Multicultural Education Program Research Articles

초․중등 다문화 교육 프로그램 효과에 대한 메타분석

초․중등 다문화 교육 프로그램 효과에 대한 메타분석

『삼국유사』설화를 활용한 유아 다문화교육 프로그램 개발 및 적용

『삼국유사』설화를 활용한 유아 다문화교육 프로그램 개발 및 적용

The effect of multicultural education programs, events, and activities on the Korean adults' acceptability of multiculturalism: Focus on the national identity classification

The effect of multicultural education programs, events, and activities on the Korean adults' acceptability of multiculturalism: Focus on the national identity classification

Typology of Multicultural Visual Content Since 2005 And Its Application to Multicultural Education Programs

이 글은 다문화 콘텐츠를 유형별로 분류하고, 이를 기초로 다문화 사회에서 발생하는 일상적 갈등과 상처를 해소하고 상호이해와 소통을 도모하기 위한 치유 프로그램 방안을 논의한다. 구체적으로 2005년부터 2016년까지 국내 방송 및 TV 영역에서 제작·소비된 다문화 관련 대중문화 콘텐츠를 수집하여, 이를 갈등양상(기능적 vs 갈등적), 갈등이슈(공적 vs 사적)를 기준으로 분류하였다. 이를 토대로 2000년대 중반부터 최근까지 소비된 다문화 관련 콘텐츠의 유형별로 분석하고, 각 유형별로 다문화 치유에 적용해볼 수 있는 실천적 방안에 관한 함의를 도출하였다.The present study aims two. The initial purpose of this study is to classify multicultural visual contents, and next, this study discuss to apply the typology to the education programs that promote mutual understanding in multicultural society. Specifically, with a focus on the popular films and TV programs related to multiculturalism produced in Korea from 2005 to 2016, the present study categorized four types of popular visual contents: (1)public-function, (2)public- conflict, (3)private- function, and (4)private-conflict respectively based on two axes of (1)conflict mode (functional vs conflict), and (2)public issue (public vs private). This study explored the characteristics of each type of multicultural contents appeared in broadcasting and film, and finally we proposed a contextual education program by bridging the activities and tasks that can be applied to the multicultural education by each type.

Multicultural Education Management Reform with Religious Approach, Da'wah, and Technology in MuhammadiyahHigh School

This research aims to describe and analyze the school's vision, mission, and values process transformed into multicultural education planning ,Multicultural education implementation process, multicultural education evaluation form. To avoid poisoning in understanding the meaning of the title of this study, it is necessary to explain the intent and meaning of the words composed in the title namely: Education is various efforts made by a person (educator) towards a person (protégé) in order to achieve positive maximum development. Planning is an intellectual process for determining goals and ways of achieving them. Implementation is the process of rationing or making it real in another sense is the process of implementation. Transformations are two main definitions. The first transformation is the fundamental change of organizational elements in adjustment to environmental change. The second is a dialogueal process that takes place between teachers and students, students and students as part of the educational process with the aim of developing the ability of learners both in terms of cognitive, affective, and psychomotor. Management is the science or art of managing a set of tasks through the intermediary of others in achieving goals effectively and efficiently. Multiculturalism is an idea born of the fact of differences between citizens. Different life experiences foster different awareness and values that sometimes appear contradictory. Human encounters of different ethnic backgrounds are increasingly extending across the territorial boundaries of nations and countries to continental boundaries. In this study will discuss how multicultural is interpreted in the lives of citizens. This research will look at the diversity that exists in schools. Multicultural education in this study multicultural education is interpreted as an educational process based on multiculturalism which means acceptance of diversity in life. In relation to how this education will be packaged into multicultural education programs. These programs begin with planning, implementation, and evaluation conducted together.

A Consensual Qualitative Research on Pre-service Teacher's Participation Experience in Multicultural Education Program

A Consensual Qualitative Research on Pre-service Teacher's Participation Experience in Multicultural Education Program

A study on factors affecting nursing student's cultural competency

This study examined factors affection nursing students’ cultural competency, and the relationship between cultural competency and multicultural acceptability in Korea. The answer sheets from 218 respondents were gathered, and 200 of them were analyzed except for 18 incomplete ones. The study participants included 24 males (12.0%) and 176 females (88.0%). As the result of stepwise regression analysis, the facts which affected to cultural competency were having an experience of multicultural education (β=.363, p=<.001), civic action intention (β=.204, p=.026), and having an acquaintance of other cultural area (β=.162, p=.042). This result showed that nursing students with experience of multicultural education, high citizen will of action, and having an acquaintance of other cultural area tended to have higher levels of cultural competency. The model explained 28.4% of the variables. These finding demonstrate the fundamental importance of raising the level of cultural competency, thus, there is a need for continuous effort to integrate multicultural education programs in the nursing curriculum.

무슬림 여성들의 가족 및 혼인에 대한 인식 : 한국 여성결혼이민자들을 위한 교육 프로그램 개발의 실천적 함의

무슬림 여성들의 가족 및 혼인에 대한 인식 : 한국 여성결혼이민자들을 위한 교육 프로그램 개발의 실천적 함의

A localized multicultural education program through indigenous knowledge of Jeju Haenyeo

A localized multicultural education program through indigenous knowledge of Jeju Haenyeo

다문화맥락에서 한국 대기업의 다문화교육 프로그램 전개와 특성에 대한 탐색 연구

다문화맥락에서 한국 대기업의 다문화교육 프로그램 전개와 특성에 대한 탐색 연구

Approaches to Integrating Multicultural Perspectives in PNU-Mindanao: Basis for Multicultural Education Program

Issues of diversity continue to challenge higher education institutions. This study aimed to explore the different approaches to integrating multicultural perspectives in Philippine Normal University-Mindanao, Prosperidad, Agusan del Sur, Philippines. This study was a descriptive research using qualitative methods. Through document analysis, interview, observation, and focus group discussions, results revealed that one thing the school failed to do was to keep an updated ethnicity profile of its 1,224 students, and 66 faculty and staff. The dominant ethnic group is not well represented in the student government and student organizations. Multicultural issues are not introduced early in the teacher education program. Infusion of multicultural concepts in the syllabus is evident, but the extent of this inclusion is limited only to meet the felt needs of the mainstream and the marginalized students of the institution without identifying who the mainstream and the marginalized students are.. Based on these findings, the researcher proposed an Integrated Multicultural Education Program for PNU-Mindanao. It has six components: Formation Program, Curriculum Development, Hiring of Indigenous Faculty, Organizing Indigenous Student Communities, Co-Curricular Activities and Student Teaching Placement Program.

‘시민성 학습의 일상화’ : 의미, 조건 및 과제

이 논문은 오늘날 시민교육의 중요성과 시급성에도 불구하고 평생교육 관련 기관․단체들이 시민교육에 능동적으로 접근하지 못하는 반면에 마을 단위에서는 그 나름의 시민성 형성 노력이 전개되고 있음에 주목하여, 종래 시민교육 패러다임의 한계를 지적하고 그 대안으로 ‘시민성 학습의 일상화’ 모형을 제시하였다. 교육적 인간상과 관련해서는 서구 근대사회나 중앙정부가 기대하는 ‘중심적 인간에서 주변부적 인간 곧 지역사회 시민으로’의 전환, 교육주체와 관련해서는 국가나 시장 주도의 ‘교육자에서 시민 학습자로’의 전환, 교육내용과 관련해서는 ‘기존 제도를 유지하는 시민성에서 일상의 시민성으로’의 전환, 교육방법과 관련해서는 무지한 대중에 대한 ‘계몽에서 인식주체로서 민중의 실천으로’의 전환이 필요하다고 보았다. 그리고 시민성 학습의 일상화를 유지하기 위한 교육 외적 조건으로 지역사회 구성원의 학습권 보장, 교육 내적 조건으로는 학습주체의 보편성과 상호의존성 보장, 학습과정의 자율성과 지속성 담보, 학습결과로서 일상의 시민성 형성 등을 제시했다. 끝으로 시민성 학습 일상화를 위한 실천적 과제로 지역사회 시민에게 요구되는 시민성 찾기, 시민성 학습 관리자의 의식, 역량 및 영성 개발하기, 현재에 안주하지 않고 시민성 학습의 일상화를 진전시키기, 시민성 학습의 일상화를 다른 교육활동과의 연계 및 사회참여를 통해 실천하기 등을 제안했다.

간호대학생을 위한 다문화 교육 프로그램 개발 및 다문화 감수성, 다문화 효능감에 미치는 효과

간호대학생을 위한 다문화 교육 프로그램 개발 및 다문화 감수성, 다문화 효능감에 미치는 효과

Promoting critical racial awareness in teacher education in Korea: reflections on a racial discrimination simulation activity

Through historically perceived as an ethnically homogenous country, rapid demographic changes in the Republic of Korea have resulted in increasing diversity. However, current multicultural education programs struggle to promote acceptance and appreciation of this diversity. This paper details one pedagogical activity, a racial discrimination simulation activity designed to allow learners to experience discrimination to critically reflect on more subtle forms of oppression in society and classroom contexts. The activity was implemented in a graduate school teacher education program in Korea with 55 learners over a 4-year period. Pre-participation surveys, classroom discussions, blog postings, and reflections were analyzed using grounded theory to investigate learner reactions. Learners reported a strong disconnect between race and Korea and classrooms in Korea. Based on findings, immediate attention is necessary in teacher education programs to prepare teachers to talk about race and diversity in classrooms and confront racism in current educational contexts.

The impact of neoliberalism on Latinos

The neoliberal movement and its policies of the past four decades have negatively impacted the entire nation. This essay provides an overview of American neoliberalism and its elements, with particular emphasis on how it is imbued with and frames powerful racist currents, and how it has impacted Latinos. An examination of the impact of neoliberalism on Latinos shows persistently high levels of poverty, declining household income and declining levels of wealth. Neoliberal policies that reduce funding for education lead to program cuts that negatively impact Latinos. In K-12, bilingual education programs and other multicultural education programs continue to be under attack. Undocumented immigrants are increasingly incarcerated in private prisons and civil and human rights generally continue to be diminished by practices allowed under the Patriot Act. The essay concludes with a critical discussion of neoliberalism and the public good in American democracy.

다문화 이주여성들의 이중언어강사교육 프로그램에 대한 만족도 및 요구 분석

다문화 이주여성들의 이중언어강사교육 프로그램에 대한 만족도 및 요구 분석

Implementation Issues in Multicultural Education: What Are Secondary Public School Educators Facing?

This mixed method study sought to explore the issues that faced secondary teachers in a rural central Georgia public high school when attempting to implement a multicultural education program. The key issues of this study centered on the teachers’ multicultural education training and the school’s multicultural education program. Data were gathered from a total of thirty randomly chosen teachers in the Social Studies, Math and English departments at the school. Twenty-five of the thirty teachers received a hard copy four question Likert scale survey to complete. The remaining 5 participants took part in face-to-face interviews discussing six open-ended questions. The findings pointed to several issues facing the teachers such as the lack of an officially implemented multicultural education program, the lack of support from school administrators, no in-service training available for teachers, parental and student misapprehension, and a lack of an officially defined policy on implementation and support of a multicultural education program from administrators locally and district-wide.

Best Not Forget Lesbian, Gay, Bisexual, and Transgender Themed Children's Literature: A Teacher's Reflections of a More Inclusive Multicultural Education and Literature Program

ABSTRACTFor many years, educational practitioners have been implementing multicultural literature about African-American, Asian, and Latino families. Teachers have also presented literature about great leaders, such as Martin Luther King Jr. and Helen Keller. However, the same cannot be said about literature depicting lesbian, gay, bisexual, and transgender (LGBT) families and heroes. In this article, the author's experience of teaching a multicultural literature program and students' responses to LGBT-themed literature are presented and discussed.

Differences in the Multicultural Perceptions of Elementary School Students and the Relationships between the Related Variables

The purpose of this study was to investigate and compare the multicultural perceptions (multicultural acceptability, multicultural sensitivity and judging multicultural children) of elementary school students. The subjects comprised 1,252 students (583 third graders and 669 sixth graders), promoted from 20 elementary school in J province. The findings are as follows. First, the independent t-test showed that the lower graders had higher scores in cultural openness and national identity of multicultural acceptability, as well as the cognitive element of multicultural sensitivity than upper graders. In addition, the upper graders had higher scores in unilateral expectations for assimilation of multicultural acceptability, as well as the cognitive element of judging multicultural children. Second, all subscales were found to be interrelated, except for unilateral expectations for assimilation and two subscales (cognitive and righteous) in judging multicultural children. These results imply that in order to help have more positive perceptions of multiculturalism, it is necessary to develop more diverse multicultural education programs for elementary school students which take into consideration their grade levels.

융복합 다문화 간호교육 프로그램이 간호대학생의 문화적 역량과 공감능력에 미치는 효과

본 연구의 목적은 융복합 다문화간호교육 프로그램이 간호대학생들의 문화적 역량과 공감능력에 미치는 효과를 파악하는 것이다. 실험군은 J시 소재 간호학과 3학년 45명, 대조군은 K시 소재 간호학과 3학년 40명, 총 85명이며, 비동등성 대조군 전후설계를 이용한 유사실험연구이다. 자료분석은 SPSS 21.0/PC를 이용하였으며, 두 집단 간의 동질성 확인은 χ² test와 t-test로, 실험군과 대조군의 실험 전후 차이는 paired t-test, t-test로 분석하였다. 연구 결과 문화적 역량은 실험군의 경우 중재 전 3.07에서 중재 후 3.69로 유의하게(p< .000) 증가했고, 대조군은 중재 전 3.16에서 중재 후 3.23로 차이가 없는 것으로 나타났으며, 두 군간 유의한 차이(p<.000)가 있었다. 공감능력은 실험군은 중재 전 3.14에서 중재 후 3.50로 유의하게((p<.000) 증가하였고, 대조군은 중재전 3.10에서 중재후 3.18로 유의한 차이가 없었으며, 두 군간 유의한 차이((p<.000)가 있었다. 결론적으로 본 연구는 융복합 다문화간호교육이 간호대학생들의 문화적 역량과 공감능력을 증진시키는 데 효과가 있음을 입증하였다.