James A. Banks의 다문화교육과정 개혁을 위한 접근법에 대한 재고

Abstract

Objectives In the field of multicultural curriculum research, Banks' approach to multicultural curriculum reform is recognized as one of the representative theories. However, as some theories fixed the discussion of multicultural curriculum, the external expansion of multicultural curriculum theory was limited. In this study, the validity of Banks’ approach was examined from various angles through Schwab's practical approach.
 Methods As part of Schwab's arts of practical, a survey of 316 teachers was conducted, and multiple response analysis, frequency analysis, and cross-analysis were conducted. As part of Schwab's arts of eclectic, the root cause of the problems of Banks' theory appeared in the survey was explored through literature analysis.
 Results As a result of analyzing the first research question, Banks' multicultural education approach consisted of four approaches: a contributions approach, an additive approach, a transformation approach, and a decision-mak-ing and social action approach, and gradation and value sequence were inherent among them. As a result of the analysis of the second research question, there were many gaps between the practice and awareness of field teachers' multicultural education from Banks' theory. As a result of the analysis of the third research question, the gap problem in Banks' theory is fundamentally lack of philosophical arrangement for each approach, inherent ele-ments that can encourage value sequencing of educational activities by school level, Ignoring the multilayered ap-plicability of approaches according to the complexity and context of educational content, and the specific scope of curriculum transformation was absent in the transformative approach.
 Conclusions It was suggested, first, Banks' approach to reforming the multicultural curriculum needs to reinforce philosophical discussions, second, after restoring the equivalence of educational order or educational value among approaches, to modify the approach so that it can be used selectively according to the educational content, third, to provide specific guidelines so that teachers can apply them.