Holding Tension and Navigating Dilemma in Multicultural Education in South Korea: Towards Pedagogical Third Space
Saved in:
| Title: | Holding Tension and Navigating Dilemma in Multicultural Education in South Korea: Towards Pedagogical Third Space |
|---|---|
| Language: | English |
| Authors: | Younkyung Hong (ORCID |
| Source: | Pedagogy, Culture and Society. 2025 33(1):287-304. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Foreign Countries, Multicultural Education, Problems, Teacher Attitudes, Korean Culture, History Instruction, Barriers, Student Diversity, Community Problems, Social Environment, Time Perspective, Elementary School Teachers, Public Schools, Government Employees, Educational Policy, Teaching Conditions, Federal Regulation, Teaching Experience, Disadvantaged, Power Structure, Elementary School Students |
| Geographic Terms: | South Korea (Seoul) |
| DOI: | 10.1080/14681366.2023.2257708 |
| ISSN: | 1468-1366 1747-5104 |
| Abstract: | We take up this qualitative inquiry as a means of practicing and advocating for a deeper understanding of South Korean teachers' pedagogy and perspectives in multicultural education, moving beyond surface-level critiques. Through the lens of postcolonial theory, this study highlights how government-led multicultural education places teachers in a position where they participate in the othering and exclusion of multicultural students. Simultaneously, we recognise that teachers contribute their professional insights to envision a Third Space in their practice. This paper also sheds light on the challenges faced when teaching Korean history in classrooms with multicultural students. Overall, this study provides insights into the intricate nature of the hybrid pedagogical space that has evolved historically and socially in South Korea, as well as its interconnectedness with global relationships. Given the professional hybridity of South Korean teachers, we believe that developing a new consciousness within this hybrid space is a crucial starting point for empowering teachers to reflect on their pedagogy and practices when working with students from diverse backgrounds. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1453450 |
| Database: | ERIC |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | We take up this qualitative inquiry as a means of practicing and advocating for a deeper understanding of South Korean teachers' pedagogy and perspectives in multicultural education, moving beyond surface-level critiques. Through the lens of postcolonial theory, this study highlights how government-led multicultural education places teachers in a position where they participate in the othering and exclusion of multicultural students. Simultaneously, we recognise that teachers contribute their professional insights to envision a Third Space in their practice. This paper also sheds light on the challenges faced when teaching Korean history in classrooms with multicultural students. Overall, this study provides insights into the intricate nature of the hybrid pedagogical space that has evolved historically and socially in South Korea, as well as its interconnectedness with global relationships. Given the professional hybridity of South Korean teachers, we believe that developing a new consciousness within this hybrid space is a crucial starting point for empowering teachers to reflect on their pedagogy and practices when working with students from diverse backgrounds. |
|---|---|
| ISSN: | 1468-1366 1747-5104 |
| DOI: | 10.1080/14681366.2023.2257708 |
