Multicultural Education Policy in South Korea: Current Struggles and Hopeful Vision

Autor/inn/en	Grant, Carl A.; Ham, Sejung
Titel	Multicultural Education Policy in South Korea: Current Struggles and Hopeful Vision
Quelle	In: Multicultural Education Review, 5 (2013) 1, S.67-95 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2005-615X
Schlagwörter	Foreign Countries; Multicultural Education; Educational Policy; Immigrants; Politics of Education; Social Attitudes; Cultural Differences; Social Justice; Equal Education; Acculturation; Government Role; After School Programs; Second Language Instruction; Korean; Misconceptions; South Korea + Suchen Sie Ihr Suchwort? Ausland; Multikulturelle Erziehung; Politics of education; Bildungspolitik; Immigrant; Immigrantin; Immigranten; Educational policy; Social attidude; Soziale Einstellung; Kultureller Unterschied; Soziale Gerechtigkeit; Akkulturation; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Fremdsprachenunterricht; Koreanisch; Missverständnis; Korea; Republik
Abstract	The global immigration of people has increased the call by governments for multicultural education. Across the globe, in country after country, multicultural education have come to represent the theory and practice to teach majority and minority citizens and immigrants and to explore issues of policy and practice as it relates to: ethnicity, religion, gender, immigration, language and race. This article is concerned with the approach to multicultural education that the South Korean government has employed to meet the needs of its people and those of immigrants and South Korean citizens. Using framework of "politics of difference" and five different approaches of multicultural education discussed by Grant and Sleeter, the article examines how South Korea's multicultural education policy treats new comers as "different." This article argues the significance of movement from a discourse about cultural difference to multicultural social justice education that challenge oppression and structural inequality and illuminate the politics of difference. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01