다문화적 인성 발달 이론에 기반한 다문화 학습 모형 탐색 = A Study on a Multicultural Learning Model Based on Multicultural Character Development Theories

다국어 초록 (Multilingual Abstract)

The objective of the present study is to design a multicultural learning model through examining multicultural character development theories. The contents of this study are summarized as follows. First, in the review of multicultural character development theories, we examined three representative multicultural character development theories, which are racial-cultural identity development theory (Sue & Sue), cultural identity development theory (Banks), and intercultural sensitivity development theory (Bennett & Bennett), and the stages of multicultural character development were discussed as follows. That is, although the three multicultural character development theories are partially different from one another in the details, they can give useful implications in formulating a multicultural learning model by showing a series of processes to make learners receive and respect other cultures and ultimately reflect on their own culture and other cultures, starting from cultural toadyism or ethnocentrism, which is a negative idea against the understanding of other cultures, and gradually increasing the understanding of other cultures. Second, a multicultural learning model was designed based on the multicultural character development theories. Here, the model was divided into the goals of multicultural learning and the methods of multicultural learning. With regard to the goals of multicultural learning, the concept and components of multicultural character were derived. Multicultural character indicates abilities to understand cultural diversity, attitude of respecting cultural diversity, abilities to put into practice the respectful attitude toward cultural diversity, etc. In addition, with regard to the components of multicultural character, we suggested abilities to understand own culture and other cultures reflectively in the cognitive aspect, attitude of respecting own culture and attitude of selective respect for other cultures, and attitude of respecting universal values of mankind in the emotional aspect, and abilities to put into practice the attitude of selective respect for other cultures, and abilities to cope with and participate in multicultural problems and conflicts in the behavioral aspect. Furthermore, with regard to the methods of multicultural learning, the stages of multicultural learning were presented for minority groups and majority groups. The suggested stages of multicultural learning for minority groups were the stage of `acknowledging cultural toadyism or ethnocentrism,` stage of `recognizing differences between own culture and other cultures,` stage of `understanding and respecting own culture and other cultures,` stage of `reflecting on own culture and other cultures,` and stage of `coping with multicultural problems and conflicts.` The stages for majority groups are the stage of `acknowledging ethnocentrism,` stage of recognizing differences between own culture and other cultures,` stage of `understanding and respecting other cultures,` stage of `reflecting on own culture and other cultures,` and stage of `coping with multicultural problems and conflicts.` On the other hand, we suggested the core principles of multicultural learning emphasized in the stages of multicultural learning such as the reduction of prejudices against other cultures, intercultural communication and sympathy, solution of multicultural conflicts and problems, and understanding and respecting of the universal values of mankind. Lastly, based on the results of this study, we made suggestions as follows on the operation of the multicultural learning model. Firstly, when multicultural learning is executed specifically based on the multicultural learning model proposed in this study, various multicultural learning methods, programs, and learning materials should be developed in consideration of learners` characteristics, level, learning capacity, learning environment, etc. Secondly, based on the multicultural learning model proposed in this study, further research should be made in the field of multicultural education with regard to specific multicultural learning methods, program execution processes, and the effects of such programs. Lastly, we expect the development of more practically applicable multicultural learning methods and programs through various subsequent studies on the process of multicultural character development in adolescents living in the multicultural situation of Korea.

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