Earticle

초록

영어

An issue currently being raised in Korea is “multiculturalism. I argue that multicultural education is not for minority protection, but should cater to a “majority”. We should recognize the multicultural difference can be used as a motivating power for social evolution. One method for multicultural education we are tapping is the efficiency of storytelling. The following is based on multicultural education disposition construction and management in Pyeongtek University. We have produced results through “Cloning Orientalism”, including recognizing conditions concerning majorities. We have realized that a“ multicultural difference“ is not an outsider group but one that is included in society. For better recognition of the majority culture, we should be aware of the differences contained in diversity. This diversity effects change in individuals’lives. Museums are locations which show that “stories are the telling”, displaying direction and introducing skills of storytelling, and thus have special qualities. These qualities include interaction, multimedia, and networking. There are interactions of various forms between the exhibition and spectators, and between exhibitions. Exhibitions in museums concerning multiculturalism education are considered from the point of view of the spectator. When spectators experience an educational program exhibition, they should feel emotional, not only towards the instruction, which is one-way illuminism. Instruction should be a conversion of storytelling around schema, as well as the age group of the majority of learners and spectators. For better recognition of educational dispositions, those who have experience in education are regarded as story tellers. Storytelling is a very effective skill for the education-centered area, as well as the edutainment area. Stories are made with new information, and users’ personal and social worlds must be considered, which assist the learner to learn more effectively, incorporating information and knowledge. Therefore, better recognition programs like multicultural education story telling can be an efficient way to feel familiarity. And in this way new information may be inputted as well as new emotions.

목차

1. 한국사회의 다문화 실태와 다문화 체험교육의 필요성
 2. 한국의 다문화 교육 방식의 한계
 3. 다문화 체험교육에서의 스토리텔링의 역할
  1) 스토리텔링의 기능과 다문화 교육에서의 효과
  2) 박물관 체험교육의 유형과 스토리텔링 기법의 필요성
 4. 다문화 교육 콘텐츠 구축에서의 스토리텔링 전략─평택대학교 다문화 교육관의 경우
 5. 다문화 교육에서 스토리텔링의 효과
 참고문헌
 Abstract

키워드

다문화주의(multiculturalism) 다문화교육(multicultural education) 다수자 교육(majority education) 스토리텔링(storytelling) 콘텐츠(content) 다문화적 차이(multicultural difference) 복제오리엔탈리즘(Cloning Orientalism) 상호작용적(interaction) 멀 티 미 디 어 적 (multimedia) 네 트 워 크 적(networking) 관람자 중심(point of view of the spectator) 에듀테인먼트 (edutainment)

저자

• 서연주 [ Seo, Yeon-ju | 국민대 강사 ]

참고문헌

발행기관

간행물