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책을 내며 / 3일러두기 / 11제1부|다문화주의의 인식제1장__다문화주의에서 문화의 의미와 해석 15Ⅰ. 다문화주의와 문화 ·······················································15Ⅱ. 다문화주의에서 문화와 문화간 대화 ······························19Ⅲ. 다문화주의에서 문화의 해석 ·········································26Ⅳ. ‘문화 있는’ 다문화주의의 모색: 자유, 평등한 권리, 진정한 문화성 ·························38Ⅴ. 다문화교육의 방향 ·······················································43제2장__다문화 공존을 위한 다문화주의 46Ⅰ. 다문화주의와 다문화 공존 ············································46Ⅱ. 다문화주의의 이론적 논쟁 ············································51Ⅲ. 다문화주의의 사회적 논란 ············································64Ⅳ. 다문화 공존을 위한 다문화주의 ····································70제3장__상호문화주의의 원리와 과제: 다문화주의의 대체인가 보완인가? 73Ⅰ. 다문화주의와 상호문화주의 ··········································73Ⅱ. 상호문화성의 의미와 역사성 ·········································77Ⅲ. 상호문화주의의 원리 ····················································87Ⅳ. 상호문화주의의 과제 ····················································97Ⅴ. 다문화주의와의 상호보완을 위해 ································106제4장__다문화교육의 방향과 접근 109Ⅰ. 다문화교육의 의미와 내용 ··········································109Ⅱ. 다문화교육의 방향: 샤를리 에브도 테러사건의 교훈 ·····116Ⅲ. 다문화교육의 접근 1: 학교의 경우 ·······························119Ⅳ. 다문화교육의 접근 2: 다문화 시민성의 모색 ················128Ⅴ. 함께하는 다문화교육 ··················································136제2부|다문화주의의 적용제5장__다문화시대와 인권의 보편성: 북한의 ‘우리식 인권론’을 중심으로 141Ⅰ. 다문화시대와 인권의 보편성 ·······································141Ⅱ. 인권의 보편성: 세 가지 쟁점 ·······································146Ⅲ. 북한의 ‘우리식 인권론’: 비판적 검토 ····························161Ⅳ. 다문화교육에 주는 시사점 ··········································169Ⅴ. 다문화교육의 확장을 위해 ··········································183제6장__다문화시대의 사회적응과 사회통합: 북한이탈주민정책의 경우 185Ⅰ. 다문화주의와 북한이탈주민 ········································185Ⅱ. 다문화시대의 사회적응과 사회통합 ·····························189Ⅲ. 다문화시대 북한이탈주민정책의 쟁점 ··························197Ⅳ. 다문화시대 북한이탈주민정책의 개선 방향 ··················209Ⅴ. 다문화교육에 주는 시사점 ·········································226제7장__다문화 공간론의 의미와 접근: 북한이탈주민정책의 경우 228Ⅰ. 다문화 공간론과 북한이탈주민 ····································228Ⅱ. 다문화 공간론의 의미와 접근 ······································231Ⅲ. 다문화 공간론에서의 사회통합과 북한이탈주민정책의 기본 방향 ··························241Ⅳ. 북한이탈주민정책의 실천 과제 ····································248Ⅴ. 다문화교육의 역할 ·····················································258제8장__다문화시대의 지역사회통합과 지역거버넌스: 북한이탈주민을 위한 역할 260Ⅰ. 지역사회통합과 북한이탈주민 ·····································260Ⅱ. 지역사회통합의 의미와 접근시각 ································261Ⅲ. 북한이탈주민 지역사회 정착 지원체계와 주요 내용 ······273Ⅳ. 북한이탈주민 지역사회통합을 위한 지역거버넌스의 역할 ·····································280Ⅴ. 다문화교육의 방향 ·····················································292제9장__다문화시대의 한반도 평화: 칸트의 『영구평화론』을 중심으로 294Ⅰ. 왜 『영구평화론』인가? ················································294Ⅱ. 칸트의 『영구평화론』: 배경과 현대적 시사점 ················298Ⅲ. 『영구평화론』의 재구성: 네 가지 항목 ··························304Ⅳ. 다문화시대의 한반도 평화에 주는 시사점 ····················314Ⅴ. 다문화교육의 역할 ·····················································333참고문헌 / 335찾아보기 / 355
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