• International Journal of Contents
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• v.5 no.4
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• pp.13-18
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• 2009

The existence of Korean schools is one of the salient characteristics of Overseas Koreans. How do such schools for Korean immigrants' children try to construct Korean ethnic identity? Also, how is immigrant children's ethnic identity developed and reinforced by the education at those schools? This paper explores these questions based on an ethnographic research at a Korean school in Paris from September 2005 to December 2007. The cultural education for immigrant children at the Korean school has a tendency to emphasize the most exotic traits of Korean culture. And this emphasis on the unfamiliar elements of Korean culture doesn't seem to help to form the ethnic identity of Korean immigrants' children. Instead, the students appear to get the sense of being a member of Koreans more from the education outside of classroom such as scholastic events than in a classroom of a Korean school. That's because scholastic events allow them to play out some of the Korean culture in more inter-ethnic settings. Therefore, it can be concluded that ethnicity of immigrant children is rather developed in inter-ethnic social contexts than born with or taught in class.

• Journal of Distribution Science
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• v.3 no.2
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• pp.121-142
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• 2005

We're living in a world of one global village. The globalization of business is acceleration as more companies cross national borders to find customers, materials and money. Many foreign companies and organizations are doing their business aggressively in Korea and many Korean companies and rushing into foreign market. When people communicate for business with someone from another culture, there could be difficult communication barriers to overcome resulting from differences in their values, beliefs, norms for behavior, expectations, attitudes and so on. To do successfully business, we need to understand culture background and communication style that is different from nation, race, language. Communication barriers stemming from cultural differences may vary. Largely, they can be divided into value system, non-verbal communication, and perception process. Value system can be divided into individualism versus group orientation, avoidance of uncertainty degree, power distance, and high- context culture versus low-context culture. Also non-verbal communication method and perception process may play decisive roles in communication effectiveness. Especially nonverbal communication barriers which sometimes play more important roles than the verbal parts are composed of eye contact, gesture, kinesics, proxemics, chronemics, paralanguage and language of color Cross-cultural communication affect business situation. I expect that if we understand cultural background, and then we overcome cross-cultural communication barriers. To overcome and to adapt inter-cultural business, we need to develope curriculum on the cross-cultural education which I will study in the next paper.

• Cross-Cultural Studies
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• v.48
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• pp.135-191
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• 2017

The purpose of this study was to select words with "shared cultural charge" that are unique in French culture and to study cultural content hidden in these words. It also explores the cultural phenomenon of same French borrowed words used in the Korean language. The study was conducted from two perspectives: perspective of internal French culture defined by Galisson and inter-cultural perspective. The first section of this study introduces the theory "lexiculture" and definition of the words "shared cultural charge." In the following section, among main items of 795 borrowed words in the Korean language, we examined seven words in areas such as clothing, food, and housing. We studied content of the French culture according to the following three categories: (1) dictionary definition, (2) cultural phenomena, (3) special phenomenon in idiomatic expression. Our study illustrated a special connotation beyond the dictionary definition of words. In the next section, we examined the birth of a new cultural phenomenon and process of acquiring a new meaning in the Korean language. Finally, we analyzed differences and similarities between linguistic and cultural elements in both cultures. In this study, we provide basic data for inter-cultural education between France and Korea.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.6 no.11
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• pp.81-90
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• 2016

This research examines mutual culture education in accordance with Germany's immigrant social integration policy by analyzing the National European School in Berlin. In this regard, the curricula of Joan-Miró elementary school and Finow elementary school are analyzed. Germany maintains a multicultural policy which enables immigrants to maintain their native language and identity and simultaneously integrate them into the German society. In short, maintenance of immigrants' mother tongue and immigrant students' acquisition of the German language is the core of Germany's social integration policy. The National European School in Berlin is a public school established for the sake of an educational environment in which students can not only build up language capacity, but also create a culturally mutual environment for multicultural students. The school's educational objective is mutual culture education which can integrate and maintain the cultural identity and language of multicultural students. Joan-Miró elementary school encourages mutual cultural ability and bilingual ability while preparing students for the future intelligent society, leading their independent life and self-initiated learning. Finow elementary school encourages mutual culture ability, language capacity and directional capability apart from the basic capacities that can reinforce students to become citizens in demand of the future intellectual society. Korean foreign language education needs to be practically diversified as in the case of the Germany's National European school. Also, improvement of educational environment such as students' bilingual ability, students' ability development regarding their individual characteristics, and the capability of mutual culture understanding are issues that should be urgently treated.

• The Mathematical Education
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• v.46 no.2 s.117
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• pp.173-192
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• 2007

We define mathematical learning as a process of overcoming framing difference of teachers and students, two main subjects in a mathematics class. We have reached this definition to the effect that we can grasp a mathematical classroom per so and understand students' mathematical learning in the context. We could clearly understand the process in which the framing differences are overcome by analyzing mutual negotiation of informants in specific cultural models, both in its form as well as in its meaning. We review both of the direct and indirect forms of negotiation while keeping track of 'evolution of subject' in terms of content of negotiation. More specifically, we discuss direct negotiation briefly and review indirect negotiation from three distinct themes of (1) argument structure, (2) revoicing, and (3) development patterns and narrative structure of proof. In addition, we describe the content of negotiation under the title of 'Evolution of Subject.' We found that major modes of mutual negotiation are inter-reference and appropriation while the product of continued negotiation is inter-resemblance.

• Journal of Korean Society of Rural Planning
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• v.24 no.1
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• pp.113-127
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• 2018

This study comprehends that the landscape of Ipsan Village is the accumulated output of the landscape management and social behavior by the historic personages through the reference research and field surveys. And the study sorted out the over-layered landscape characteristics of Ipsan Village by analyzing the dispersed landscape elements as follows. First, right before the start of Japanese invasions to Korea(1592-98), Tamjin(耽津) An(安) Family moved into Ipsan and started establishing the a single clan village. At a site with mountain background and facing the water(背山臨水), the village used to be a typical farming one with an organically planned road-system and housing area following the traditional order. However, the landscape has changed drastically since the 20th century with the construction of banks, roads and readjustment of arable land etc. Second, the original landscape, which can be figured out through the 'Gosanjaesibyukgyeong(高山齋十六景)' in the 18th century, shows its harmony with natural landscape: mountain & valley, stream & field, traditional trees, etc, cultural landscape: village, well, spring, etc, and momentary landscape: seasons, time, weather phenomena, sound, behavior, etc. Third, based on the second, 16 natural landscape elements: mountain & stream, planting, etc. and 25 cultural landscape elements: housing spaces, self-cultivation & ceremony spaces, community spaces and modern education & enlightenment spaces were selected and interpreted as landscaping meanings. Fourth, the over-layered landscape which stems from the compositive functions and inter-connectivity of landscape elements which consists Ipsan Village is regarded as 'Natural geographical and Fungsu landscape', 'Rural production and livelihood landscape', 'Confucian ceremony and symbolic landscape' and 'Modern education and enlightenment landscape.'

• Human Ecology Research
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• v.55 no.1
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• pp.67-80
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• 2017

This study develops an the ideal portrait of a human being pursuing in home economics education from a critical science perspective. The practical problem is 'what should the ideal portrait of a human being pursuing in home economics education with a critical science perspective be?' was addressed through a practical reasoning research method with the stages of valued ends, context, alternatives, consequence, and a final plan. The sequential flow of understanding values and contexts established the setting of three valued ends by organizing issues and categorized areas of individuals, families, society, and cultural from a critical science perspective. The ideal portrait of human being was specifically stated, in the self-formation, independent, inter-subjectivity, social participation, and enculturation according to subcategories; in addition, the stated ideal portrait of human being was modified through expert consultations. Alternatives and consequences were reexamined for the validity of the statement and restated as a comprehensive statement of ideal portrait of a human being that included a restatement of the five areas. An ideal portrait of a human being pursuing in home economics education from a critical science perspective was made from alternative ideal portraits of the proposed human being and stated as 'a person who can continually act autonomously in one's life-world.'

• Journal of Family Resource Management and Policy Review
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• v.15 no.4
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• pp.43-64
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• 2011

This study suggests policies to rearrange the status of Health Family Support Centers, targeting hands-on workers and centering on collected problems and improvements. To attain this aim, the study rearranged the materials investigated in 2009. On this basis, the study suggests the following policies. First, Health Family Support Centers changed into Korean Institute Healthy family which could prepare a means for opinion convergence through base organizations. Thus, it is necessary to establish a Gyeonggi-do wide area Health Family Support Center. Second, space and human resource arrangement, suitable to business, are necessary, and so are stable, secure finances. Third, urban areas, agricultural villages, and fishing villages are distributed across Gyeonggi-do. Thus, the development of specialized business, suitable to Gyeonggi-do, is necessary. Consequently, this study suggests executing obligatory family education (education for engaged couples, education for parents). Fourth, case management models, unique to Health Family Support Centers, have to be developed, as well as unified services related to education, counseling, and cultural businesses. Fifth, the Health Family Support Center has to secure its own status as a hub organization of inter-regional family businesses, has to strengthen its organizational identity, and has to promote suitable business development.

• Korean Journal of Comparative Education
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• v.28 no.3
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• pp.265-289
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• 2018

The word culture itself is very difficult to define. Therefore, in order to confine its meaning, many scholars prefer to attach different prefixes such as inter-, bi-, multi-, cross-, pluri-, trans-, in front of the adjective cultural instead of defining the word culture itself. These prefixes have been used along with about thirty various nouns, ranging from adaptability to training. In this paper, we focused on the adjective intercultural. In fact, this adjective has been widely used, not only in education but also in the communication and philosophy sectors among the world academia discourse. Intercultural Education appeared in America in the 1930s and also in the 1970s in Europe, in order to improve relations between immigrants and the people who received them. Intercultural communication arose in America as a cultural education program for American diplomats and professionals, while interculturalism appeared in the 1970s in Canada as a policy in opposition to multiculturalism. Intercultural philosophy started in 1990s Germany as philosophical speculation against Eurocentrism. As such, the adjective intercultural has been used with a combination of diverse nouns. In regards to this, one can ask the following questions: did the scholars have any kind of agreement during their discussions? Did they communicate and make a positive impact on each other? If not, how can we interpret their common use of the word intercultural? To answer these questions, we tried to compare fives types of intercultural waves of the 20th century, paying particular attention to their time periods, places and backgrounds of appearance, their emphases and shortcomings. Following our research, we found that intercultural waves in the 20th Century have developed independently despite their common use of the word intercultural. Therefore, we concluded that the use of same word intercultural was the result of humankind's effort to approach cultural differences in a positive way in the global village created by internationalization and globalization of the 20th century.

• Journal of Korean Library and Information Science Society
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• v.13
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• pp.167-201
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• 1986

The purpose of this study is to provide the information for the developing rational curriculum that is necessary in the socio-cultural situation by comparativing and analyzing the library and information science education of India and Pakistan. The conclusions of the study can be summarized as follows: 1) It is desirable that Master's degree course and M. Phil. program in India, Post-graduate diploma course and Master's degree course in Pakistan should be integrated as Master's degree course. 2) It is desirable that the duration of Master's degree course should be extended. 3) The variously expressed papers that represented the same subject or content should be unified. 4) In Bachelor's level, India establishes the various papers of library and information science, but Pakistan offers largely the core papers. 5) It is desirable that papers of historical research, progressive reference service, and information science should established, and introductory papers should be united in introduction to library and information science. 6) In Master's degree course, Indian curriculum is more up-to-date and pertinent than Pakistan's. 7) Each university should establish the papers of types of libraries standing for characteristic of his university, and harmonize library science and information science. 8) The reason that curricula of two countries are different from each other is due to lack of inter-university cooperation and standard of curriculum, therefore it is required a continuing research and effort to su n.0, pplement and reorganize the curriculum.