韩国多元文化教育政策及其发展趋势

随着国际婚姻移民者、外籍劳工以及留学生等外籍人员越来越多地涌入,韩国正在形成多人种、多民族的社会.为此,韩国政府相继制定并实施综合性的应对政策,开展各种多元文化教育活动,帮助他们学习韩国语和韩国文化.但目前在政府主导下实施的韩国多元文化教育政策存在很多缺陷.尊重其他民族文化,与其他不同文化和谐、和平共存是全球化时代韩国多元文化社会面临的课题,也是赋予教育的使命.     

文化多元主义与联邦德国的移民教育政策

战后三次大规模的移民迁入浪潮,不仅使联邦德国出现了严重的移民融入问题,也滋生了少数德国人的狭隘民族主义和排外主义倾向。为了应对移民所带来的日益严重的社会问题,德国逐渐形成了文化多元主义价值观,即要求保护移民文化的多样性,又强调构建以《基本法》为核心的社会共同价值标准。以文化多元主义价值观为基础,德国发展出针对移民社会的"存异求同"教育理念与政策,一方面承认当今德国多元文化并存的事实,教育学会尊重、包容异文化,学会与拥有不同文化背景的人和谐相处,保护移民非主流文化和社会文化多样性;另一方面又引导学生认同一种社会共同价值观,倡导融入主流文化,实现文化的繁荣和社会的稳定。移民社会的教育理念与政策从入学要求、课程设置与标准、毕业资格考试、师资培养等方面对德国传统的学校教育构成了冲击。以"一体多元、存异求同"为主要特征的教育有利于德国构建文化多元性和谐社会的历史经验,给我们以有益启示。     

在韩朝鲜族的同族异国文化适应过程探析

在跨国移民的研究中,文化适应是一个备受关注的问题,文化冲击则是一个分阶段的文化适应过程。在韩国的中国移民中,朝鲜族是一个特殊的族群。朝鲜族和韩国人有着同源的文化和血脉,随着中韩建交他们是最早进入韩国社会的中国移民。语言相通加之文化同源,他们在韩国社会经历着不同于其他移民的文化适应过程。在韩朝鲜族在经历了到韩半岛寻根的期冀,到无法真正融入韩国社会的失意,现在他们开始重新调整自己在韩国社会的定位,文化适应过程正在从危机期走向调整期。     

后殖民主义视角下的韩国多元文化教育

20世纪80年代以来,激增的国际婚姻与移民使韩国社会进入了"多元文化时代",政府出台了诸多多元文化教育政策,试图解决由于文化背景不同的学生增多所带来的种种问题。本文从后殖民主义视角批判性地考察了"多元文化"教育政策背后隐藏的士大夫式种族主义理念,提出新的"全纳型多元文化教育"模式。     

多元文化教师教育课程设置初探

多元文化社会亟须多元文化教育。中小学教师是多元文化教育的主要实施者。我们在培养中小学教师的过程中,应在教师教育课程设置、教学方法以及评价手段等方面融入多元文化理念、贯穿多元文化内容,使教师具备多元文化素质及教育教学能力。     

地理课堂融入多元文化教育探索

一、教育中融入多元文化教育的目的基于国内外专家对多元文化教育内容的界定和地理学科的特点,本文认为在技工教育中融入多元文化教育的目的是:1.了解多元文化知识多元文化知识是包括多样的人类价值观念、居住地的建筑风格、语言、信仰、生活方式、政治机构的特征等方面的知识。技工教育教学内容中可以展现多元文化知识。     

山东半岛韩国移民的文化变迁

韩国移民因经济利益诉求迁居到山东半岛,由于生存环境的改变和文化的不同,在融入移居地的过程中必然会产生文化变迁,同时,移居地的现代化进程又加剧了移民文化的变迁。这种由移民生存环境的改变而带来的文化变迁,突出体现在其生产方式、生活方式及社会交往等物质文化的变迁上。在文化变迁的过程中,韩国移民必然与居住地居民发生文化冲突,也导致了韩国移民民族文化认同的弱化趋势,但在一定程度上增加了山东半岛文化的丰富性与国际性。     

继承与嬗变——全球化时代的韩国传统文化教育

建国以来,传统文化教育一直是韩国中小学备受注重的教育内容。但是随着近年韩国社会逐渐蜕变为多元文化社会,传统文化教育受到了前所未有的挑战。本文梳理韩国政府面对这些挑战对传统文化教育进行的改革,分析其原因与特征。     

东西交融 黑白杂糅——再读英国小说家扎迪·史密斯的《白牙》

《白牙》的作者运用现实主义同时带有后现代的叙事手法,揭示了英国战后移民面对日益严重的社会和文化困境。基于霍米·巴巴的"文化杂糅"理论,通过对小说进行多方位的解读,探讨英国有色移民面临的种族关系、民族文化和身份认同等问题。在多元文化共存的时代,作者试图通过对混血女孩爱丽这一角色的描述,暗示当代英国移民只有通过多种族和多文化的杂糅,才能解决自己所处的困境,真正融入英国社会大家庭。     

试析“移民”背景下儿童游戏的文化价值

随着全球化和城市化进程的推动,国际移民和国内移民浪潮正席卷着世界各地,其中,大量的儿童移民群体因其文化的非连续性背景而受到关注.游戏作为儿童文化的核心,在"移民"背景下体现出特殊的文化价值,儿童游戏对移民进程中的文化传播,生成以及文化适应等具有重要意义,同时,有助于教育工作者洞悉异质文化,开展有效的多元实践.     

Pedagogical and political encounters in linguistically and culturally diverse primary classrooms: examples from Quebec,Canada, and Gauteng,South Africa

Comparative research in multilingual urban primary schools indicates that the pedagogical and political goals of schooling may operate at cross-purposes. Classroom observations and teacher interview-discussions were conducted in classes for immigrant children in Montreal, Quebec, Canada, where the language of instruction is French, and in classes in Pretoria, Gauteng Province, South Africa, where children from many different language backgrounds are taught in English. Two main themes emerged: (1) pedagogically, effective teacher–learner communication can break down when teachers are unaware of the roles that language and culture play in second language classrooms; (2) politically, efforts to assimilate learners into new socio-cultural/political contexts sometimes take precedence over sound pedagogical practice, such as drawing on the linguistic and cultural repertoire that learners bring to the classroom. This ongoing qualitative research underlines the importance of preparing pre-service and in-service teachers for the linguistic and cultural diversity they are bound to encounter in their classrooms, and of deepening their understanding of the influence of such diversity on the teaching–learning process.     

Korean Immigrant Mothers’ Perspectives: The Meanings of a Korean Heritage Language School for Their Children’s American Early Schooling Experiences

This study examines what a Korean heritage language school means to Korean immigrant families and their children, considering Korean immigrant mothers’ perspectives on American early schooling. As part of an ethnographic research project on Korean-American children’s peer culture in a heritage school, seven mothers, two guardians (grandmothers), and their young children were observed and interviewed during one academic year. The analysis showed that the heritage language school functions as a social and emotional support system, a buffer for reducing the detachment from parents, and a safety net for the Korean-American children’s challenging lives. The Korean immigrant mothers also showed that they felt burdened by different cultural views of their children’s behaviors, and described how their children were often considered problematic. The social and culture barriers caused by their immigrant status profoundly influenced their reasons for sending their children to a Korean heritage language school. This study suggests that teachers’ deep understanding of culturally different perspectives on children’s behaviors, along with systematic social and emotional support, can help these children attain psychological well-being.     

Decisive Factors for Language Teaching in Sweden

This paper aims to examine why language teaching holds a prominent position within the Swedish school system. This statement applies to foreign languages as well as to home languages (or immigrant languages) and Swedish as a second language for immigrant children and adults. The Swedish educational system (comprising the social milieu and the school milieu) is here conceived as incorporating some specific constituent features that have led to the implementation of a generous language policy. This assumption turns out to be particularly obvious in the case of immigrant education. In fact, the analysis of the Swedish educational system illuminates different stakes at several levels - commercial/economic, social, political/ ideological, historical, linguistic, educational and cultural - for language teaching as a whole.     

Home environment and second‐language acquisition: the importance of family capital

Framed within Coleman’s theory of family capital, this article examines how different home variables such as family physical, human and social capital affect immigrant children’s second‐language acquisition in the homes of four Chinese immigrant families in Canada. Specifically, the study analyzes the relationships between family physical capital and family investment in second language learning, between parental human capital and levels of parental involvement, and between family social capital and access to familial and community resources. The analysis demonstrates that parental educational backgrounds, their occupational choices and chances, and their adaptation and integration into Canadian society had a significant impact on the families’ accumulation and activation of family capital to support their children’s second‐language learning.     

“American = English Speaker” Before “American = White”: The Development of Children's Reasoning About Nationality

Adults implicitly judge people from certain social backgrounds as more “American” than others. This study tests the development of children's reasoning about nationality and social categories. Children across cultures (White and Korean American children in the United States, Korean children in South Korea) judged the nationality of individuals varying in race and language. Across cultures, 5‐ to 6‐year‐old children (N = 100) categorized English speakers as “American” and Korean speakers as “Korean” regardless of race, suggesting that young children prioritize language over race when thinking about nationality. Nine‐ and 10‐year‐olds (N = 181) attended to language and race and their nationality judgments varied across cultures. These results suggest that associations between nationality and social category membership emerge early in life and are shaped by cultural context.     

韩国思想政治教育的特色及对我国的启示

阐述了韩国思想政治教育的特色,指出它成功地成为塑造年轻一代精神支柱的主渠道,为国家的繁荣与发展,社会的和谐与进步提供了宝贵的人力资源。韩国和中国有着许多相似的文化背景,分析了韩国思想政治教育的特色,从而为我国思想政治教育的发展和创新提供有益的启示。     

中韩文化交流与贸易对货物贸易影响的研究

中韩两国在几千年民族传统文化的发展中,沉淀了深厚文化底蕴,有着灿烂辉煌的文化历史。两国始终以儒家思想为文化发展主线,通过中韩两国文化交流,奠定了东亚文化的基础,对亚洲文明作出了巨大贡献,促进了亚洲和平,增强了中韩两国间贸易,为两国经济建设和社会和谐发展作出了贡献。中韩两国建交以来,两国贸易飞速发展,但韩国对中国的贸易总是顺差,中国是韩国第一大贸易顺差国。分析认为韩国的文化优势,是导致中国对韩贸易逆差主要原因之一。通过研究中韩文化的共同点和中国文化的特色,大力推广传统文化思想,加大核心价值观建设力度,鼓励文化交流和贸易,借助孔子学院等文化宣传工具,减少中国与韩国贸易逆差,促进两国贸易健康发展。研究认为国际文化交流和文化贸易对国际货物贸易有巨大的促进作用,国际货物贸易也促进国际文化交流和文化贸易,两者是相辅相成的,相互促进的。树立国际文化交流中有商机,国际商机中有文化的观点,才能使中韩两国成为世界强国,实现两国人民的梦想。     

Educational Policy for the Transnational Dominican Community

The increasingly transnational character of many immigrant communities necessitates changes in educational policy. We use the Dominican neighborhoods in New York City as our local case, examining the economic, political, social, cultural, and linguistic evidence of the transnationalism of this community. Many Dominicans maintain close ties to their native country through global networks that facilitate language and cultural maintenance. In spite of discrimination, Dominicans in the United States need to maintain their Spanish and want their children to develop fluent Spanish. Neglecting the language needs of transnational children leads to serious academic and social problems. Enriched bilingual bicultural programs would promote parallel development in both languages, providing cultural as well as linguistic instruction so that students can succeed in either country.     

The effects of integration and generation of immigrants on language and numeracy achievement

In many Western countries the pressure exerted on immigrants to integrate has become intense in recent years. Efforts to preserve their ethnic identity through multicultural recognition has now been replaced by the requirements of active civic participation and assimilation. Of course integration is considered important not only for the immigrant parents but also for their children. The central question in this article is whether there is a relationship between the degree of integration of the immigrant parents and the generation of their children on the one hand and the level of language and numeracy achievement of the children on the other. To answer this question we use data collected in 2008 from the Dutch COOL^5–18 cohort study. The information comes from more than 9000 immigrant and 16,000 indigenous children and their parents. The results show that as immigrant parents are better integrated and their children are of later generations, the language and numeracy skills of the children improve, though there remain large differences in achievement between different ethnic groups.     

Immigrant and nonimmigrant children's social interactions and peer responses in mainstream preschool classrooms

The authors examined the social practices and outcomes of 23 immigrant and 16 nonimmigrant preschoolers in English only preschool classrooms. In both classrooms, the majority of the children (nearly two thirds) were immigrant, English language learners. The children's social attempts, social strategies, speech functions, and degree of social success were observed and comparisons were made between nonimmigrant and immigrant peers. There were similarities between groups in their social engagement and social construction strategies; there were differences in social roles, social language functions, and types of social construction strategies. There also were significant differences in the social success of the two groups. Immigrant children experienced rejection of their social bids more than their preschool peers did. Immigrant children also were less likely to be leaders and seemed positioned in a lower social status among their peers did. These results are discussed along with implications for educational practices.