한․영 지리교과서에 나타난 다문화교육 내용 분석 : 인구 관련 단원을 중심으로 = Analysis of Multicultural Education Content in Geography Textbooks of Korea and Great Britain - With focus on the unit on population

다국어 초록 (Multilingual Abstract)

Through the development of transportation and telecommunications, twenty-first century Korean society has been growing increasingly diverse ethnically, racially, culturally, religiously, and in language. A multicultural society is appearing. The increase in foreign workers, international marriage migrants, foreign students, including naturalized foreigners has changed Korean society from something that was often called single nation-state to a multicultural society. In this multicultural society, the visions and values ​​of multicultural education are growing increasingly important.
Geography education allows students to explore the racial, cultural and political diversity within human society. Thus geography’s core curriculum has a key role to play in multicultural education. Similarly, geography should be concerned with including multicultural education within its curriculum. This relationship between geography and multicultural education is especially vital now within South Korea for the formation of a multicultural society.
This study compares and analyzes national geography curricula and textbooks from South Korea and the United Kingdom. It focuses on sections dealing with population that describe the multicultural population of the textbooks’ respective countries. Britain and South Korea have different historical, cultural, political, and social factors, so a direct comparison has limitations. Unlike South Korea, Britain experienced the growth of a multicultural society ahead of the development of its multicultural education. Thus an understanding of UK geographic education and its implications for society can be helpful for the development of a multicultural vision within South Korea’s geography curriculum.
The results of this study of the relationship between geography education and multicultural education are as follows:
First, certain standards and actions are required to appropriately achieve a multicultural education curriculum in within geography education. Multicultural education should be required as part of the geography curriculum. Then all geography textbooks will be required to address multiculturalism as part of the unit on population. This requirement will close the learning gap between students who use textbooks that address multiculturalism and those that do not.
Second, sub-topics of migration, the impact of migration, and population transfers are included in the United Kingdom’s geography textbooks. These sub-sections should be required as part of South Korean textbooks, as well, because they allow students to learn more about the background and demographic characteristics that have creating their multicultural society. In addition, adding a greater variety supplementary boxes that provide material for activities, discussions, and critical thinking will help students more effectively learn about and understand their multicultural society.
Finally, the geography curriculum of South Korea can develop a more positive orientation toward multicultural issues. In the UK, emphasis is typically on ‘positive’ issues such as diversity, race, ethnicity, and identity, while the more common emphases for South Korean textbooks include conflicts, prejudice, discrimination, and inequality. This new orientation will give students a stronger vision on how different groups can live harmoniously with each other. Thus the textbooks will provide a more balanced view of multicultural society and will allow for people migrating into and within South Korean society to do soon a more positive basis.

목차 (Table of Contents)

• Ⅰ. 서 론 1
• 1. 연구 목적 1
• 2. 연구 방법 3
• 3. 선행 연구 6
• Ⅱ. 지리교육과 다문화교육 9
• 1. 다문화사회와 다문화교육 9
• 2. 지리교육과 다문화교육 21
• 3. 한국과 영국의 다문화교육 현황 22
• Ⅲ. 한국과 영국 지리교육과정의 다문화교육 26
• 1. 한국 지리교육과정의 다문화교육 26
• 2. 영국 지리교육과정의 다문화교육 34
• Ⅳ. 한국과 영국 지리교과서의 다문화교육 내용 비교분석 40
• 1. 한국과 영국 지리교과서의 다문화교육 내용 분석 40
• 2. 한국 지리교과서의 인구 단원 다문화교육 내용 분석 48
• 3. 영국 국가 지리교과서의 다문화교육 내용 분석 92
• 4. 한국과 영국 지리교과서의 다문화교육 내용 비교분석 105
• Ⅴ. 요약 및 결론 115
• [참고문헌] 120
• [ABSTRACT] 125