중학교 1학년 사회교과서에 나타난 다문화교육에 관한 고찰

Abstract

Abstract

Korean society makes not only exchange of information but also a personal exchange between nations due to the development of the Internet. The awareness of changing Korean society to multi-ethnic and multicultural society is increasing with the stream of times. In this regard multicultural education has been regarded to be crucial, so this study aims to investigate the real situations of multicultural education in the secondary society textbooks, especially middle school society textbooks for the first grade corresponding to the educational curriculum revised in 2007. For this purpose the contents of multicultural education in the unit 'Ⅷ. Creation and Understanding of Culture' from three society textbooks, which were chosen among the middle school society textbooks, were analyzed. An analytical framework is that the multicultural contents are divided into 4 parts of 'culture', 'diversity', 'identity' and 'multicultural abilities' and each part is divided into 2 to 3 smaller parts. Based on this framework, the contents of multicultural education in the unit 8 of three textbooks were analyzed with explanation part, discovery section, illustration, and pictures. The main result is that each textbook has various features. The contents of culture and diversity are stated a lot in the society textbooks by Mirae & Culture publisher and Guemseong publisher, but identity and multicultural ability parts are not mentioned much relatively. In the society textbook by Samhwa publisher, there are no contents about identity but relatively a lot of contents about multicultural abilities. Overall, all three textbooks are full of various multicultural contents. Especially, they focus on recognizing and understanding different cultures, accepting other cultures. In addition to this result, a teaching-leaning plan consisting of 2 periods was made out to be used for the society class of the first grade in middle school. The first period deals with understanding multicultural education through NIE learning method and the second period covers the problem about migrant workers’ human rights with IPSO model. Both periods aims to develop a critical thinking ability and to learn through debate as educational objectives of society subject. In this study, based on the educational curriculum revised in 2007, we could benefit from analyzing multicultural contents in middle school society textbooks. However, it is suggested that it’s difficult to generalize the result of study carried out through analyzing only three textbooks among fifteen.