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Abstract
The purpose of this study is to examine the universality and particularity of the discourses on multicultural education in Korea, and to construct a conceptual framework that is applicable to the teacher education programs. The current change Korea is witnessing can be viewed as revolutionary, for it affects us at the deeper level and leads to question how we define our family, ethnicity and cultural identity. The following illustrates one of the reactions of addressing this fairly new change in Korea from the perspective of multicultural teacher education. This paper addresses three main issues. First, it addresses what multiculturalism means to Korean society and why it has gained a widespread importance. Secondly, how the discourses of multiculturalism has shaped multicultural education and its cultural implication in Korea is illustrated. Finally, it explores the key concepts that should be addressed in the transformative multicultural teacher education that might open the avenue for redesigning teacher preparation programs in Korea.
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Notes on contributors
Sunah Kim
Sunah Kim is an assistant professor and currently the head of the Applied Art Education Department at Hanyang University. She majored in painting at SUNY at Buffalo (M.F.A) and studied art education at Syracuse University (Ph.D). Her research interests focus on art teacher preparation, multicultural art education, and qualitative research methodology. Past and present board and committee memberships include: Society for Art Education of Korea (Editor), Korean Association for Multicultural Education (Board Director), Korean Art Education Association (Board Director), and Member, Korean Society for Education through Art (committee member).
Sam Hyung Lee
Sam Hyung Lee is a professor of the Korean Language Education Department at Hanyang University. He majored in Korean language education at Seoul National University (M.A. & Ph.D). He research interests focus on text comprehension and writing. Past and present board and committee memberships include: Association of Korean Language Education Resarch (president), The Society of Korean Language Education (vice president).
Mi-young Kim
Mi-young Kim is a assistant professor of the Korean Language Education Department at Hanyang University. She majored in Korean language education at Hanyang University (M.A. & Ph.D). She research interests focus on Korean Modern Novel, Korean Modern Criticism, History of Korean Literature. Past and present board and committee memberships include: The Society of Korean Language and Culture (Board Director), The Society of Modern Literacy Criticism (Board Director)
Yun-Kyung Cha
Dr. Yun-Kyung CHA is Professor of Education and the Director of the Institute for Educational Research at Hanyang University in Seoul, Korea. He is currently serving as President of the Korean Association for Multicultural Education (KAME) and also as the Editor of Multicultural Education Review. He graduated from Seoul National University and received his doctorate in the Sociology of Education at Stanford University (USA) and was awarded a National Academy of Education Spencer Fellowship (1991). His research interests focus on comparative and sociological analysis of school curricula, multicultural education, and the institutionalization of teacher education and lifelong education programs. He co-authored School Knowledge for the Masses: World Models and National Primary Curricular Categories in the Twentieth Century (with John Meyer, David Kamens, Aaron Benavot and Suk-Ying Wong). His articles have also appeared in major journals such as American Sociological Review, Sociology of Education, Comparative Education Review, Research in the Sociology of Education and Socialization, and Journal of Curriculum Studies.