Between "Homeland" and "Diaspora": Multicultural Education in Israel and South Korea

Autor/inn/en	Eden, Devorah; Kang, SoYoung
Titel	Between "Homeland" and "Diaspora": Multicultural Education in Israel and South Korea
Quelle	In: Intercultural Education, 27 (2016) 3, S.292-306 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-5986
DOI	10.1080/14675986.2016.1152045
Schlagwörter	Multicultural Education; Social Integration; Educational Opportunities; Equal Education; Qualitative Research; Case Studies; Acculturation; Foreign Countries; Comparative Education; Cultural Background; Immigrants; Elementary School Students; Migrant Children; Jews; Interviews; Observation; Israel; South Korea + Suchen Sie Ihr Suchwort? Multikulturelle Erziehung; Soziale Integration; Bildungsangebot; Bildungschance; Qualitative Forschung; Case study; Fallstudie; Case Study; Akkulturation; Ausland; Vergleichende Erziehungswissenschaft; Immigrant; Immigrantin; Immigranten; Jew; Jude; Jüdin; Juden; Interviewing; Interviewtechnik; Beobachtung; Korea; Republik
Abstract	The aim of this qualitative case study was to explore multicultural education for "newcomers" in Israel and in South Korea. Despite their differences, the two countries face the same inflow of two types of newcomers--one group that is expected to fully integrate, and the other of newcomers considered temporary. The educational challenge that results is recognition of the cultural groups, and providing equal educational opportunities, for both. Four schools were compared, two in each country, measuring multicultural education according to Bank's five dimensions. Findings show that the same dimensions could be identified in all schools. The differences were in the school's interpretation of the cultural identity of the students, congruent with their legal status, and degree of acceptability by the host country. The groups that were expected to fully integrate into the host country (perceived as a "homeland") were given a more assimilatory education, as manifested in the Content Integration dimension; whereas the groups that were considered foreign were given a more multicultural education, with the schools making more references to their national culture, thus enhancing an identity of a "diaspora." (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01