코리안 디아스포라, 고려인 주제의 실천적 다문화 역사학습의 실제

Abstract

Objectives This study has an autobiographical character as it is a study that looks back and reflects on ‘my’ class based on my experience at K Elementary School. In the process of research and practice, I continuously tried to reflect the contextual characteristics of the school and region. I recognized the characteristics of the village's mul-ticultural situation, the current status of K Elementary School, the situation faced by Koryoin students, the diffi-culties in communication between Korean and Koryoin students, and the difficulties that fellow teachers face in teaching Koryoin students. Based on this awareness, we designed and implemented a practical multicultural his-tory class for solidarity and togetherness beyond discrimination. Methods First, the topic of forced migration of Koryo people, a minority history, was reviewed from the per-spective of memory and forgetting, and the direction of practical multicultural history education was set through analysis of multicultural education theory and curriculum. Next, I designed and implemented a practical multi-cultural history class on the topic of forced migration of Koryo people and analyzed the process and results. Results The analysis and implications are that, first, the memory of the forced migration of Goryeo people, a for-gotten minority history, was discovered and recalled. Second, it is the acquisition of multicultural com-petency(cultivation of multicultural cultural literacy) based on empathy and interculturalism beyond the assim-ilationist perspective. Third, they had participation and practical experience for solidarity and companionship. Fourth, I looked back on what kind of multicultural teacher I am as a teacher who practices multicultural education. Conclusions The implications of the study are that, in terms of research methods, history classes were autobio-graphically reflected and analyzed based on personal memory data and accumulated cultural artifacts (research notes, student output, photos, videos, etc.). Through this, teachers in the field will be able to understand the de-sign and execution aspects of history classes in detail and use it as a reference for their own class practice research. Next, in terms of research content, history education was practiced with the theme of multiculturalism. Because I recognized the limitations of traditional history education and designed and implemented practical mul-ticultural classes by reflecting the contextual uniqueness of local communities and school, it can be a meaningful reference for schools in multicultural situations. Lastly, the focus on the history of minorities, the Koryo people and forced migration of Koryo people, can be a good example of migration history education.