As the number of multicultural people in Korean society has steadily increased, the interest and necessity of multicultural education has increased, and the activities related to multicultural education have been actively engaged through academic journals and academic papers. Thus, policies related to multicultural education and future measures are implemented by reinvigorating the trend and reality of practical studies at various multicultural education sites and schools in Korea.
To that end, the general trends and characteristics of the study related to multicultural education published in the dissertation from 2011 to 2017, characteristics by subjects of study and subjects related to multicultural education, and types of education theorists. Finally, we set the direction and implications for the qualitative leap of multicultural education that can be derived through research trends related to multicultural education as research problems
This study was carried out on 455 domestic academic papers provided by the Korean Educational Research and Information Institute from 2011 to 2017, making each study paper subject to a more similar group of ideas. The framework was divided into basic analysis, in-depth analysis, and evidence analysis of multicultural education theory (education type). The analysis results are as follows.
First, the number of annual issuance of multicultural children has increased sharply to 2010 since then until 2017 after the government announced measures to support the education of multicultural families. The number of papers published by graduate schools in addition to those published by graduate schools is increasing steadily. The degree analysis showed that the ratio of doctoral dissertation was relatively low, followed by quantitative research by type, followed by qualitative research and literature research.
Second, the analysis by research topic showed the highest level of research on teaching methods, followed by recognition and acceptability, program development, education curriculum and textbook contents analysis, and the study of education policies and systems. The Korean language ranked highest among the subclauses of studies related to teaching methods (by subject), and studies related to art such as art and music were also relatively high. The results by study showed that students were very high, followed by teachers and immigrants. Studies on immigrant women and migrant workers were very poor, and elementary school students were among the lower classes of students. Middle school and high school students ranked first, followed by infant teachers.
Third. According to the analysis results of the study of education types by Sleeter & Grant, the single approach to human relations was the largest in the prior studies until 2010, but the single approach to cultural education was the highest. According to the results of Yang Young-ja's type of education analysis, minority adaptive education, minority identity education followed, and the study of minority community education was very poor.
The results of this study are as follows. First, there was a need for the study of multicultural education to be conducted not only in short but also in a one-time way, but also in a continuous and in-depth study, and to increase the number of research subjects due to the increase in the number of multicultural population, Further research, such as field research, case studies and in-depth research, is also needed for minority groups that can develop into alienated people in Korean society.
Second, studies of multicultural education for university students and the general public showed very low results, and therefore, the domestic multicultural education limits the target to only school students. In addition, the analysis results by subject showed that the research on education policies and institutions is very poor, showing more interest in and implementation of educational sites such as goals and contents of multicultural policies in the country.
Third, the analysis of education types by multicultural education theorists showed that the multicultural education education education approach was higher than the one that reflected the most in previous studies, and this was a somewhat superficial approach to human relations. Another type of education analysis showed that the education of minority students was the highest. Prior to 2008, research on the adaptation of minorities took place, but the need to create social atmosphere that would remove prejudice against multicultural people was stressed to ensure smooth settlement of the growing number of multicultural people.
Suggestions from this study are as follows. First, while the subjects of multicultural education in Korea are now expanded to include a large number of mainstream groups, the number of multicultural youth is increasing, contrary to the steady decline of Korean school senior citizens. In-depth talks on issues such as discrimination, language problems, and complaints they faced in the course of adapting to Korean society. There is a need to find a solution through qualitative research such as case studies, field studies and what needs to be done about North Korean refugees, immigrant children and migrant workers. Second, through more interest and research on multicultural education policies and systems, it is necessary to examine the understanding of the goals and contents of multicultural education policies reflected in the educational field.