earticle

영어

This paper attempts to figure out how multicultural citizenship education is portrayed in the national standard curriculum published in 2012, for the elementary and secondary social studies in South Korea. First of all, it argues the necessity of the concept of the multicultural citizenship recent years. Traditionally, citizenship has been dealt with in political and social aspects such as voting and participation. However, nowadays the cultural aspect of citizenship appears important in social studies education. Secondly, the concept of multicultural citizenship is discussed, which is related with the global citizenship, trying to clarify differences between those two concepts. The relations among the various concepts of citizenship is explained, which are different with the explanation of James Banks. Because social atmospheres such as demographical composition, social cultural, and racial history between U.S.A. and South Korea were not identical, Banks’ explanation should be applied to Korea in a different way. Finally, social studies curriculum is examined throughly in terms of objectives and teaching methods. In conclusion, new social studies curriculum covers significantly the issue of multicultural citizenship as the goals and objectives of course subject matter, yet more or less rhetoric. It needs to be embedded more concretely and specified in educational contents and teaching strategies.

한국어

본 연구는 2012년 사회과교육과정 해설서에 명시된 사회과교육과정의 목표, 내용체계, 교수학습방법에 대하여 다문화 시민성의 관점이 어느 정도 반영되어 있는지 분석하고자 한 것이다. 먼저 다문화시민성이 오늘날 민주시민교육에서 새롭게 강조되어야 할 필요성에 대하여 논하고 다문화시민성의 개념과 의미를 설명하고자 하였다. 다음으로 초등과 중학교사회과교육과정의 목표와 내용, 제시된 교수학습방법 등을 분석하여 다문화시민성의 관점이 드러나 있는 내용과 반영된 비중을 파악하였다. 이러한 분석과정을 통하여 다문화시민성에 관한 사회과교육과정의 특징들을 종합적으로 설명하고 맺음말에서 다문화시민성의 함양을 위한 사회과교육을 과제를 제시하고자 하였다.