• International Journal of Advanced Culture Technology
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• v.8 no.2
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• pp.109-115
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• 2020

We aimed to understand how English textbooks in Korea reflect English education policies for improving the English language learners' cultural ability. In order to achieve the purpose of this study, we used the method of analyzing English textbooks because English textbooks are an important tool that most specifically reflects the English policy of a country. This study analyzed middle school English textbooks currently used in Korea. We analyzed nouns/pronouns related to cultures presented in the reading section included in each unit, and compared cultural diversity and cultural identity included in English textbooks in Korea. As a result, it was found that Korea tried to introduce the diverse cultures from the world and promote Korean traditional cultures into the world. So the cultural policy of English education in Korea can be evaluated to be appropriate for cultivating Korea young learners with the cultural capabilities which are essential to be successful leaders in the globalized world.

• Journal of Digital Convergence
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• v.11 no.10
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• pp.133-139
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• 2013

The advent of multi-cultural society and multiracial nation is a new change of the times and a new phenomenon. In this social change, a need for a new theory and a new policy appropriate for Korean conditions is surfacing. In case of Japan, they have been changed into stable multi-cultural society by establishing various policies. An investigation on the changing process of policy in Japan has a great significance, we think. This study compared and analyzed the reason of promoting multi-cultural policies, changes of the related laws and institutions and the policies between Korea and Japan, investigated characteristics and differences between them, deduced implications and presented a new theory for multi-cultural policy appropriate for Korean conditions. In order to establish a new multi-cultural policy in Korea, firstly, acceptance of diversity and mutual recognition, secondly, establishment of policy direction through social consultation and thirdly, establishment of multi-cultural regulations followed by reestablishment of economical and political regulations should be required.

• Journal of The Korean Association For Science Education
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• v.33 no.3
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• pp.626-638
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• 2013

The purpose of this study was to design a development frame for multicultural science program and develop a corresponding program using the frame. This study organized a development frame to design a multicultural science education program based on the culturally responsive teaching theory. This development frame consisted of the elements of purpose, teaching examples, teaching and learning methods, and assessment. This program consisted of the guideline for class teaching courses, reading materials, student worksheet, and teachers' reference materials. Based on this development frame, a multicultural science education program was developed, which was comprised of seven activities for elementary and middle school students. Each activity of the program included the concept and inquiry related to science education. In particular, by connecting the concept of science with the cultural characteristics of various countries, the activity made students aware of cultural diversity and the commonness of science principles. Compared to other subjects, the science education field has not actively undertaken studies on multicultural education. In term of dealing with universal principles, science education is suitable for making students aware of commonness. Accordingly, this gives rise to the need to draw cultural characteristics based on basic studies such as the analysis of science textbooks in various countries and develop culturally responsive programs utilizing the outcomes.

• Journal of Fashion Business
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• v.24 no.3
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• pp.114-120
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• 2020

This paper is a study of culture and identity expressed in textile art works of the age of globalization, centering on the Beijing International Fiber Art Biennale. This study began with the idea that globalism would develop regional cultural diversity as well as contribute to the field of art. In 2000, the Beijing International Fiber Art Biennale held its first large exhibition, and a total of 10 biennales were held from then until 2018. Get an understanding of the Beijing International fiber art Biennale, and select award-winning works from one to ten times to learn about cultural characteristics and identity. The analysis was based on the works of awards from China and Japan, including Korea, which are the center of East Asian culture. The Beijing International Fiber Art Biennale has steadily increased the number of participating countries, writers and works, and once again opened the stage for the revival of textile art following the Lausanne International Tapestry Biennale. Through the Beijing International Fiber Art Biennale, textile artists hope to promote world harmony in textile art, respect cultural diversity and conduct equal dialogue between East and West cultures.

• Journal of Korean Society of Rural Planning
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• v.22 no.4
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• pp.171-182
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• 2016

Since FAO introduced the Globally Important Agricultural Heritage Systems(GIAHS) in 2002, 36 sites of 15 countries so far have been listed on GIAHS. This study aims to find the important agricultural heritages of Korea and to prepare the methods for them to be selected as GIAHS. We have analyzed the proposals of the 36 GIAHS listed in order to study the characteristics of their components of the agricultural heritage which worked for being selected. To analyze the components of the agricultural heritage first, agricultural heritage was classified into 13 types and 42 components in light of GIAHS criteria. Then central themes were set to analyze the relevant contents in the proposals. They were, the type of GIAHS Site, significant agricultural landscape, the agriculture-forestry-fisheries-livestock linkage systems, the multi-layered, inter-cropping, circulation cultivation systems, the soil and water management systems, the conservation of agrobiological diversity and genetic resources, the history of the agricultural heritage, the succession of traditional farming techniques, the cultural diversity and so on. Most GIAHS are located in mountains, grasslands, rivers and coasts, desert than in plains, through which GIAHS assure us that it is the heritage of human challenge to overcome the harsh geographic environment and maintain a livelihood. In these sites the traditional farming techniques are carried on, such as mountain clearings, terraced rice paddies, and burn fields, and the unique irrigation systems and agricultural landscapes are well maintained, and the eco-friendly traditional farming techniques utilizing abundant forest resources and agriculture are well handed down. The origin or home of crop growing, a variety of genetic crop storage, the world's largest crop producer and preserving cultural diversity are also important factors for the selection.

• Asia-Pacific Journal of Business
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• v.1 no.1
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• pp.61-72
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• 2010

A view of cultural heritage as a form of capital considers the long term, dynamic, evolutionary, inter-temporal and inter-generational aspects of cultural heritage. The principles of sustainability provide a basis on the broader issue of culture in economic development. They might be capable of specifying a pattern of development that is "culturally sustainable" in the same way as somewhat similar set of criteria derived for the natural world, the criteria for defining ecologically and environmentally sustainable development. Thus we might accept the principles of material and non-material advancement, intergenerational and intra-generational equity, the maintenance of cultural diversity, the precautionary principle, and the recognition of system interdependence as benchmarks in assessing a cultural development process.

• Proceeding of Spring/Autumn Annual Conference of KHA
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• 1998.08a
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• pp.95-97
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• 1998

• The Journal of the Korea Contents Association
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• v.22 no.6
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• pp.247-260
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• 2022

In the Korean film industry, 'diversity film' was used interchangeably with 'low-budget film' and 'independent/art film'. As the concept of film is transformed into a multi-platform era that expands online and offline, the discussion of media diversity has become important in the film industry as well. At the same time, the movement to expand the inclusion and diversity of minorities in the film industry is also evident. Recently, the global film industry is developing by accepting inclusive film policies based on research and policies from a gender-perspective on female narratives and creatives. This study suggests policy directions to redefine the concept of diversity in the Korean film industry and to expand inclusiveness and diversity for minorities based on previous studies and discussions on the diversity of various dimensions surrounding the film industry.

• 한국문화재보존과학회:학술대회논문집
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• 2005.03a
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• pp.48-55
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• 2005

• Journal of Korean Library and Information Science Society
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• v.45 no.4
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• pp.253-276
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• 2014

The diversification of Korean society with a large influx of migrant workers, international marriages, and international students calls for an attention to the importance of cultural competence of Library and Information Science sector in order to respond effectively and appropriately to the needs of immigrants who have diverse cultural backgrounds. In regard to these circumstances, this study is designed to develop the components of cultural competency needed by librarians. For this, this study collected its data through literatures review and interviews with librarians who are implementing services for immigrants in multicultural libraries and with experts who have experienced researches based multicultural services or involved with the management of multicultural families and migrant workers. As a result, the cultural competency components emerging from literatures review and interviews were divided into three parts ; multicultural attitude, multicultural knowledge and multicultural skills. And detailed components of three parts of cultural competency were specifically multicultural attitude, knowledge of multicultural groups, knowledge of multicultural services, development of collections, programs, and services, service delivery, language diversity, and professional education and workforce diversity.