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Reimagining multicultural education: Postcolonial approach

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dc.contributor.authorKim, Jaegeun-
dc.contributor.authorCho, Youngdal-
dc.date.accessioned2015-04-06T01:55:15Z-
dc.date.available2015-04-06T01:55:15Z-
dc.date.issued2014-
dc.identifier.citationSNU Journal of Education Research, Vol.23, pp. 25-49-
dc.identifier.issn1225-5335-
dc.identifier.urihttp://hdl.handle.net/10371/94023-
dc.description2014-
dc.description.abstractThis 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.isoen-
dc.publisher서울대학교 교육종합연구원-
dc.subjectPostcolonialism-
dc.subjectmulticultural education-
dc.subjecthybridity-
dc.subjectambivalence-
dc.subjectcultural difference-
dc.titleReimagining multicultural education: Postcolonial approach-
dc.typeSNU Journal-
dc.contributor.AlternativeAuthor김재근-
dc.contributor.AlternativeAuthor조영달-
dc.citation.journaltitleSNU Journal of Education Research-
dc.citation.endpage49-
dc.citation.pages25-49-
dc.citation.startpage25-
dc.citation.volume23-
Appears in Collections:
College of Education (사범대학)Center for Educational Research (교육종합연구원)SNU Journal of Education ResearchSNU Journal of Education Research vol.23 (2014)
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