고정 헤더 영역
상세 컨텐츠
본문
Lecture 5 - Embracing Diversity and Inclusiveness
[Moderator] Sang-hwan SEONG, Professor of Germanic Linguistics, Seoul National University
[Presenter] Reva Joshee, Professor of Theory and Policy Studies,University of Toronto
[Presenter] Xinrong Zheng, Professor of Education, Beijing Normal University
[Presenter] In-sil JANG, Professor of Education, Gyeongin National University of Education
[Discussant] Chung-ok CHOI, Professor of Multicultural Education, Kyonggi University
[Discussant] Ki-seon CHUNG, Head of the R&D, IMO Migration Research & Training Centre
[ Description ]
With the process of globalization will inevitably bring the integration of cultures, cultural conflict. All scholars are increasingly concerned about the phenomenon of multi-cultural and multicultural education. Multicultural education is a hot topic in today's world. In modern society, multicultural education present ate different characteristics in different counties for the various needs of education development.
- China has accumulated rich experience and heritage of value in the long history of multi-language, multi-ethnic and diverse culture. It presents new characteristics under the conditions of opening, social transformation and educational reform in 21st century. This report review the origin and development of multicultural education theory and practice in recent years in China, and try to provide a full view of the distinctive feature of multicultural education developed in China.
- Canada has a long tradition of acknowledging cultural diversity and human rights in official policy. I will begin by discussing the history of these two areas in Canada and placing them in a global and international context. I will then examine some of the research on cultural diversity and prosperity to draw out key issues in Canada. Finally, I will make the argument that a social inclusion approach to cultural diversity is both realistic and necessary on the grounds of promoting both human rights and economic development.
- The prevailing concept of multicultural education in Korea opens up various discussions. The first issue is that in Korea, the main focus of this kind of education tends to be on teaching how to understand other culture. Another point of discussion is that it is basically targeted on a small group of minorities. Furthermore, there are voices calling for a Korean-type multicultural education, reasoning that Korean theories on this subject are different from that of other countries. When it comes to Korea's multicultural education policies, most programs, aside from teachers training, are for multicultural families. In addition, they focus on teaching these families to adapt to Korean society rather than promoting a general understanding of and respect for other cultures. It was found that even at schools, a majority of these programs involved teaching about culture.
