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22대 대한민국 국회 국회정보길라잡이 국회의원검색
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ABSTRACT 6

I. 서론 9

1. 문제 제기 및 연구사 검토 9

2. 연구 대상 및 방법 17

II. 상호문화주의와 모국 설화 20

1. 상호문화주의·다문화주의·한국어 교육 20

2. 문화적응 도구로서의 설화 27

III. 상호문화주의를 통한 모국설화집 구성 35

1. 한국 설화와 모국 설화의 비교 35

1) 〈선녀와 나무꾼〉 35

2) 〈흥부와 놀부〉 41

3) 〈소가 된 게으름뱅이〉 48

4) 〈아기장수 우투리〉 51

2. 모국 설화집 구성 기획 56

1) 〈선녀와 나무꾼〉 59

2) 〈흥부와 놀부〉 61

3) 〈소가 된 게으름뱅이〉 62

4) 〈아기장수 우투리〉 63

IV. 모국 설화집 구성을 통한 상호문화교육 71

1. 모국 설화집 구성을 통한 상호문화교육의 실제 71

1) 〈선녀와 나무꾼〉과 〈자카타룹〉 71

2) 〈흥부와 놀부〉와 〈별 나무 이야기〉 75

3) 〈소가 된 게으름뱅이〉와 〈파인애플의 전설〉 77

4) 〈아기장수 우투리〉와 〈판 지엉〉 78

2. 다문화 가정에서의 활용 사례 82

V. 결론 86

참고문헌 88

그림목차

그림 1. 모국 설화집 구성 기획 56

사진목차

사진 1. 모국 설화집 작성 과정, 필리핀 : 〈파인애플의 전설〉 66

사진 2. 모국 설화집 작성 과정, 인도네시아 : 〈자카타룹〉 66

사진 3. 모국 설화집 작성 과정, 베트남 : 〈판 지엉〉 67

사진 4. 모국 설화집 작성 과정, 베트남 : 〈별 나무 이야기(나무와 까마귀)〉 67

사진 5. 모국 설화집 창작 과정 67

사진 6. 필리핀 모국 설화집: 〈파인애플의 전설〉 68

사진 7. 베트남 모국 설화집: 〈별 나무 이야기〉 69

사진 8. 인도네시아 모국 설화집: 〈자카타룹〉 70

사진 9. 가정 내 모국 설화집 활용 사례 82

초록보기

 The world is changing to a multiracial and multicultural society. This trend is also found in Korea. As international exchanges become more active, people from various cultural backgrounds are coming to Korea for economic, educational, and cultural reasons. Also, in recent years, multicultural families have been increased due to the inflow of marriage immigrant women, which results in increased social problems and conflicts.

Early Korean language education(KLE) focused only on functional part of language and relatively neglected cultural education and policies for cultural adaptation. Assimilation policy was implemented, which allows migrant women to learn and adapt to only Korean culture and doesn't allow their children to learn the women's native culture and language.

Such an inferior cultural policy for them has caused low self-esteem and serious confusion in identity among marriage migrant women and their children in the process of cultural adaptation. This study argued that it is necessary to convert the current cultural policy and education perspective, which is close to assimilationism, to interculturalism in order to solve such problems. Interculturalism is an approach that attempts to reconcile the gaps from geographic proximity and cultural distance from the perspective of cultural superiority.

Multiculturalism admits only the difference rather than understanding through mutual exchange, but interculturalism is the process of constantly communicating with each other and finding answers to live together. Cultural education based on interculturalism offers not only a chance to experience and understand the new Korean culture but also an opportunity to communicate and accept it. This is what multiculturalism like assimilation approach cannot promise.

The purpose of this study is to use learners' native folktales as a intercultural tool for them to adapt in their cultural adaptation in multicultural families. Folktales have universality, as similar structures can be found in the stories from various countries. In addition, they contain the uniqueness as they have been handed down for a long time building their own languages and cultures. Using both immigrants' native and Korean folktales for the cultural education, immigrants are possible not only to find homogeneity and heterogeneity based on interculturalism, but also to extend it to their families of various nationalities.

For the purpose, this study first explored the possibility of intercultural education based on folktales. In the class of KLE, by presenting Korean folktales, and then, based on the understanding of the tales, demonstrating the immigrants' folktales in Korean, the instructor attempted to figure out the possibilities of intercultural exchange.

In the process of expressing the native folktales of their own countries, learners reflected their own cultures as well as accepting the culture differences among each countries. The most encouraging achievement was that learners have shown their willingness to create a new culture through the process of finding the interface between their own countries and Korean culture and consulting with family members, instead of passively adapting to Korean culture within a multicultural family. The change within multicultural families also has been revealed.

Especially, even though making booklets using learners' folktales was intended to apply to and educate learners' children, they were also allowed Korean members of the multicultural families to open their mind to accept the immigrants' native cultures. This can be interpreted as a small success of cultural education based on interculturalism.

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