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초록
Kim Jeongeun. 2010. 10. 30. An analysis of elementary textbooks from the viewpoint of culturally responsive teaching. Bilingual Research 44, 103-128. Gradually rising the number of foreign workers and international marriages migrants, various forms of multi-cultural families have been created in our society. Especially, this change has been reflected in education situations as it is, so the number of elementary students from multi-cultural households has been on the rise these days. However, students from multicultural families have difficulties adapting to the school education in the elementary school. The reason is that this educational circumstance has the prejudice of ordinary students, inexperienced teachers, and the curriculum of the meager multicultural contents. School educational classrooms should be required multicultural curriculums and the teacher’s role, which take the respectful and learning attitude without the prejudice against one another. Therefore, it is a task of significance to analyze the reality of carrying out multicultural education in school educational circumstances demanding mutual respect and interaction with multi racial and culture. This study analyzes the real conditions of multicultural education targeting the elementary school and suggests the adequate contents that are employed in the multicultural circumstances. To do this, this looks through the earlier studies on the multicultural education. In addition, after studying the culturally responsive teaching, this research establishes the standards of analyzing the date from the viewpoint of the culturally responsive pedagogy. Based on this result, this study analyses the curriculums of the elementary Korean and moral education textbooks. According to this analysis, the facts that should be considered in culturally responsive teaching ways are proposed. (Sookmyung Women's University)