Multicultural History Research Articles

EXPLORATION OF MULTICULTURAL APPROACHES IN HISTORY LEARNING IN MULTIETHNIC CONTEXTS: CASE STUDY AT SMAN 14 MEDAN

This research aims to explore a multicultural approach to teaching history at SMAN 14 Medan, especially in a multiethnic context. The multicultural approach here refers to the integration of various ethnic perspectives into the history curriculum to increase understanding and respect for cultural diversity. This study was conducted using qualitative methods and data collection techniques through classroom observations, interviews and document analysis. The research results show that the application of a multicultural approach to history learning at SMAN 14 Medan has helped students understand and appreciate cultural differences, as well as increasing student involvement in the learning process. Key success factors include teacher training, teaching materials relevant to multiethnic contexts, and an inclusive learning atmosphere. The implication of this research is the importance of applying a multicultural approach to history learning to enrich students' learning experiences in a multiethnic context. It is hoped that this research can contribute to the development of a more inclusive history curriculum in ethnically diverse schools. By understanding and appreciating cultural diversity, students are equipped with the skills necessary to interact effectively in a multiethnic environment. Teachers, as facilitators, have a key role in creating a supportive learning environment for all students, thereby creating valuable and relevant learning experiences. This research also highlights several limitations, such as the research being limited to one school and the qualitative approach used. Therefore, further research involving a number of schools and using quantitative methods can provide a broader understanding of the effectiveness of a multicultural approach in teaching history.Applying a multicultural approach to history learning not only benefits students academically but also helps prepare them to live and work in an increasingly multicultural society. Thus, inclusive and multicultural history learning is not only relevant in an educational context but is also important for building an inclusive and tolerant society in the future.

코리안 디아스포라, 고려인 주제의 실천적 다문화 역사학습의 실제

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.

The purposes of historical canons in multicultural history education

ABSTRACT National canons of history sparked intense debate among historians over the last years, history educators have regularly shown concerns regarding these canons. The main arguments are that history is instrumentalized for political purposes, and that canons are incompatible with multiculturality. In this study, the cases of the Netherlands and Belgium (Flanders) are used to discuss these concerns. The aim of this article is to gain a more complex understanding of the use of canonical discourse in the setting of history education. The current study actualizes and reconsiders Banks’ typologies of knowledge, and applies them to multicultural history education. Hence, the canon debates in the low countries are contextualized from an international perspective of debates on canon and history teaching. It is argued that both national canons specifically intend to confront popular knowledges and historical myths with academic historiographic discourses. More particularly both canons seek to include discourses on minority groups and multiculturality, which may benefit the use of transformative knowledge in history education. The use of canonical discourses however must not be reduced to transmission. Beside qualification history education also strives towards socialization and subjectivation. It is discussed how a thoughtful use of canonical discourse may add to realizing these purposes of education.

Pedagogical Complexities in Multicultural History Classrooms in Botswana Senior Secondary Schools

Botswana is a pluralistic society, yet its education system is tailored from a homogenous dimension. This paper interrogates the competence of history teachers in teaching multiculturally diverse classrooms. The study examined the challenges faced by History teachers in multiculturally diverse classrooms and the pedagogical approaches that could be used to combat that state of affairs. The study was pursued using the theoretical framework of Critical Pedagogy which ideologically advances that education within multicultural societies must be democratic and take into account social justice and diversity issues. The study implored the qualitative research methods and was pursued within 12 (N=12) senior secondary schools in 7 (N=7) educational regions in Botswana. A total of 36 (N=36) teachers and 120 (N=120) students participated in the study. The results indicate that the history teachers have no training on how to teach multiculturally diverse classrooms. Such a scenario end up frustrating both teachers and students since a lot of them end up feeling pedagogically isolated in the teaching-learning process. Therefore, there is need to rethink teacher training amongst the many factors which could help ameliorate this state of affairs.

“Archival Mentalities,” Multiculturalism, and the Canadian Context: Identifying the Value and Impact of the Ontario Jewish Archives

ABSTRACT Within the last decade, interest in community archives has increased in the field of archival studies. Calls to evaluate programs and services have caused scholars and archival professionals to seek new ways to understand how effectively a program or organization performs, to gather input for evidence-based decision-making, and to demonstrate an organization's impact on its community or stakeholders beyond traditional evaluative measures. This article is based on a two-year partnership study with the Ontario Jewish Archives, Blankenstein Family Heritage Centre (OJA) in Toronto, Ontario. In conjunction with OJA staff, the researchers sought to identify effective methodologies that shed light on OJA's impact. Informed by recent archival theories on impact and a critical understanding of OJA's organizational culture as well as the Ontario Jewish community's history, the authors argue that OJA's impact and value as articulated by members of the community must be contextualized within what Amir Lavie calls an “archival mentality”—in this case, one grounded in Canada's history of multiculturalism as a policy and as a national identity.

Class Trips beyond Borders: Reimagining the Nation through State-Sponsored Heritage Tourism

AbstractThe article explores how cross-border heritage tourism is promoted in public schools to reimagine Hungary as an ethnically homogeneous nation by incorporating ethnic kin communities that live in neighboring countries. Cross-border heritage tourism has long served to establish strong ties to ethnic diaspora communities that live beyond the territorial borders of the nation-state. National borders in Central and Eastern Europe were repeatedly redrawn across ethnic groups over the twentieth century. Heritage tourism remains a key cultural and economic practice that symbolically questions current national borders and aims to increase the viability of ethnic enclave economies in countries where the given ethnic group is a minority. The article focuses on a large-scale student travel program that was launched by the Hungarian government in 2010, the year that marked the start of a brisk populist turn in Hungarian politics. The program provides funding to public school students for organized class trips to areas of neighboring countries (Romania, Slovakia, Serbia, Croatia, and Ukraine) that belonged to the Hungarian state before World War I. It shows how the Hungarian government mobilizes the public education system to foster a narrow and exclusionary ethnic understanding of cultural membership by selectively overemphasizing Hungarian heritage in regions that have had multi-ethnic, multi-religious, and multicultural histories for centuries. This project extends research on identity-based heritage tourism to show how it has become an integral part of the propaganda toolkit of populist governments.

The Multicultural History Society of Ontario and its Resources for Ethnic Studies

The Multicultural History Society of Ontario and its Resources for Ethnic Studies

Post-racial unrest, #Blackintheivory and the US election: is multiculturalism still necessary?

ABSTRACT Multicultural discourse, when focusing on systemic racism/discrimination, has recently come under scrutiny. Despite the long history of multiculturalism in counselling and other helping fields, critics espouse multiculturalism does not work and increases racial problems. This criticism persists despite recent events such as the racial unrest in Summer 2020 (due to the killing of numerous unarmed Black people), #Blackintheivory movement and the racially-charged US presidential election. Opponents state these problems exacerbate partially due to an unbalanced focus on race. Proponents believe not enough emphasis on multiculturalism is a contributing factor. This conceptually-driven, dialectical article highlights evidence for and against multiculturalism by providing a critical overview of existing theoretical and empirical information for both. I conclude with the hope of an agreed-upon truth established through a systematic display of logical reasoning, utilising biology as a backdrop. Implications for the counselling field conclude the article.

Permanences Against Cultural Amnesia: Reconstructing the Urban Narrative of the Rum Community of Fener, Istanbul

In this article I reconstruct the place narrative of the Rum community (Greeks of Turkey) in Fener, Istanbul through unrest, displacement, and gentrification, and how the urban fabric, everyday life, and encounters transformed through different phases of urban change. Fener was a neighbourhood where cultural groups coexisted with mutual respect. This environment started to deteriorate when societal unrest towards non-Muslims resulted in a city-wide assault in 1955 and a subsequent displacement of many non-Muslims from the neighbourhood. The neighbourhood decayed and later became an attractive spot for gentrifiers because of its multicultural history. This implicated a massive physical change after an unimplemented regeneration project leading to gentrification. I theorize this narrative mainly based on Whitehead’s “permanences,” the stabilities in the physical and non-physical presence of Rums in Fener and Bhabha’s “in-between temporalities” as complements of permanences, defining space-time envelopes that signify both adjustment and resilience, but also amnesia as a result of urban unrest through social and physical change. The Rum urban narrative provides a complex story of challenged community identity; therefore, it necessitates the use of several qualitative research methods: interviews with older residents, historical investigation with documentation, and personal observation. The study results show that the Rum community’s daily practices and placeworlds were lost; however, the community remembers permanences better than in-between temporalities. Linking fragmented narratives by reconstructing them fights cultural amnesia and leads to a better connection with place and past contexts.

Znikające świadectwo wielokulturowej tradycji miasteczek oraz ich lokalnego dziedzictwa na przykładzie pejzażu językowego Dzierżoniowa (Rychbach/Reichenbach).

The aim of this paper is to discuss the reasons for erasing the testimonies of the multicultural history of small towns and their local heritage. The concept of testimony in this article will refer to the linguistic landscape that is present in the public space and which comprises different types of signs produced by both private people and institutions. It has been assumed that the linguistic landscape can transfer the knowledge about intangible, immaterial aspects – information about social composition, the history of cross cultural relations in towns such as Dzierżoniów, and the knowledge about the coexistence of ethnically, culturally and linguistically diverse communities. Linguistic landscape can also transfer knowledge about multicultural tangible heritage, which encompasses cemeteries, gravestones, places of religious worship or manufacturing companies/factories. Despite its undeniable value one can observe that socio-cultural and political events and traumas, which affected Polish citizens, can lead to the almost complete erasure of linguistic landscape from the public space.

Shared Histories in Multiethnic Societies: Literature as a Critical Corrective of Cultural Memory Studies

AbstractThe staging of history in literature is engaged in dynamic exchange with society’s memory discourses and in this context, literature is generally seen as playing a creative role as a formative medium in memory cultures. For some time, however, many feel that established concepts of Cultural Memory Studies need to be reconsidered for multiethnic societies. The assumption is that official memory cultures tend to exclude people with a migrant background from identity-forming discourses about the past. Using Germany as an example, this paper argues, first, that the question of memory in multiethnic societies needs to be reconsidered indeed, but in a different direction than has been assumed so far, and, second, that much-discussed concepts such as the post-migrant paradigm or multidirectional memory tend to circumvent the problems at hand rather than contribute to their solution. The paper therefore discusses the preconditions for a literary-theoretical engagement with this socio-political issue and the direction in which an alternative conceptualization would have to go – that is, not a new theory or method, but anovel perspectivethat should bethe basis for future theory building.Rather than confining the notion of a »shared history« to, either the common history of a country’s native population, or to the historysincemigration shared by minorities and receiving society, this paper proposes to focus on actual links between the histories of Germany as the receiving society and the histories of the new Germans’ countries of origin. Using literary texts and discussing a concrete example, it brings such shared histories to the fore and explores how theyopen up national memory discourses transnationally. The underlying vision is that these important components of multiethnic societies have the potential to show a way in which national and transnational memory landscapes as a whole could be transformed. In this sense, the metaphor of »Migration into Other Pasts« may be rephrased as migrationnot»into the past of others« but aterritorial move within one common shared history. The paper therefore shows that the prerequisites for a literary-theoretical examination of the question of memory culture in multiethnic societies and its literary representations must be sought in the offerings of literature itself. The literary example, Orkun Ertener’s novelLebt(Alive/Live! 2014), with its numerous entangled and interweaving shared histories shows particularly clearly how literature can function as a drive or even theory generator for concepts to be developed – instead of, conversely, imposing readymade concepts on both German multiethnic societies and its literary production.The novel perspective of this paper can be summarized in the inversion of the conventional point of departure: Instead of looking for a way to include people with a migrant background into the German memory culture, the first question to be asked should be how, in the age of the general recognition of concepts of entangled history, the idea could arise and persist for so long that migrants with Turkish roots, for instance, have no relation to German history. By focusing on the historical connectivities between Germans and new Germans, Orkun Ertener’s novelLebtchooses a different approach in this regard. It provides a transnational expansion of memory discourses on German, Greek, Jewish and Turkish/Ottoman history and thus opens up a new and long overdue memory space that is of central interest to multiethnic societies in Germany and beyond. As it seems, it takes writers who are more interested in entangled histories than in history as a resource for identity to get this right. Ertener undoubtedly belongs to this type of writers, as evidenced not least by the fact that he cites or refers to some of the most important historical studies for his context from Mark Mazower’sSalonica – City of Ghosts, a standard reference on the multiethnic and multicultural history of Thessaloniki, toTurkey, the Jews and the Holocaustby Corry Guttstadt who challenged the myth of a Jewish-friendly policy in Turkey. Ertener’s novelLebtis saturated with the interconnected histories of various ethnic groups and may therefore serve as ablueprintfor a vision of memory culture in a multiethnic society.In conclusion, the essay outlines that developing an alternative concept of memory and historical consciousness in multiethnic societies and their literary representations cannot be based on much-discussed concepts such as post-migration or multidirectional memory. Although a superficial glance suggests that they might be the obvious choice for the topic of this paper, a novel take on multiethnic memory landscapes must start from specific shared histories and their entanglements. The paper therefore proposes that a bottom-up development of theoretical-methodological work is necessary in the case of representations of memory in multiethnic societies. This approach must highlight how links between the histories of the receiving societies and the histories of the migrants’ countries of origin are, or could become, important components of an alternative memory culture in multiethnic landscapes – and that these links hold the potential for transforming national and transnational memory landscapes as a whole.

Somewhere bigger and brighter? Ambivalence and desire in memories of leaving the north of Ireland during the Troubles

ABSTRACT This article examines oral history interviews of migrants from Northern Ireland to Britain, specifically a group of ten people who left the North during the Troubles. It reads their interviews for, on the one hand, accounts of migration as liberatory or as generative of new subjectivities and new possibilities; and on the other hand, expressions of nostalgia, ambivalence or uncertainty which exist alongside those more optimistic narratives. In doing so, it highlights a specific form of dichotomised composure within this selection of oral histories and argues that the specificities of this composure are suggestive of some of the discourses that operate around the relationship between Northern Ireland and Britain, as well as of the contested memory of the Troubles. They also reveal aspects of the complicated history of multiculturalism in Britain, and of various forms of social repression in the North, showing how our interviewees navigated their movement between those two places.

Na pograniczu narodów i kultur: Polska–Europa–Ameryka [At the borderlands of nations and cultures: Poland—Europe—America

<i>Na pograniczu narodów i kultur: Polska–Europa–Ameryka</i> [At the borderlands of nations and cultures: Poland—Europe—America

Jejak Langkah Multikulturalisme di Pura Pabean Pulaki Singaraja Bali

This article analyzes the footsteps of multiculturalism in North Bali by using as the object of analysis the Pura Pabean (Custom Temple) which is upheld by Hindus and Confucians. The analysis focuses on four things, the first, namely: describing the history of the founding of the Pabean Temple; the second regarding the form and function of the traces of multiculturalism in the Pabean Temple; the third the trace of multiculturalism in Pabean temple; and the fourth being the contribution of Pabean Temple in building multiculturalism in Bali. This study is a qualitative study whose data were collected using observation, interview, and literature review techniques. The data were analyzed using the theory of multiculturalism. The results of the analysis show that the Pabean Temple, which is believed to have been established in the 15th century, is historical evidence of multiculturalism that has been going on for a long time in Bali. This is also with the existence of two sacred buildings side by side in one temple area that is upheld, even though they are residents with different beliefs, namely Hinduism and Kong Hu Chu. This article provides a new contribution to the history and dynamics of multiculturalism that is maintained in Bali, especially from a temple called Pura Pabean in North Bali.

“LOST”: CRIMEA AND CRIMEAN TATARS IN THE CONTENT OF SCHOOL HISTORY EDUCATION

Research problem.The article deals with the representation of the Crimean peninsula and the Crimean Tatars in the content of school history education. This research task has been fulfilled by analyzing the curricula of the History of Ukraine in grades 9-11. The research states that the precondition for the appearance of the image of the Other in the school history course was the popularization of the idea of tolerance by Western grant donors in Ukraine. The author’s position is based on the assertion that the content of school history education is influenced by foreign and domestic political factors: European integration processes, the annexation of Crimea by the Russian Federation, the introduction of the “New Ukrainian School” system and more. Studying these and other factors, the author notes changes in the content of history curricula.The research has revealed that these changes are marked by the representation of the history of Crimea in political discourse, while social and cultural processes are only partly reflected.This makes it difficult for students to get acquainted with the representatives of otherness, to be aware of the functioning of intercultural communication and the interaction of cultures.Thus, according to the research, such a situation does not create optimal preconditions for the formation of multicultural competence of students. Purpose of the research: to analyze the (non-)presence of the Crimean Peninsula and Crimean Tatars in the content of the school course of the History of Ukraine in 9-11 grades. Research methods: retrospective, analysis and synthesis, generalization, induction. Main research results. The research has proven the influence of foreign and domestic political factors on changing the content of school history education. This is confirmed by the evolution of the representation of the history of the Crimean peninsula and Crimean Tatars. Scientific novelty of research results. The subject of the article has not yet been studied in domestic pedagogy. The perspective proposed by the author is that the regional history and the image of the Other appearing in it is the optimal pedagogical strategy, which creates preconditions for the representation of non-dominant groups in school history course. Their subjectivity in factual material is a platform for the formation of tolerance and multicultural competence of students. Conclusion and author’s specific proposals. The content of the school history course is changing not so much as a result of the refusal of the authors of school history programs from Ukrainian ethnocentrism, but as a result of foreign and domestic political factors. Nevertheless, the author evaluates these changes positively, interprets them as those that revive the real multicultural space of Ukraine and contribute to the formation of tolerance and multicultural competence of students. The author proposes to carry out further monitoring of educational programs, considering them as normative documents that demonstrate the perspective of “Ukrainian ethnocentrism – multicultural history” changes.

Diasporic Sources and Caribbean History

Oral history is crucial to two ongoing research projects: the first focuses on the history of childhood and family in the twentieth-century Anglophone Caribbean, and the second concentrates on the construction and nature of the Caribbean interviews archived in the Multicultural History Society of Ontario (MHSO) collections. The following examination of some of the scholarship on oral sources and Caribbean migration raises significant questions for my analysis of two Caribbean interviews in the MHSO West Indies Collection: what can interviews conducted with Caribbean-born people living in the diaspora tell us about memories of life in the region itself, especially those of childhood and family life, and how can scholars use them to explore Caribbean history?

Listen but Don’t Ask Question: Hawaiian Slack Key Guitar across the TransPacific by Kevin Fellezs

Reviewed by: Listen but Don’t Ask Question: Hawaiian Slack Key Guitar across the TransPacific by Kevin Fellezs James Revell Carr Listen but Don’t Ask Question: Hawaiian Slack Key Guitar across the TransPacific. By Kevin Fellezs. Durham, NC: Duke University Press, 2019. [xvii, 316 p. ISBN 9781478005995 (hardcover), $104.95; ISBN 9781478006718 (paperback), $28.95; ISBN 9781478007418 (e-book), price varies.] Illustrations, glossary. Maps of the earth typically cut the Pacific Ocean in half, literally marginalizing one third of the planet’s surface and the people who have inhabited and explored that vast region for millennia. In his recent book, Listen but Don’t Ask Question: Hawaiian Slack Key Guitar across the TransPacific, Kevin Fellezs seeks to recenter the Pacific and one of its most well-known music traditions. Moving from Hawaii to cultural outposts in California and Japan, Fellezs examines the ways in which players of the Hawaiian guitar style, kı̄ hō‘alu, more commonly known as “slack key guitar,” have represented Hawaiian-ness through musical performance. Fellezs uses his own complex genealogy, with ancestors from Hawaii, Japan, Portugal, and the Philippines, as a metaphor for the complicated multicultural history of Hawaiian music. He further complicates his own relationship to Hawaiian culture by discussing his upbringing in the San Francisco Bay Area, as part of a Hawaiian ‘ohana (family) in diaspora, which leads him to ask, “What constitutes Hawaiian belonging?” (p. 2). And furthermore, “How do diasporic Hawaiians fit in any discussion of indigeneity and cultural performance and performativity? How might Japanese guitarists reproduce or challenge the long history of cultural appropriation, commodification, and non-Hawaiian indigenization accomplished through ‘Hawaiian at heart’ rhetoric?” (p. 3). In order to answer these questions, Fellezs employs four Kanaka Maoli (indigenous Hawaiian) terms (p. 7) representing central concepts of this musical practice: kuleana (prerogative or responsibility), aloha (love), ‘ohana (extended family), and pono (holistic balance). One of the most fascinating dimensions of the book is the author’s discussion of how key Hawaiian words such as these were manipulated by Christian missionaries when they began to establish English-language translations for Hawaiian concepts, using purposeful mistranslation to justify their own appropriation and exploitation of Hawaiian lands and cultural properties. By reorienting these Hawaiian terms and employing indigenous Hawaiian concepts as the foundation for his critical approach to the topic, Fellezs clearly articulates the values and aesthetics of a music culture with distinct ways of belonging that nevertheless has transcended its ethnic and [End Page 426] geographic origins to become a truly global form of popular music. In chapter 1, Fellezs describes an oral/aural musical pedagogy that rings familiar to participants in many folk-music genres, in which achieving the proper kind of feeling is prioritized over technical mastery (p. 77). It becomes clear through the author’s analysis that perhaps the most crucial element in the effective performance of kı̄ hō‘alu is achieving the right kind of feeling, known among slack key players as the “nahenahe (sweet, gentle, and melodious) aesthetic” (p. 19). While there is much debate in slack key circles over whether or not one can learn to play with this feeling regardless of one’s personal connection to the Hawaiian islands, Fellezs shows that this nahanahe aesthetic is one of Hawaii’s most recognizable musical exports, influencing musicians on both sides of the Pacific and beyond. Chapter 1 also introduces the godfather of modern slack key guitar, Gabby Pahinui, who, along with ukulele virtuoso and historian Eddie Kamae and their group, Sons of Hawaii, was a key figure in the Second Hawaiian Renaissance. Pahinui repopularized the slack key genre and became a mentor for many other Hawaiian musicians who propagated and progressed the music in the late twentieth century, like Sonny Chillingworth, Ledward Kaapana, Keola and Kapono Beamer, Raymond Kane, and Gabby Pahinui’s son, Cyril. Fellezs briefly addresses the lack of women in the discourse around slack key, pointing to female guitarists like Noelani Māahoe, who released albums of slack key music prior to the Second Hawaiian Renaissance, as evidence that the role of women in the development, transmission, and preservation of the Hawaiian slack key tradition has been badly undervalued. He speculates that although...

Development Status and Tasks for Multicultural Education Textbooks : Focusing on Multicultural History Education

과거 한국의 역사교육은 ‘단군의 자손’, ‘단일민족’, ‘순혈주의’에 입각한 민 족주의 일변도의 교육이었다고 해도 과언이 아니다. 그러나 한국사회가 다문 화 시대로 이행하면서 민족주의적 역사교육의 한계를 극복하고 다문화 시대 에 적합한 새로운 역사교육의 방향을 모색하려는 움직임이 나타나고 있다. 본 논문에서는 지금까지 출간된 다문화 역사교재(총 15권)를 초등과 중등으 로 구분하여 교재개발의 취지, 내용구성의 특징 등을 살펴보고, 이를 통하여 앞으로의 다문화 역사교육 교재개발의 과제를 조망하였다. 분석 결과, 본문에서 살펴 본 다문화 역사교육 교재들은 국내외 다양한 연 구 성과를 반영하고 있으며, 현행 검정 역사교과서와는 별도로 중등학교에서 역사 부교재 및 역사학습 보조 자료로 활용할 수 있도록 기획되었다. 이들 교 재들은 한국이 오랜 옛날부터 다문화 사회였다는 것이 아니라 한국사의 전개 과정에서 각 시대별로 다양한 문화적 요소들이 유입되었으며, 그러한 요소들 이 오늘날 한국문화를 형성하는 데 영향을 주었다는 점을 강조하고 있다. 또한, 다문화 교육의 대상에 대한 인식에 있어서도 변화가 요구된다. 다문 화가정 자녀들이 다문화 교육의 대상이라는 고정관념을 버리고, 주류 사회의 다수를 차지하고 있는 내국인에 대한 문화다양성 교육이 우선되어야 할 것이 다. 아울러 다문화 교육의 획일화를 경계하면서도, 다문화 교육의 실천 공간 을 학교에만 한정하지 말고 가정과 지역사회가 연계하여 함께 논의하고 공조 하는 협력체제의 구축이 필요하다.

Mauritians and Latter-Day Saints: Multicultural Oral Histories of The Church of Jesus Christ of Latter-Day Saints within “The Rainbow Nation”

The Church of Jesus Christ of Latter-day Saints emerged within the Mauritian landscape in the early 1980s after the arrival of foreign missionary work. With a population of Indian, African, Chinese, French heritage, and other mixed ethnicities, Mauritius celebrates multiculturalism, with many calling it the “rainbow nation”. Religiously, Hinduism dominates the scene on the island, followed by Christianity (with Catholicism as the majority); the small remainder of the population observes Islam or Buddhism. Although Mauritian society equally embraces people from these ethnic groups, it also has historically marginalized communities who represent a “hybrid” of the mentioned demographic groups. This article, based on ethnographic research, explores the experiences of Mauritian Latter-day Saints as they navigate the challenges and implications of membership in Mormonism. Specifically, it focuses on how US-based Mormonism has come to embrace the cultural heritage of people from the various diaspora and how Mauritian Latter-day Saints perceive their own belonging and space-making within an American born religion. This case study presents how the local and intersecting adaptations of language, race, and local leadership within a cosmopolitan society such as Mauritius have led to the partial hybridization of the Church into the hegemony of ethnic communities within Mauritian Latter-day Saint practices. These merging of cultures and world views prompts both positive and challenging religious experiences for Mauritian Church members. This article illustrates the implications and pressures of the Church trying to globalize its faith base while adapting its traditionally Anglocentric approaches to religious practices to multiracial, multicultural cosmopolitan communities such as Mauritius.

Non-material considerations and uniqueness in the planning of the development of urban space: Example of Lviv

The paper is an attempt to respond to selected problems of the spatial planning system in Lviv, as defined by analyses of strategic documents. Based on the analysis, the authors proposed a spatial planning model considering non-material and hard-to-measure factors which have shaped the city. Lviv was selected for analysis because of its size, its long and multicultural history, and its considerable accumulation of tangible and intangible cultural heritage elements from various eras. Today, the city faces numerous challenges in terms of heritage protection, its functional and spatial development, and the choice of an effective form of planning and management. Hence the need to offer an in-depth reflection on the importance and to consider the rich cultural heritage and non-material factors shaping urban space, in the spatial planning process.