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Reimagining multicultural education: Postcolonial approach
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Kim, Jaegeun | - |
dc.contributor.author | Cho, Youngdal | - |
dc.date.accessioned | 2015-04-06T01:55:15Z | - |
dc.date.available | 2015-04-06T01:55:15Z | - |
dc.date.issued | 2014 | - |
dc.identifier.citation | SNU Journal of Education Research, Vol.23, pp. 25-49 | - |
dc.identifier.issn | 1225-5335 | - |
dc.identifier.uri | https://hdl.handle.net/10371/94023 | - |
dc.description | 2014 | - |
dc.description.abstract | This paper tries to re-imagine the multicultural education with the theoretical perspective of postcolonialism. For this end, we have reviewed what colonialism and postcolonialism means and the three most famous postcolonial theorists: Frantz Fanon, Homi Bhabha, and Gayatri Spivak. After that, contemporary multicultural education and its limits are examined, which finally leads to the re-imagination of education from postcolonial perspective. Based on the thorough theoretical inquiry on contemporary and postcolonial education, we have suggested the following paradigm shifts: First, shift from cultural diversity to cultural difference. Second, shift from nationalistic dualism to hybridized multicultural citizenship. Lastly we have re-imagined the future of education, which consists of the following four aspects: Curriculum, students, teachers, and evaluation. | - |
dc.language.iso | en | - |
dc.publisher | 서울대학교 교육종합연구원 | - |
dc.subject | Postcolonialism | - |
dc.subject | multicultural education | - |
dc.subject | hybridity | - |
dc.subject | ambivalence | - |
dc.subject | cultural difference | - |
dc.title | Reimagining multicultural education: Postcolonial approach | - |
dc.type | SNU Journal | - |
dc.contributor.AlternativeAuthor | 김재근 | - |
dc.contributor.AlternativeAuthor | 조영달 | - |
dc.citation.journaltitle | SNU Journal of Education Research | - |
dc.citation.endpage | 49 | - |
dc.citation.pages | 25-49 | - |
dc.citation.startpage | 25 | - |
dc.citation.volume | 23 | - |
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