An Exploratory Study of Assimilationist Educational Strategies and Their Impact on Diverse Learners in South Korea

Autor/inn/en	Schenck, Andrew; Choi, Wonkyung
Titel	An Exploratory Study of Assimilationist Educational Strategies and Their Impact on Diverse Learners in South Korea
Quelle	(2011), (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Foreign Countries; Teacher Attendance; Multicultural Education; Acculturation; Secondary School Teachers; Teacher Surveys; Teaching Experience; Positive Attitudes; Relevance (Education); Teacher Role; Student Role; Curriculum; Student Diversity; Student Participation; Parent Participation; Teaching Styles; Cultural Influences; Low Income Groups; Socioeconomic Status; Educational Strategies; South Korea + Suchen Sie Ihr Suchwort? Ausland; Multikulturelle Erziehung; Akkulturation; Relevance; Relevanz; Lehrerrolle; Curricula; Lehrplan; Rahmenplan; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Elternmitwirkung; Lehrstil; Unterrichtsstil; Cultural influence; Kultureinfluss; Socio-economic status; Sozioökonomischer Status; Lehrstrategie; Korea; Republik
Abstract	The purpose of this study was to explore teachers' attitudes toward multicultural education and problems caused by the application of an assimilationist paradigm in the South Korean classroom. Twenty-six South Korean middle and high school teachers were given a survey to assess multicultural attitudes and experiences. Select teachers with experiences teaching diverse learners were then given a follow-up qualitative interview to collect more information. Results of the initial survey revealed that teachers had a positive attitude towards multicultural education, but did not fully grasp its relevance. Results of the follow-up interview revealed challenges to multicultural education, such as conflict over perceived roles of teachers and students, avoidance of discussion about diversity, overprotective teachers, problems comprehending the traditional Korean school curriculum, and limited involvement of both students and parents from diverse backgrounds. These problems appear to reflect an overall failure of the South Korean education system to embrace and accommodate diversity. The following are appended: (1) Teacher Multicultural Attitude Survey; and (2) Teacher Questionnaire about Minority Student Experiences. [This article was published in the "Journal of Multiculturalism in Education," v7 n4 p1-26 Dec 2011.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01