyzed. Based on this, prospect on multicultural education in the secondary school is gained. As a result of analyzing policies on education and curricula for students with various cultures, it must be fair to say that, in the mid of its transformation into the multicultural, multi-racial and globalized society, Korea has been actively dealing with those students with great interest. With these policies, education for multi-cultural students in schools has been fairly well-balanced and stabilized. But things like below cannot be neglected. First, multi-cultural educations have highly been narrowed down to passive ones; for adapting themselves to new circumstances of schoo ls or for increasing comprehension on students with parents from different races. Second, multi-cultural educations have been centered on extracurricula activities rather than on regular curriculum and not systematized yet. Third, multi-cultural education has relatively been put more emphasis on primary education than secondary ones, which is somewhat worrisome, given the fa ct that many multicultural students have gone to secondary schools. And finally, chances are students' national identities might be unsettled due to too much weight on multi-cultural education. With all these facts considered, a few suggestions must be made below. First of all,rather than just adaptation to schools in Korea, multi-cultural education should be able to encourage multi-cultural students' strong points, and also, their self-esteems.

      • KCI등재

        특집 : 다문화교육의 현황과 과제 ; 한국 중등학교 다문화교육의 현황과 방향

        김일환 ( I. W. Kim ),윤언배 ( U. B. Yoon ) 한국민족연구원 2011 민족연구 Vol.0 No.47

        The aim of this research is to get understood the facts about education for people with multi-cultural identity in the secondary schools and, with this, to offer guidelines for proper instructions toward students with various racial backgrounds. For this, policies on multi-cultural education of MEST(Ministry of Education, Science and Technology) and Offices of Education of each city and province and related contents of revised curriculum in 2009 have been analyzed. Based on this, prospect on multi-cultural education in the secondary school is gained. As a result of analyzing policies on education and curricula for students with various cultures, it must be fair to say that, in the mid of its transformation into the multi-cultural, multi-racial and globalized society, Korea has been actively dealing with those students with great interest. With these policies, education for multi-cultural students in schools has been fairly well-balanced and stabilized. But things like below cannot be neglected. First, multi-cultural educations have highly been narrowed down to passive ones; for adapting themselves to new circumstances of schools or for increasing comprehension on students with parents from different races. Second, multi-cultural educations have been centered on extra-curricula activities rather than on regular curriculum and not systematized yet. Third, multi-cultural education has relatively been put more emphasis on primary education than secondary ones, which is somewhat worrisome, given the fact that many multi-cultural students have gone to secondary schools. And finally, chances are students` national identities might be unsettled due to too much weight on multi-cultural education. With all these facts considered, a few suggestions must be made below. First of all, rather than just adaptation to schools in Korea, multi-cultural education should be able to encourage multi-cultural students` strong points, and also, their self-esteems. Second.

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