‘문화적 지속성 교육(Culturally Sustaining Pedagogy)’의 한국 다문화교육에의 적용 방안 탐색

Abstract

Objectives The purpose of this study is to analyze the discourse surrounding multicultural education within the sociocultural context of South Korea, and to propose the application of culturally sustaining pedagogy within South Korean multicultural education.
 Methods This study aimed to introduce the concept of culturally sustaining pedagogy, a topic receiving significant attention in the United States, into the realm of critical multicultural education. It sought to explore the application of this theory within the South Korean sociocultural context and the backdrop of multicultural education. Consequently, this study was structured as a literature review, serving as a preliminary examination intended to guide future research and provide direction for educators to implement culturally sustaining pedagogy in educational settings. The research proceeded in three phases: First, it defined and conceptualized culturally sustaining pedagogy. Second, it involved understanding and analyzing the sociocultural context of South Korea to assess the existing discourse on multicultural education within the country. Third, the study examined the potential application of culturally sustaining pedagogy within South Korean multicultural education.
 Results First, culturally sustaining pedagogy advocates for a shift in multicultural education from assimilation to justice-oriented multicultural education. This is particularly pertinent in contexts like South Korea, where cultural minority groups exhibit a weaker sense of community, thus heightening the influence of assimilationism and underscoring the need for proactive measures to sustain these communities. Second, culturally sustaining pedagogy serves as a platform for initiating discussions on racism and racial inequality within the framework of South Korean multicultural education. Third, this approach emphasizes the attainment of academic success in a broad sense by promoting mutual appreciation for diverse cultures within educational contexts. It posits that this fosters not only the exchange of life itself but also aids in the process of discovering both personal and communal agency. Fourth, culturally sustaining pedagogy is dedicated to sustaining the communities of cultural minorities.
 Conclusions First, this study suggests a need for a shift in teachers' perceptions of cultural minorities, advocating for the systematic inclusion of professional development in multicultural education within the curriculum for teacher education. Second, it emphasizes the importance of providing students from cultural minorities with opportunities and spaces to express their voices and to develop as agents. Third, the study calls for a more comprehensive understanding of culture.