다문화와 교육 [Journal of Multiculture and Education]

간행물 정보
  • 자료유형
  • 발행기관
    인하대학교 아시아다문화융합연구소 [The Convergence Institute for Asian Multicultural Studies]
  • 간기
  • 수록기간
  • 주제분류
    사회과학 > 사회과학일반
  • 십진분류
    KDC 389 DDC 389
Vol.1 No.2 (7건)

New Plans of the future toward Multiple Culture and Multicultural Society

Jaehae Lim

인하대학교 아시아다문화융합연구소 다문화와 교육 Vol.1 No.2 2016.12 pp.1-17

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A society with diverse races or nationalities does not mean that it has various cultures. When various ethnic groups make their own communities and secure the identities of them, a multicultural society can be formed. Therefore, the South Korean society cannot be called as a multicultural society because diverse ethnic communities do not coexist. Consequently, it is useless to discuss the multiculturalism in South Korea, which is a single race nation and a multiethnic society. Another misconception is that multiculturalism cannot be compatible with the ethnic culture. The multiculturalism started from the coexistence of multiracial cultures. Therefore, if each ethnic group does not have the culture identity of it, the multiracial culture will not be able to exist and the multiculturalism will lose the foundation of its existence. Consequently, the multiculturalism means that all ethnical cultures are treated equally and their identities and the cultural diversity are accepted, while various ethnical groups have their own cultural identities. To put it simply, we have to establish the identity of the South Korean culture before we advocate the multiculturalism at the present stage of South Korean society. Afterward, we can make a multiracial society as a next step. If South Korea wants to move to a multiracial society, a foreigner should live in his or her ethnic group and enjoy an own community culture. If so, many ethnical societies will be made and the identity of each ethnical group will be revived. Therefore, group residences should be provided for foreigners to form ethnical communities. Furthermore, legal and systematic supports should be provided so their cultures are used in their communities. The values of multiculturalism should not be the only value to form a healthy multiracial society. The values must be established that the racial diversity and the cultural diversity will make the future country healthy.



ICTs for Integration of Immigrants : Case studies from South Korea

Enkhtuya Seseera, Shisir Manandharb

인하대학교 아시아다문화융합연구소 다문화와 교육 Vol.1 No.2 2016.12 pp.19-47

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People migrate for many different reasons such as economic, social, political, or environmental reasons. Compared to a time when one letter or package could take months to arrive, maintaining contact with family has become cheaper and more convenient with the support of Information and Communication Technology (ICT). Although ICT has made a big impact on how people are able to communicate with one another, the connections between ICT and migration have been under-researched and have not received much attention until recently. The successful immigration process can be measured by migrants’ integrationto their new place of residency. This study aims to better understand how immigrant communities in South Korea use ICT in their integration into the host society and how it impacts their lives. A model was proposed to reveal ICT usage in social, economic, linguistic, and cultural integration and its effect on overall migration. A survey was taken using an online survey platform, and factor analysis and multiple regressions were conducted using a statistical package to fulfill the objective, answer the research question, and test the hypothesis. Results show that foreigners living in South Korea use ICT in their social, cultural, and linguistic integration. They also show that ICT for integration has a positive impact on their migration. Therefore, the government should recognize a need to support and enable ICT based opportunities so that migrants can integrate successfully, thus helping a multicultural society to be formed. The study is contributed to the empirical and theoretical background of the ICT and migration topic as well as recommended policy implications and insights which can support the immigration and multiculturalism policy in South Korea.



Cultural Diversity and Multicultural Education : Anthropology of Education 30 Years of Experience in China

Qi Jinyu

인하대학교 아시아다문화융합연구소 다문화와 교육 Vol.1 No.2 2016.12 pp.49-70

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In this paper, the study of the past 30 years(1978~2008) in China’s education course to be a sort of anthropological research, focusing on the education and anthropology disciplines interdisciplinary, and cross-study experiences in China. This article has been concerned about the development of the education in the academic disciplines of anthropology sources and the development history of the anthropology of education in China, combined with our local practices in the course of the problems that exist in the future, as well as the development of the topics to be explored deeper.



Issues on Multi-cultural Education in Vietnam and Singapore

Eisuke Saito

인하대학교 아시아다문화융합연구소 다문화와 교육 Vol.1 No.2 2016.12 pp.71-80

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This study aims to investigate multi-cultural issues in Vietnam and Singapore, with special reference to the promotion of collaborative learning, which is based on mutual help-seeking and exploratory talks. To achieve this goal, this paper is divided into four parts. After this introduction, multi-cultural situations in general in Vietnam and Singapore will be explained. Then, there will be discussions on issues at classroom levels in promoting collaborative learning. Finally, discussions will be provided.



Nepal as a Multi-cultural Nation and Sustainable Development

Dhan Bahadur Kunwar

인하대학교 아시아다문화융합연구소 다문화와 교육 Vol.1 No.2 2016.12 pp.81-98

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Geographically Nepal has a big diversity with structure of land which is another hindrance for development. Many cold, snowy mountains lie in the north, the hot plains lie in the south and the hilly area in the midland. So it can be divided into three regions in different climates from the North to the South. The climate varies in different parts of Nepal- very cold in north, moderately normal in the midland and hot in the south. Nepal is a country of diversity not only in terms of geographical features but also in terms of castes and ethnicities, languages, religions, ecology, society and culture. The biodiversity of Nepal comprises various birds, animals, insects, plants and forests. Such type of diversity has made Nepal a unique country in the world. Moreover, Lumbini, the birthplace of Lord Buddha and Mt. Everest, the highest peak in the world lie in Nepal. Nepal is a country of unity in diversity in terms of castes, cultures, customs and even geography. Since ancient times, the Nepalese people have been showing their solidarity and understanding among each other. The Nepalese faced autocracy of the Rana regime and also experienced the despotic rule in the Panchayat regime. After the restoration of the multiparty system in 1990 A.D., they had a sense of freedom and consequently they endeavored to enrich their respective cultures. But these days in the names of castes, religions and ethnicities, disputes among people are increasing and it has triggered a worry of the lack of national unity and solidarity. There is an urgent need for the mutual ties among the people with multicultural and multi religious practices in the country. There should be political stability for the sustainable development of Nepal. People from different castes, cultures and religions should embrace the benefits of inclusion and all the Nepalese must have a common sense of brotherhood towards each other. Moreover, they should have a common agenda to make Nepal really new and prosperous.



Social Representation of English Test, English Score, English Teacher and English Class among Korean Elementary Students

Eunsil Park, Youngshin Park, Jihyeon An

인하대학교 아시아다문화융합연구소 다문화와 교육 Vol.1 No.2 2016.12 pp.99-110

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The purpose of this study is to examine and analyze the social representation of English test, English score, English teacher and English class among Korean elementary school students. A total of 497 elementary school students (male=251, female=246) completed an open-ended questionnaire developed by Park (2010). The results are as follows. First, as for the social representation of English test, majority listed Easy, followed by Dislike, English study and Difficulty. Whereas majority of students who marked highest and high scores listed Easy, many of the students who scored mid-to-low scores listed Dislike. Second, as for English score, majority listed Good (61.5%), followed by Burdened and Average. Third, as for English teacher, Like listed the highest, followed by Dislike, Teach, Average, and English class. Majority of female students and students with highest scores responded Like, whereas majority of male and students with mid-to-low scores listed Dislike, Fourth, as for the social representation of English class, Interesting listed the highest followed by Diverse teaching method, Like and Boring, Majority of students with the highest scores responded Interesting, whereas majority of students with mid-to-low scores listed Dislike.





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