Multicultural aspects in education in Finland and South Korea
Cheong, Kyuyoung (2024-01-19)
Cheong, Kyuyoung
K. Cheong
19.01.2024
© 2024, Kyuyoung Cheong. Tämä Kohde on tekijänoikeuden ja/tai lähioikeuksien suojaama. Voit käyttää Kohdetta käyttöösi sovellettavan tekijänoikeutta ja lähioikeuksia koskevan lainsäädännön sallimilla tavoilla. Muunlaista käyttöä varten tarvitset oikeudenhaltijoiden luvan.
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:oulu-202401191354
https://urn.fi/URN:NBN:fi:oulu-202401191354
Tiivistelmä
The reasons are slightly different for each country, such as the internationalization of industry, easier movement between countries, or refugee and asylum seeker admission, but the world is becoming increasingly globalized. Naturally, the coexistence of various cultures in one country is becoming a norm. In a multicultural society, it is important to develop intercultural sensitivity and understanding of differences (Kim et al., 2021), and to provide non-discriminatory and safe education opportunity for any students. Although, it is still often wrongly understood that mul- ticultural education is only for those who are disadvantaged or distinguishable from the domi- nant culture, it is rather an inclusive form of education that regards all students to achieve its goal of social justice (Nieto, 2000). Having found similarities for example, in terms of history, economic growth in the 20th century, free public basic education system, the fact of having ethnic minorities, and recently increased influx of immigrants, Finland and South Korea were selected as the research theme aiming to explore and contrast major critical multicultural aspects in education. Furthermore, it seeks to figure out perception and implementation of multicultural education, discriminatory practices and areas for improvement in both countries. The thesis starts with defining essential terms, diversity, multiculturalism, multicultural education, and the different dimensions of these concepts such as critical theory, which challenges the society’s power hierarchy, referring to various scholars including Banks (2012) and Torres (1998). Next, it explores Finland and finds out that Finland seems to aim to develop student’s multicultural awareness and promote equality and inclusion by implementing multicultural elements in the curriculum. While at school, those who are labelled as immigrant students were often stigmatized by the teachers to show more problematic behaviors (Juva & Holm, 2016). On the contrary, South Korea seemed to view multicultural education mainly something for students with multicultural background (SMB) yet as in the 2023 Multicultural Education Sup- port Plan published by the Ministry of Education (MOE), the policies were mostly about language support for SMB while multicultural education for all students were merely a recommendation for schools. At schools, SMB tend to be reluctant to reveal their different background and the teachers also showed colorblind attitude. Although there was this sort of differences in implementation methods of multicultural education and attitudes towards SMB at school, both countries were pretty much at a similar stage that is they both were rather passive when it comes to actual practice of critical multicultural education. In addition, various difficulties students experience due to their backgrounds still remained, and many teachers appealed to be unfamiliar in handling these issues. Consequently, it seems necessary to develop education overall to address multiculturalism.
Kokoelmat
- Avoin saatavuus [32238]