다문화 인식개선 교육에 관한 연구 : 비판적 다문화주의를 기반으로 한 중등교육을 중심으로 = A Study on Education for Improving Multicultural Awareness : Secondary Education Based on Critical Multiculturalism

다국어 초록 (Multilingual Abstract)

Multicultural education in Korea is mainly aimed at students from migrant backgrounds, and there is a limitation in that the curriculum is operated without considering the reality of the region. In addition, the contents of secondary school social studies subjects are aimed at a mutual culturalistic perspective, but in the educational field, what’s being taught is fairytaleistic and liberal multicultural perspective like cultural adaptation education, other cultural understanding education, cultural experience, and anti-discrimination.
The purpose of this study is to present a model of education for improving multicultural awareness of secondary school students based on critical multiculturalism to overcome the limitations of multicultural education in Korea. The reason why the research title is multicultural awareness improvement education implies the meaning of overcoming the limitations of multicultural education and improving stereotypes about multiculturalism.
This study focused on educational cases was conducted in middle and high schools in Gimpo. The characteristics of this study are based on critical multiculturalism, and teachers served as mediators and facilitators. In addition, it was organized so that learning could lead to practice while reflecting and thinking critically through conversations and discussions between learners on the subject. In addition, the subject and subject of education were not limited to migrants, but expanded to disability, labor, and environment. The core values to be achieved through this multicultural awareness improvement education are to pursue fundamental changes in power relations, recognize migrants as subjects of life, and to pursue changes by independently participating from below. In order to realize these core values, videos, picture books, mass media, and puppet shows were used as educational contents, and various practical activities such as situational theater, official position writing, legislation, policy proposal writing, and club creation were arranged.
Regarding this education, the teacher in charge of the school evaluated that the practical teaching method and new teaching method of feeling respect and consideration for differences and diversity through activities rather than lecture-style learning increased students' interest and participation. The students evaluated that it was good to have an easy and fun access to topics that they avoided because it was so hard. Instructors evaluated that as the number of classes increased, they saw a change in which learners freely expressed their thoughts. This evaluation confirms that multicultural awareness improvement education is an effective education that promotes changes in learners' perceptions and attitudes toward multiculturalism. Therefore, it is expected that multicultural awareness improvement education will be conducted in connection with the secondary curriculum to expand awareness of multiculturalism. In order to spread multicultural awareness improvement education, a support system is needed to encompass all stages from educational planning to evaluation, such as how teachers and instructors will play the role of facilitators so that students can actively participate.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 배경 및 목적 1
• 2. 연구 방법 및 내용 6
• Ⅱ. 선행연구 검토 및 이론적 논의 8
• 1. 다문화주의 이론 검토 8
• 1) 자유주의적 다문화주의와 상호문화주의 8
• 2) 비판적 다문화주의 11
• 2. 다문화교육에 관한 기존 연구 검토 14
• 1) 다문화교육 배경 14
• 2) 다문화교육 이론 15
• 3. 비판적 다문화주의를 기반으로 한 다문화교육 19
• 1) 비판적 다문화교육의 철학과 방향 19
• 2) 비판적 다문화교육의 내용 및 영역 20
• 3) 비판적 다문화교육의 교수법 21
• Ⅲ. 한국 중등교육의 다문화교육 현황 분석 24
• 1. 한국 다문화교육 현황 24
• 2. 중등 사회과 교과 분석 27
• Ⅳ. 비판적 다문화주의를 기반으로 한 중등교육 다문화 인식개선 교육 모델 34
• 1. 연구 사례 개요 34
• 1) 연구 사례 취지 34
• 2) 연구 사례의 추진 과정 및 연구 목표 37
• 3) 연구 사례의 교안 개발 방향과 수업 진행 방향 38
• 2. 연구 사례의 주요 내용 39
• 1) 교안의 주요 내용 39
• 2) 교안 소개 42
• 3. 연구 사례 분석 52
• 1) 운영 52
• 2) 김포지역 청소년의 다문화 인식과 태도의 변화 53
• 3) 다문화 인식개선 교육의 내용 및 영역·교수법 분석 59
• 4) 중등 교과 연계 가능성 72
• 5) 다문화 인식개선 교육과 기존 다문화교육 비교 74
• 4. 다문화 인식개선 교육 모델 78
• Ⅴ. 결론과 제언 82
• 참고문헌 85