Earticle

초록

영어

Park, In-gee. 2011. Reciprocality of curriculum in multi-cultural education in school Journal of the International Network for Korean Language and Culture. Vol. 8-1. 23-43 Unlike traditional subject education, multi-cultural education in school becomes effective by pursuing reciprocality of curriculum. "Reciprocality of curriculum" means multi-cultural programs in various forms in school education organically interact with each other and increase the overall effect. Reciprocality of curriculum is an idealistic concept, but it can be a practical concept that aims it. Multi-cultural education in school education must pursue and aim reciprocality of curriculum as the following. First, it must reciprocality between essentialism and realism. Essentialism is education that pursues a general ideal that we should understand and share various cultures. And realism is an educational aspect that solves multi-cultural phenomenons in problematic perspective that are becoming realistic problems of our society. From the perspective of circulation of actual multi-cultural education, essentialism and realism should be complementary to each other and have continuity. Second, When teaching Korean in multi-cultural education, we should not consider ①' Korean education that makes to learn Korean functionally ②‘Korean education that makes to learn Korean culturally as different conditions and let those interact with each other and have synergy effect. Third, we need to consider reciprocality between assimilationism and pluralism. Multi-cultural education that tries to assimilate a person in multi-cultural situation to Korean culture can be assimilationism. On the other hand, pluralism is a position approving and developing pluralistically the person's own culture and current culture. Under the structure of [assimilationism vs pluralism], we need to think about what curriculum to develop in multi-cultural education. Fourth, we need to consider reciprocality through inter-subjects. And it is important to enlarge reciprocality and consilience between individual curriculum for the whole good multi-cultural education. And we need an curriculum innovation for developing of school education from the perspective of curriculum planning and management for multi-cultural education. Multi-cultural education itself is very mobile and it has a dynamic aim. Realistic multi-cultural education changes quickly on the conditions of very sensitive individuality according to situations. So we need to newly develop and provide multi-cultural programs that reflect it well. Especially we need to put effort on undergo progressive assimilation of 'language' and 'literature' subjects into multi-cultural education situations. Accordingly, we need to develop cultural talents inside language and literature and use them as the content of multi-cultural education.(Gyeongin National University)

목차

Abstract
 1. 다문화교육이 학교교육에 존재하는 방식
 2. 본질주의와 현실주의의 상호성
 3. 기능주의(機能主義)와 문화주의의 상호성
 4. 동화주의(同化主義)와 이원주의(二元主義)의 상호성
 5. 다문화교육에 관여하는 간교과적(間敎科的) 상호성
 6. 교육과정 총론과 교과 교육과정 각론의 상호성
 7. 결언 : 어문교육의 다문화교육 견인력 키우기
 참고 문헌

키워드

저자

• 박인기 [ Park, In-gee | 경인교육대학교 ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  한국언어문화학 [Journal of the International Network for Korean Language and Culture]

• 간기

  계간

• pISSN

  1738-2793

• 수록기간

  2004~2026

• 등재여부

  KCI 등재

• 십진분류

  KDC 911 DDC 951