• Journal of Elementary Mathematics Education in Korea
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• v.23 no.3
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• pp.289-303
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• 2019

The aim of this study was to seek for the purpose of social justice of mathematics education based on the understating of a critical race perspectives. This paper is consisted of two parts. First, I analyzed literatures of mathematics education for social justice in order to understand the discussions and concerns related to the topic. Second, I used the selected tenets of critical race theory to examine mathematics education for social justice scholarship. From the analysis, I concluded the current capacity of mathematics education for social justice toward addressing race issues in a mathematics classroom.

• The Journal of the Convergence on Culture Technology
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• v.8 no.3
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• pp.159-165
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• 2022

The purpose of this study is to examine racism in the movie ≪Green Book≫ and to find solutions to racism through discussion with students. Set in 1962 in the United States, this film depicts the process of forming a good bond with the black pianist Dr. Shirley and the driver Tony in a racist society. This study utilized the subject of race, one of the subjects covered in the humanities class in the global era of S University in the second semester of 2021. This is because, since the outbreak of racism, the problem of racism has continued to arise in the current COVID-19 pandemic situation. Therefore, the researcher looked at racism and intercultural education as a theoretical background, and looked at cases of racism in movies and cases of racism that have occurred today. The history of racism and discrimination dates back to medieval Europe and was caused by religious conflicts and was attributed to white supremacy. As a solution to this racial discrimination, international organizations suggested intercultural education. And the reason why film was used in this study is because it aims to provoke students' interest and motivation for learning by targeting first-year university students called the digital native generation who were born and grew up with the Internet. In this study, students' solutions to racism were presented using discussion, and then the researcher's solutions were presented.

• The Journal of Korean Society for School & Community Health Education
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• v.13 no.2
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• pp.77-91
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• 2012

배경 및 목적: 성병 감염, 조기 성경험, 다수의 성관계 파트너 등과 같은 위험 성행동은 여성의 건강 전반을 위협하는 결과를 초래할 수 있다. 하지만, 이러한 심각성에 비하여, 미국의 청소년기 및 청년기 여성의 위험 성행동을 소수인종 집단별 특성을 고려한 연구는 부족한 실정이다. 그러므로 본 연구는 미국 소수인종 여성 청소년의 위험 성행동에 대한 실태를 조사하고자 한다. 방법: 본 연구는 2차 자료 분석의 결과물로써, 원자료인 미국의 National Longitudinal Study of Adolescent Health (Add Health)의 1기 (1995년)와 3기 (2001년)의 자료 중 여성 청소년의 자료를 바탕으로 분석되었다. 다양한 위험 성행동을 인종별로 분석함과 더불어 본 연구의 특징은 종단적 성병 감염 행태를 인종별로 분석한 점이다. 결과: 본 연구는 소수인종 여성의 위험 성행동에 관한 핵심적인 결과를 제시한다. 성병 감염, 조기 성경험, 다수의 성관계 파트너 등과 같은 위험 성행동의 분포는 흑인과 아시아계 여성이 타인종의 여성에 비하여 높은 위험해 쳐해 있는 것으로 나타났다. 본 연구의 흑인 여성들은 전반적인 성행동을 망라하여 고위험군으로 분류되고 있다. 아시아계 여성 역시 고위험 군으로 분류되는데, 특히, 청소년기에 성병에 한번 감염된 경험이 있는 아시아계 여성은 가장 위험한 성병 감염 행태를 보이고 있는 것으로 나타났다. 결론: 본 연구의 결과는 소수인종 여성의 위험 성행동이 백인보다 전반적으로 높은 편으로 나타나지만, 적절한 보건의료 서비스에서는 소외되는 현실을 지적하고 있다. 이러한 인종별 성건강의 불균형 문제해소를 위하여 청소년들에게 인종적 특성과 서비스 접근성의 고려가 절실히 필요하다고 사료된다.

• 대학교육
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• s.99
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• pp.8-9
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• 1999

• Korean Journal of Comparative Education
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• v.22 no.4
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• pp.149-178
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• 2012

The initial purpose of Affirmative Action(AA) in the U. S. was to increase access to, and ensure the equitable distribution of, opportunities for racial minority groups in order to redress past discrimination. Over the last several decades, support for AA has grown and waned as structural, political and social currents have shifted. Most recently, AA in university admissions policy was once again tested as The University of Texas at Austin successfully defended its use of AA in admissions and now faces Supreme Court review concerning the lawsuit. Fisher v. University of Texas at Austin. The purpose of this study is to illustrate the evolution of AA in university admissions reflected on major legal cases for and against it. AA is analyzed from the integrative approach based on the historical institutionalism. l.e., influenced by structure, political dynamics, institutions and critical actors.

• Korean Journal of Comparative Education
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• v.27 no.3
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• pp.213-238
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• 2017

This paper aims to point out that the contemporary textbook is a common cognitive construct, and that the realistic drawings in the textbooks have played an important role in shaping the world recognition. The main subjects of this study are the racial-ethnic illustrations of elementary school geography textbooks, published by the Japanese Ministry of Education, the Japanese Government-General of Taiwan and Korea, the educational association of Manchu. By comparing the same factors in various textbooks, it examines how the temporal and spatial recognition of the world is adjusted by visual representation. The main findings of this study are three fold. First, the world was introduced to the extent of the sum that the census and the classifications of racial and ethnic groups were adopted. And the world appeared later in the year supported by the racial and ethnic minorities. Second, the expressive style of racial and ethnic groups changed from an emphasis on a heterogeneous part as an object of scientific observation in the early stage to a later one with a life culture similar to the reader. Third, racial ethnic illustrations have been used differently depending on the publishing region in the Empire, giving readers in different regions with different images of the same category. In many cases, it was possible to know the politics of representation and the use of certain racial ethnic illustrations. The textbooks of the first half of the 20th century gave great recognition to the people who could not meet with the readers by using the illustrations. A child in the mainland is aware of his position in a "viewing position" while viewing various empire people through the textbook. On the other hand, in the textbooks of the colonial children, they stood in the position of 'being seen', and showed a change in internalizing the position of the mainland along with the expansion of the empire.

• Korean Medical Education Review
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• v.23 no.2
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• pp.139-140
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• 2021

• Journal of Korean Elementary Science Education
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• v.42 no.4
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• pp.618-629
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• 2023

Although society has become increasingly diverse, on a few studies analyzed elementary science textbooks in terms of race or disability. Therefore, this study analyzed character illustrations presented in elementary science textbooks in terms of multiculturalism and disability. It identified 14 approved elementary science textbooks for the 2015 revised curriculum, which are used during the first and second semesters in the third grade. First, analysis of the race of character illustrations in elementary science textbooks indicated that 8.2% of them are multicultural, which is higher than the actual proportion of foreigners living in Korea. In addition, most of them were white illustrations, whereas Asian foreign illustrations made up the least, which suggests a different distribution in the Korean context. The study observed significant differences in distribution according to publishers. Second, the gender distribution of multicultural character illustrations differed by 59.0% and 41.0% for men and women, respectively, and the gender variation between publishers was relatively large in which a few publishers accounted for 80% of male multicultural figures. The third pertained to the function of illustrations, that is, the distribution of illustrations of Koreans and multicultural figures was similar in terms of the order of illustrations with explanatory functions followed by exemplary, decorative, and supplementary functions. Finally, from the perspective of diversity in disability, the proportion of illustrations with disability was 2.0%, which was less than the actual proportion in Korea. The study discussed the need to consider the situation and diversity of Korea in terms of race and d isability.

• Journal of Christian Education in Korea
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• v.61
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• pp.109-129
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• 2020

This study reflects the regional context of Northeast Asian countries embodied in US-North Korean nuclear tension. The researcher uses the methodological inquiry of practical theology to analyze the political affairs and intertwine with religious education. The ecology of religious education to dismantle the threat of ethnic and racial discrimination such as white supremacy supports a shared pedagogy between students and their teachers in the narrative of Jesus to challenge all forms of oppression as the democratic presence of God.

• Journal of the Korean association of regional geographers
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• v.15 no.4
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• pp.478-493
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• 2009

The purpose of this paper is to discuss the educational implications of global citizenship and regional identity in geographic education of multicultural society. Geographical education inquires into places and region on local, regional, national and global scales. Geography studies geographical representation of ethnical, cultural, political diversities of human societies. Therefore geography is a very proper subject for multicultural education. Geography has also inherent legitimacy on multicultural education in the viewpoints that space or region has valued inherent nature which is constructed by human experience, perception and response etc. Citizenship in multicultural education requests some abilities and attitudes of world citizens superior to state or nation oriented citizenship. However the education of world citizenship doesn't mean abandonment of regional identity in geographical education. Citizenship is based on geographical units which have their territories. Regional identity is the feeling of belonging as a member of a certain region, and is formed not only by race, ethnic, gender, political and social position but also by thought of nature, landscape, national identity, regional dialect, and historical context, etc. The regional identity in multicultural society means the homogeneity which includes the heterogeneity of diverse groups, and has a key which solves the conflicts of diverse groups in the region. Consequently multicultural education in geography would focus on the cultivation of regional identities which are founded on critical thinking to solve the conflicts of multicultural society. The geographic education in multicultural society would rather emphasize on region than on race or nation, and can integrate the global vision of world citizenship with the diverse viewpoint of multicultural education.