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Bridging social justice literacies: Elementary teachers' beliefs about the goals of multicultural education

Title
Bridging social justice literacies: Elementary teachers' beliefs about the goals of multicultural education
Authors
Cho, HyunheeChoi, Jinyoung
Ewha Authors
최진영
SCOPUS Author ID
최진영scopus
Issue Date
2018
Journal Title
KEDI JOURNAL OF EDUCATIONAL POLICY
ISSN
1739-4341JCR Link
Citation
KEDI JOURNAL OF EDUCATIONAL POLICY vol. 15, no. 2, pp. 23 - 46
Keywords
teacher beliefsmulticultural educationteaching for social justiceteacher educationSouth Korea
Publisher
KOREAN EDUCATIONAL DEVELOPMENTAL INST
Indexed
SSCI; SCOPUS; KCI WOS
Document Type
Article
Abstract
Although there is a consensus on core ideas of multicultural education, goals that scholars discuss vary. This qualitative study examined nine South Korean elementary teachers' beliefs about different goals of multicultural education in relation to their prior experiences of multicultural teacher education in formal and/or informal settings. A synthesis of findings from in-depth interviews indicated that these teachers generally endorsed teaching of functional and relational literacies while they had discontinued views on teaching of critical literacy. The findings also suggested that teachers' experiences of becoming numerically and/or culturally marginalized within ethnic minority communities in conjunction with their reflective efforts to integrate knowledge from multicultural education into the national curriculum served as a powerful means to enhance their commitment to the teaching of critical literacy. Based on these findings, implications for teacher education and school system were provided.
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사범대학 > 초등교육과 > Journal papers
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