ScholarWorks@숙명여자대학교

초록

This study provides analytical and discursive results on what philosophy and value orientation are required in the future in the transition process of culture and arts education to a multicultural society. The results of qualitative data analysis from five hands-on workers in charge of culture and art education show that immigrants tend to advocate interculturalism in general. In addition, the hand-on workers generally oppose the designation of groups with imigrant backgrounds as those who require education. Immigrants have recognized that enhancing participation and self-activity is the most important factor in education. In the second discussion of this study, the discourses of multicultural education and intercultural education were compared and analyzed. The multicultural education regards an ethnic group as an important group and recognizes the substantiality of culture and identity, whereas the intercultural education focuses on individuals rather than groups and regards that culture and identity are defined by mutual relationship and context. Therefore, a big disagreement between the two could be identified. However, in this study, it is identified that two realms of multicultural education approach and intercultural education approach are linked and developed in reality in terms of the process of capability development and civilized learning. So, it is regarded necessary to maintain a balance between the two.

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