Currently, Korea is rapidly entering a multicultural society and the number of multi-ultural students is growing rapidly. By 2015, the number of multi-cultural students is about 1.35% of all students. In addition, the number of multicultural students is expected to increase because of growing intern...
Currently, Korea is rapidly entering a multicultural society and the number of multi-ultural students is growing rapidly. By 2015, the number of multi-cultural students is about 1.35% of all students. In addition, the number of multicultural students is expected to increase because of growing international marriage, low birthrate, and an aging phenomenon.
With the increase of multicultural students, the awareness of the importance of multicultural education is increasing. However, the present curriculum, the policy of the education office, and the multicultural education implemented in the schools are mostly focused on the adaptation of the multicultural students to Korea, and it is difficult to fulfill the essential goal of multicultural education by the education-oriented education. Programs that help multicultural students to adapt to our society can also have important implications, but now we must design and proceed with programs to go beyond paradigm so that everyone can live together. It is because the obstacle of social integration is not because of the illegal or criminal act of multicultural people but because of the Korean people who are looking at their multicultural people. The important thing is to set up and implement concrete measures to enhance the acceptance of multicultural students in Korea.
In this study, we proposed multicultural education using narrative as a way to overcome the limits of current multicultural education. The narrative exists in various forms around us. The most common is literature, including novels, as well as historical articles, biographies, and articles published in the media.
In this study, I selected the novel "gaze" written by Yang Sung Kwan as a narrative and looked for a plan of multicultural education. This novel, with the subtitle of "the last day of a mixed-blooded child," is a short story about Kim Bae Nam's life born between a Korean father and Vietnamese mother, based on the Gimhae area of Gyeongnam Province. when Kim Bae Nam is two years old and her mother ran away from family. After that the main character lives in a house that has transformed a vinyl house with a father who exercises violence when he is drunk, and a grandmother who devotes herself for family. However, from the kindergarten, he got hurt because the color of his skin is different from others, When entering the junior high school, the nickname "Vietnam" is taken from the first day. When he enter high school, he associated with the same mixed-bloods, "ASEAN", and after he graduate, he got a job at a factory close to his home. But on the day he joined the army, he gets a new nickname, "Viet Kong." Afterwards, he was subjected to complaints from his superiors until they are discharged. The main character is live with multitudinous contempt and sympathy because his mother is vietnamese, finally he became a serial killer and disappeared into the dew of the deceased.
After selecting novels with these storylines as narratives, I used the design templates devised by Lauritzen and Jaeger to explore the process with students. First, the novel "gaze" was checked through the narrative filter, which is appropriate for multicultural education. Then the researcher first made inquiry questions from the narrative, and the students also asked the inquiry questions to be made together. In this way, the inquiry question created by the students and teachers was checked through the goal filter and the items to be investigated were selected. After this process, students conducted an inquiry investigation. After the inquiry of the students was completed, the researcher put together the results of the activities and organized them through the feedback process with the students. All of these processes were the process of completing the design template, and the completed design template was able to function as a tool for multicultural teaching using other narratives.
The students were able to gain a new awareness of multiculturalism through the lessons held in the first and second grade of high school. Especially, they were able to create an opportunity to accept the multicultural issues that they have recognized as an ideological and superficial one. The students were able to find out that the reason why the main character, who was a mixed-blood child, was forced to become a serial killer was because of the despicable and ridiculous gaze that the main character received. Furthermore, students were able to create an opportunity to view multicultural people as a human rather than a multicultural person. At the same time, students were able to conduct in-depth research on the connection with the neighboring disciplines in the process of conducting the research investigation. Through these lessons, students were able to increase their acceptance of multiculturalism, and the results could contribute to the consolidation of subject matter and the improvement of subject areas. In the future, by actively attracting narratives to classroom that exist in various forms around us, multicultural education will ensured internal stability. Furthermore, multicultural education will be able to serve as a basis for social integration.
Currently, Korea is rapidly entering a multicultural society and the number of multi-ultural students is growing rapidly. By 2015, the number of multi-cultural students is about 1.35% of all students. In addition, the number of multicultural students is expected to increase because of growing international marriage, low birthrate, and an aging phenomenon.
With the increase of multicultural students, the awareness of the importance of multicultural education is increasing. However, the present curriculum, the policy of the education office, and the multicultural education implemented in the schools are mostly focused on the adaptation of the multicultural students to Korea, and it is difficult to fulfill the essential goal of multicultural education by the education-oriented education. Programs that help multicultural students to adapt to our society can also have important implications, but now we must design and proceed with programs to go beyond paradigm so that everyone can live together. It is because the obstacle of social integration is not because of the illegal or criminal act of multicultural people but because of the Korean people who are looking at their multicultural people. The important thing is to set up and implement concrete measures to enhance the acceptance of multicultural students in Korea.
In this study, we proposed multicultural education using narrative as a way to overcome the limits of current multicultural education. The narrative exists in various forms around us. The most common is literature, including novels, as well as historical articles, biographies, and articles published in the media.
In this study, I selected the novel "gaze" written by Yang Sung Kwan as a narrative and looked for a plan of multicultural education. This novel, with the subtitle of "the last day of a mixed-blooded child," is a short story about Kim Bae Nam's life born between a Korean father and Vietnamese mother, based on the Gimhae area of Gyeongnam Province. when Kim Bae Nam is two years old and her mother ran away from family. After that the main character lives in a house that has transformed a vinyl house with a father who exercises violence when he is drunk, and a grandmother who devotes herself for family. However, from the kindergarten, he got hurt because the color of his skin is different from others, When entering the junior high school, the nickname "Vietnam" is taken from the first day. When he enter high school, he associated with the same mixed-bloods, "ASEAN", and after he graduate, he got a job at a factory close to his home. But on the day he joined the army, he gets a new nickname, "Viet Kong." Afterwards, he was subjected to complaints from his superiors until they are discharged. The main character is live with multitudinous contempt and sympathy because his mother is vietnamese, finally he became a serial killer and disappeared into the dew of the deceased.
After selecting novels with these storylines as narratives, I used the design templates devised by Lauritzen and Jaeger to explore the process with students. First, the novel "gaze" was checked through the narrative filter, which is appropriate for multicultural education. Then the researcher first made inquiry questions from the narrative, and the students also asked the inquiry questions to be made together. In this way, the inquiry question created by the students and teachers was checked through the goal filter and the items to be investigated were selected. After this process, students conducted an inquiry investigation. After the inquiry of the students was completed, the researcher put together the results of the activities and organized them through the feedback process with the students. All of these processes were the process of completing the design template, and the completed design template was able to function as a tool for multicultural teaching using other narratives.
The students were able to gain a new awareness of multiculturalism through the lessons held in the first and second grade of high school. Especially, they were able to create an opportunity to accept the multicultural issues that they have recognized as an ideological and superficial one. The students were able to find out that the reason why the main character, who was a mixed-blood child, was forced to become a serial killer was because of the despicable and ridiculous gaze that the main character received. Furthermore, students were able to create an opportunity to view multicultural people as a human rather than a multicultural person. At the same time, students were able to conduct in-depth research on the connection with the neighboring disciplines in the process of conducting the research investigation. Through these lessons, students were able to increase their acceptance of multiculturalism, and the results could contribute to the consolidation of subject matter and the improvement of subject areas. In the future, by actively attracting narratives to classroom that exist in various forms around us, multicultural education will ensured internal stability. Furthermore, multicultural education will be able to serve as a basis for social integration.
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