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NTIS 바로가기한국산학기술학회논문지 = Journal of the Korea Academia-Industrial cooperation Society, v.17 no.10, 2016년, pp.685 - 695
This study suggests different improvement practices of adolescents' multicultural acceptability to compare the factors influencing multicultural acceptability with elementary and middle school students. The data used in this study come from the Korean Child and Youth Panel Study(KCYPS) of the Nation...
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핵심어 | 질문 | 논문에서 추출한 답변 |
---|---|---|
다문화가정 학생의 지속적인 증가로 인해 요구되는 것은? | 7%가 증가하였고, 계속해서 그 비율은 증가할 것으로 예상된다. 다문화가정 학생의 지속적인 증가는 우리사회로 하여금 다문화 배경의 구성원들에 대한 편견과 차별이 아닌 공존과 조화를 위한 관심과 인식, 태도의 변화를 요구한다[2]. 다문화 배경의 구성원들에 대한 관심과 인식, 태도변화는 지구적, 국가적 차원에서의 상호공존을 위한 필요이고[3], 편견과 차별이 배제 되지 않을 때 집단간 분열과 갈등, 긴장의 심화로 인한 사회문화적 발전의 잠재력을 훼손시킬 수 있음을 최근의 유럽의 국제적 이슈들을 통해 배울 수 있었다. | |
2016 청소년통계에 따른 다문화가정 학생수의 추이는? | 2016 청소년통계에 따르면, 다문화가정 학생수는 2006년 9,389명, 2008년 20,180명, 2010년 31,788명, 2012년 46,954명, 2014년 67, 806명, 2015년에 82,536명으로 계속해서 증가하고 있다[1]. 다문화가정 학생은 2014년에 비해 21.7%가 증가하였고, 계속해서 그 비율은 증가할 것으로 예상된다. 다문화가정 학생의 지속적인 증가는 우리사회로 하여금 다문화 배경의 구성원들에 대한 편견과 차별이 아닌 공존과 조화를 위한 관심과 인식, 태도의 변화를 요구한다[2]. | |
다문화정책을 위해 교육부는 어떤 노력을 했는가? | 이와 같은 다문화에 대한 관심과 사회적 관심은 2000년 후반부터 다문화정책을 통해 각 부처별로 서비스를제공해왔다. 특히 교육부는 2009년 이후 일반학생과 다문화학생 모두를 위한 다문화 교육을 강화하였는데, 2010년에 타문화 이해와 존중의 내용을 교과서에 개발 하여 보급하고, 2011년에 다문화 교육내용이 범 교과 학습 요소로 반영되도록 하는 등의 노력을 하고 있다[4]. 그럼에도 불구하고 2012년 교육부의 학교폭력실태조사에서 다문화 아동들의 학교폭력비율, 사회적 차별, 학업중단정도 등이 높게 나타났고[4], 우리나라 청소년들은 다른 문화에 대한 이해와 수용적 태도가 국제적 비교에서 평균에 미치지 못하고 있었으며[5, 6], 동남아 및 북한이탈주민에게 사회적 거리감을 느끼는 것으로 연구결과가 나타났다[7]. |
Statistics Korea Homepage, http://www.kostat.go.kr/portal/korea/kor_ki/1/1/index.action?bmoderead&cdS004002
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