• Korean Journal of Childcare and Education
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• v.11 no.3
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• pp.63-83
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• 2015

The purpose of this study was to examine the multicultural sensitivity of early childhood teachers, their perception on the purpose of multicultural education and any possible differences in those regards according to their background variables in an effort to determine the influence of the multicultural sensitivity of early childhood teachers and their perception on the purpose of multiculitural education on multicultural sensitivity, as the two variables were closely bound up with multicultural teaching efficacy. The subjects in this study were 283 selected early childhood teachers. The findings of the study were as follows: First, as for perception on the purpose of multicultural education, caring-centered perception was most common among the early childhood teachers, and their scores in multicultural sensitivity were a little above average. Second, there were significant differences among the teachers in multicultural sensitivity and perception on the purpose of multicultural education according to career, age and academic credential. Third, multicultural sensitivity and four perceptions on the purpose of multicultural education had a significant positive correlation with multicultural teaching efficacy. Multicultural sensitivity exerted the largest influence on multicultural teaching efficacy. Among the four perceptions of the purpose of multicultural education, caring-centered perception and social action-centered one turned out to have an impact on the subvariables of multicultural teaching efficacy. This study will provide basic information to prepare some solutions that enforce ealry childhood teachers' mulitucultutral education ability by improving their multicultural teaching efficacy.

• Research in Mathematical Education
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• v.23 no.2
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• pp.93-111
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• 2020

The purpose of this study was to examine mathematics teachers' perceptions of multicultural education. To achieve this goal, the study explored how 10 elementary mathematics teachers noticed multicultural content in a mathematics textbook. Building upon noticing framework (Jacobs, Lamb, & Philipp, 2010), we first examined teachers' attention toward multicultural content in a mathematics textbook. Then, we examined teachers' interpretation of the content. We employed a content analysis approach to examine the collected data. The results indicated that most mathematics teachers held a content integration perspective. Their view was that "multicultural education" referred to learning about the diverse cultures of different countries. Moreover, although they noticed some multicultural content in the textbook, they wanted to discuss them in superficially descriptive ways and avoid talking about social justice issues. Additionally, some teachers believed that mathematics is a culture-free subject. They argued that multicultural content should not be presented in mathematics textbooks. We also discussed uncommon themes, which were reported by only a few mathematics teachers.

• Journal of Korea Multimedia Society
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• v.22 no.3
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• pp.403-416
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• 2019

The purpose of this paper was to analyze multicultural elements and propose measures to strengthen them in the 2009and the 2015 school curriculum. Based on Kim Cheong-ha (2015), the multi-cultural guidance elements and Bennett (2003:32-35) the target system and Choi Moo-sung and Kim Soon-ja (2009) were reconstructed and analyzed. Multicultural elements shown in the 2015 revised curriculum were analyzed for cultural diversity, recognition and tolerance, community awareness, and self-identity. The analysis targets analyzed multicultural elements of 'seeking human beings', 'core competences' and 'school organization and operation' during the elementary education curriculum in 2009. As a result of analyzing the multicultural elements of the former primary education process, 'cultural diversity' is 1,Recognition and tolerance'0, community spirit'3, and 'self-reliant'2 total6. In the new elementary school curriculum, 18 were analyzed as 'cultural diversity'1, 'Recognition and tolerance'1, 'community spirit'8, and 'self-identity'8. The first analysis of multi-cultural factors appearing in the new elementary school curriculum should include the addition of multicultural elements 'cultural diversity' and 'cultural diversity area' and 'education and tolerance' to the following: Second, to grow into a balanced multicultural society member, it proposes an enhanced multicultural curriculum in four areas: cultural diversity, recognition and tolerance, ccommunity spirit, and self-identity.

• Journal of Nutrition and Health
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• v.44 no.4
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• pp.312-325
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• 2011

The purpose of this study was to investigate dietary behaviors and nutritional knowledge among immigrant women in multicultural families. In addition, this study reveals a necessity for nutrition education, which is apparent to both immigrant women living in multicultural families as well as nutrition education experts. The survey was conducted with 30 immigrant women within multicultural families in Seoul. The dietary behaviors of the women were significantly different by their period of residence. The longer they had resided in Korea, the higher their dietary behavior score. However, there was no significant difference in nutrition knowledge by their period of residence. This study also conducted in-depth personal interviews with 8 immigrant women who lived in Seoul, and with 4 nutrition education experts. These interviews were performed to provide profound insights regarding the content and means of nutrition education for immigrant women. Nutrition education for immigrant women living in multicultural families should proceed at a basic level in terms of language and content, using bilingual (Korean and their native language) education materials. Education topics and content need to be developed differently according to the level of Korean comprehension and period of residence in Korea. Also, this multicultural approach should be adapted when planning nutrition education since immigrant women have various acculturation levels, and the content and means of education should be adjusted to these acculturation levels. Management after nutrition education is necessary for immigrant women who do not have sufficient understanding of the Korean language. Practical educational methods such as real cooking practices and food purchasing simulations must be developed. Finally, the results suggest that the government needs to establish a systematic plan for nutrition education among immigrant women living in multicultural families. Policy support such as training nutrition educators on multicultural individuals residing in Korea is necessary for active and effective nutritional education.

• Industry Promotion Research
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• v.4 no.2
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• pp.29-38
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• 2019

This study suggests that multicultural education should not be limited to educational sites such as kindergartens. Since the multicultural attitudes and consciousness of young children are unconsciously acquired through parents' words and school education, they emphasized the implementation of multicultural education at home and kindergarten. In other words, multicultural education should not only be carried out in the field of education, but also in the homes of children. However, there are still few studies on multicultural education for parents. In this regard, this study highlights the importance of parents on multicultural education by examining the socio-economic status of parents with early childhood children and their actual experiences in multicultural education. To provide basic data.

• International Journal of Advanced Culture Technology
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• v.11 no.4
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• pp.131-140
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• 2023

This study aims to investigate the impact of pre-service early childhood teachers' civic awareness and multicultural beliefs on their ability to teach democratic citizenship education and to verify the mediating effect of multicultural beliefs in the relationship between civic awareness and the ability to teach democratic citizenship education. The subjects of the study were 226 pre-service early childhood teachers, and a survey was conducted. As a result of the study, first, the civic awareness of pre-service early childhood teachers influenced the ability to teach democratic citizenship education, and the influence of the sub-variables of civic awareness was in the order of rights awareness, responsibility, community awareness, and rational decision-making awareness. Second, the multicultural beliefs of pre-service early childhood teachers also affected the ability to teach democratic citizenship education, and multicultural understanding had the strongest influence among the sub-variables of multicultural beliefs. Thirdly, we found that multicultural beliefs partially mediated the relationship between civic awareness and the ability to teach democratic citizenship education. Additionally, the results highlight the importance of educational interventions targeting multicultural beliefs, as they partially mediate the relationship between civic awareness and the ability to teach democratic citizenship education.

• Journal of Industrial Convergence
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• v.12 no.2
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• pp.54-62
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• 2014

The significance of the research is to leverage on the policy makers and school education, and research in terms of human rights issues and for the improvement of multicultural education by seeking an effective training plan with the purpose of the present study it. The efforts to address human rights issues through real multicultural care center starts with the question of human rights education in multicultural education methodology that can protect the human rights of migrant workers, immigrant youth in a multicultural society such situation in Korea by. Accordingly we suggest that it is appropriate to human rights education in the moral multicultural care center for human rights education. Cant because the regular students on the basis of morality that respects the human rights of migrant workers, immigrant adolescents 'human rights' training done 'pursue human rights' migrant worker, immigrant youth in their own rights, as well as multicultural education is through morality The Seen to suggest ways through the development of multicultural education issues and the results of these studies.

• Journal of Korean Public Health Nursing
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• v.30 no.1
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• pp.70-82
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• 2016

Purpose: The purpose of this study was to develop a multicultural education program for nursing students and to examine its effects on multicultural sensitivity and efficacy. Methods: A research design for this study was a non-equivalent control group, non-synchronized pre-post test. The experimental group (n=34) participated in a 13-week multicultural education program while the control group (n=35) attended regular classes having no relation with multiculture for the same period as that of the experimental group. Multicultural sensitivity and efficacy were measured before and after the program. Data were collected using self-administered questionnaires and analyzed using the PASW 18.0 program. Results: Total scores for multicultural sensitivity and efficacy were significantly increased in the experimental group compared with the control group after the program. The subcategories of multicultural sensitivity; 'respect for cultural differences', 'interaction enjoyment' and multicultural efficacy; 'general functions', 'considering multicultural families' were increased respectively, whereas others were not changed. Conclusion: Based on these results, it can be suggested that a 13-week multicultural education program is effective for improving nursing students' level of multicultural sensitivity and efficacy.

• Journal of Wellbeing Management and Applied Psychology
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• v.1 no.1
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• pp.14-20
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• 2018

This study focuses on the understanding of social workers' needs for cultural competence and understanding its meaning. And furthermore, this study describes Korean cultural competence and how it is viewed in Korean reality where social workers are. Therefore, this study suggests this research idea based on previous researches data and discussed issues. Particularly considering the unique nature of Korean social welfare site involving multicultural, the role of advocacy is considered essential to Korea. Also, it is necessary and unavoidable part of the perspective of a social justice. Currently, with increasing international marriage, Korean society is rapidly moving toward a multicultural society. This means that we need to promote the ongoing multicultural understanding education to improve and enhance multicultural education system. But, the real effect of the multicultural understanding education in reality of the situation represent just other culture introduction, thus, most of the ongoing multicultural understanding education systems are insufficient to improve the multicultural competence. Korea still has a long way to go before becoming a full-fledged multicultural society. A multicultural society can bring diversity and rich life. Therefore, social workers with deep Korean multicultural competence should be increased in Korean changing multicultural society.

• The Journal of the Korea Contents Association
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• v.20 no.3
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• pp.470-480
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• 2020

The purpose of this study was to investigate the perceptions of multicultural education for pre-childhood educators in Korean and Chinese, and to explore the direction of multicultural education. The subjects of this study were Korean and Chinese college students enrolled in the Department of Early Childhood Education, and the t-test and chi-square test were conducted on the questionnaire. The results of the study were as follows: First, there was no significant difference in the two groups' interests in multiculturalism and their perceptions of multicultural children and their families, but there were some differences. Overall, Korean students were positive about multicultural children and families. Second, there was no significant difference between the two groups in the recognition of the necessity of multicultural education, but Korean students were more positive. Third, the need for multicultural education did not differ between the two groups. Through this study, it was found that in order to revitalize multicultural education, it should be made in the direction of improving multicultural efficacy with practice-oriented education rather than theory-based education.