국내 다문화교육지원기관의 제도화 및 재맥락화 = The Institutionalization and Recontextualization of Multicultural Education Centers in Korea

다국어 초록 (Multilingual Abstract)

As an exploratory investigation, this study attends to the institutionalization and (re)contextualization of multicultural education centers in Korea over the past two decades (1991-2010). A set of empirical data for this study was gathered from various official sources, primarily the websites of multicultural education centers. The research questions are as follows: 1. What has been the driving force behind the institutionalization of multicultural centers in Korea? 2. How has the function of multicultural centers been contextualized in Korea? With regard to the research question 1, the data analyzed in this study shed light on the possibility that the institutionalization of multicultural centers in Korea has been responsive to a collection of “universal discourses” on multiculturalism that have been elaborated and disseminated on a global scale. The data indicate that the official mission statements of those centers frequently emphasize notions such as global human rights, global community, and cultural diversity, all of which represent some of the central elements of global epistemic models of multiculturalism. One way to interpret this finding may be that the perceived needs for multicultural education centers in Korea have largely been socially constructed based on global discourses on multiculturalism, fairly independent of substantive societal needs for them. As for the research question 2, a series of analyses of the data points to the possibility that the content of the programs in multicultural education centers in Korea is “loosely coupled” with the official missions. An illustrative example of such a loose coupling is that many of those centers have been focusing their educational programs on Korean cultural elements, while their official mission statements ostensively emphasize universal cultural norms and values. In addition, the data show a strong correlation between the number of multicultural education centers and the size of cultural minority groups (e.g., foreign workers, marriage immigrants, and North Korean defectors) across different parts of Korea. These findings may lead one to suspect that the function of those centers has been recontextualized in a way to assimilate cultural minority groups into the dominant Korean culture. Overall, the findings from this study suggest that the rise and diffusion of multicultural education centers in Korea may not simply be a functional response to concrete societal needs within the country, but a reflection of global epistemic models that help us reinterpret and render new meaning to diversity in society. This study hopes to provoke further inquiry into the relationship between multicultural education and global-local processes from a world-society perspective.

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