“Happy Seoul for foreigners”: scenes from multicultural life in South Korea     

Jin Suh Jirn 《Inter-Asia Cultural Studies》2013,14(2):315-322

Abstract

Since the mid-2000s, multiculturalism has become a prominent buzzword in South Korea as the nation, which was founded on the myth of a single bloodline, tries to come to terms with its growing foreign population. This article looks at the figure of the industrial migrant worker who, despite being ignored by the mainstream media, has appeared in a handful of independently produced Korean films, including three—Bandhobi (2009 Bandhobi [???]. 2009. Directed by Shin Dong-il. Seoul: IndieStory Inc. [Google Scholar]), Hello, Stranger (2007 Hello Stranger [?? ?? ???]. 2007. Directed by Kim Dong-hyun. Seoul: IndieStory Inc. Host and Guest [???]. 2005. Directed by Shin Dong-il. Seoul: LJ Film. [Google Scholar]), Where Is Ronny? (2008 Where Is Ronny? [??? ???]. 2008. Directed by Sim Sang-kook. Seoul: JinJin Pictures. [Google Scholar])—that will be discussed here in detail. These films, as I will show, not only provide an alternative perspective on immigrant life in Seoul and other parts of the country, which is more often than not represented through the privileged world of the Western “expat,” but also reveal the underlying tensions and contradictions in Korea's approach to multiculturalism as it tries to regulate diversity through the fiat of legislative policy while ignoring the moral and political choices confronting its citizens as they decide whether or not to befriend the other.  相似文献   

后现代、全球化与多元文化     

史璞  夏冰 《河南师范大学学报(哲学社会科学版)》2007,34(1):155-157

后现代主义是现代社会在思维方式上的一次根本性转型。以多元和差异为精髓的后现代主义思想理所当然地成为多元文化的认识论渊源和基本价值基础。多元文化的冲突、交流和融合,导致文化的不断创新,促进了人类文明的发展。在全球化的背景下发展多元文化,需要正确解决文化全球化与多元文化的悖论,做到“和而不同”。  相似文献   

Angry Anglos and aspirational Asians: everyday multiculturalism in the selective school system in Sydney     

Christina Ho 《Discourse: Studies in the Cultural Politics of Education》2019,40(4):514-529

ABSTRACT

‘Asian whiz kids’ perfect test scores.’ ‘Selective schools and tiger parents.’ These types of headlines highlight the increased visibility of academically successful students from Asian migrant backgrounds, in Australia and other Western countries. They also point to anxiety about the perceived aggressive ‘tiger’ parenting often associated with Asian academic success. This paper focuses on the forms of everyday multiculturalism found in and around high-performing selective schools and classes in Sydney, Australia, almost all of which are dominated by Asian-Australian students. Drawing on interviews with parents and students from Anglo- and Asian-Australian backgrounds, it documents the different positionalities adopted by participants within these culturally diverse settings, including anger, aspiration and cosmopolitanism. This potentially volatile combination of approaches to diversity reveals some of the social consequences of neoliberal migration and education policies.  相似文献   

Early Islam in British Higher Education     

Philip Wood 《British Journal of Religious Education》2019,41(4):402-411

Abstract

In an educational environment where interest in Arabic and Islam is growing, I ask the place of revisionist/critical approaches to early Islam in Higher Education. This paper uses 15 semi-structured interviews with Lecturers in early Islam to investigate how they treat controversial subject matter in the classroom. The paper examines how the different approaches taken by lecturers are linked to different kinds of academic training, and asks what kinds of approach are suited to different student demographics. It concludes by suggesting how critical ways of teaching this subject are linked to new approaches in interfaith engagement, which acknowledge the political context for the development of Scriptures.  相似文献   

A Reply on Behalf of the Relativist to Mark Mason's Justification of Universal Ethical Principles     

Jim  Mackenzie 《Educational Philosophy and Theory》2007,39(6):657-675

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Religious students in a public-secular college: feeling unique in a milieu of diversity     

Ilana Paul-Binyamin  Oded Potchter 《British Journal of Religious Education》2020,42(3):350-363

ABSTRACT

The current study examined the case of religious students who opted to study in a secular teacher-training college despite the fact that there are religious colleges that would have suited their needs. This phenomenon is unusual because the education system in Israel is segregated and each educational sector has its own teacher-training colleges. Findings of this qualitative study indicate that the majority of participants did not wish to depart from the religious framework, but rather sought to forge reciprocal relations with the secular society and carve a space for themselves where they could express their identity, which does not entirely conform to the demands of the religious society. These findings highlight an interesting dynamic that developing between students from a minority group and the mainstream secular society in Israel that promotes multiculturalism. An academic campus that adopts a multicultural approach is a safe space for minority students, whose sectorial framework does not fully provide for all their needs.  相似文献   

Integration or Separation? Addressing Religious and Spiritual Issues in Multicultural Counseling: A National Survey of College Counselors     

Timothy B. Smith  Rachel Crook Lyon  Kari O'Grady 《Journal of College Counseling》2019,22(3):194-210

Given contemporary ethical concerns, the authors conducted a national survey of 216 college counselors’ perceptions of integrating religious and spiritual issues in multicultural counseling and counselor education. Using cluster analysis, the authors identified 4 patterns of commitments to multiculturalism and religiosity. Respondents demonstrated ethical bracketing in that they considered religious and spiritual issues favorably within the framework of multicultural counseling, irrespective of their commitments to those topics. Counselors can openly address spiritual and religious diversity.  相似文献   

美国高等教育中多元理念及其实践——基于俄亥俄州立大学的课程观察与思考     

罗安平 《比较教育研究》2019,41(9):60-66

美国正迎来非同寻常的"后千禧一代":族裔最为多元化,受教育程度创历史最高。高等教育如何形塑新一代大学生的价值观,关乎整个社会的走向与未来。俄亥俄州立大学的课程设置和教育理念是对全球化与多元化社会的积极回应:人文通识课程教导学生审思国家特性,形塑学生的身份认同,正视"政治正确"与多元理念之间的困惑;系统研习移民社会史,使学生理解文化多元与社会融入议题;以"全球学习项目"构建学生的世界知识谱系,培养跨文化沟通与全球合作能力。美国高等教育面临的挑战实质上是主张多元文化思潮与捍卫西方正统文明之间的论争,认知并承认世界的多元性,才能建立一个有尊严而包容的社会。  相似文献   

欧美国家广播电视管理型态研究     

蒋慰慧  郑涵 《广东教育学院学报》2011,(6):31-38

以美、法、英、德、加拿大等国为范例,对五种不同的欧美国家广播电视行政管理型态及其原则与职责作横向的比较研究,揭示它们作为国家广播电视行政管理模式的多样性,揭示其相同特征：均以宪法、法律为基础,在民主宪政框架内奉行“公共服务”的核心理念,保障公众利益在传媒领域的体现,以及独立行政、自治、多元主义、社会利益集团高度参与性等发展总趋势。  相似文献   

Report on multicultural education in pesantren     

Raihani 《Compare》2012,42(4):585-605

This article aims to report a single case study of how an Islamic boarding school (pesantren) in Yogyakarta, Indonesia, prepared students for a multicultural Indonesia. Despite negative portrayal by the Western media about increasing Islamic radicalism in some pesantren, many pesantren are in fact transforming into modern Islamic institutions, incorporating the teaching of democratic values and practices, endorsing civil society and community development, and inculcating cultural/religious diversity and tolerance in students. Using schoolyard and classroom ethnographies, along with in-depth interviews and focus group discussions (FGD) with teachers and students, the study found that classroom and non-classroom practices of the pesantren promote the development of multicultural education. Several subjects within both curriculum developed by the government and curriculum developed by pesantrens discuss a considerable number of issues that relate to cultural and religious diversity, tolerance, citizenship and democracy. The non-classroom practices of pesantren offer invaluable and intensive experiences for students to socialise with peers from different ethnic and cultural backgrounds. However, challenges remain for the kyai (the pesantren’s great leader) and other leaders, such as teachers’ lack of competency, unclear multicultural objectives in both the pesantren’s curricula and the pesantren’s traditions, and unequal relations among students and among teachers. These challenges must be overcome to further develop education for cultural diversity.  相似文献