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Towards critical multicultural teacher education in the midst of ethno-nationalism: Korean pre-service teachers’ international learning experiences |
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| Institution: | 1. Social Studies Education, Teachers College Columbia University, USA;2. Social Studies Education, Ewha Womans University, South Korea;1. Department of Behavioural Sciences and Learning (IBL).Linköping University, SE-581 83, Linköping, Sweden;2. Department of Social and Welfare Studies (ISV), Linköping University, SE-581 83, Linköping, Sweden;1. University of Colorado, School of Education, 249 UCB, Boulder, CO, 80309, USA;2. Michigan State University, Teacher Education, 329 Erickson Hall, East Lansing, MI, 48824, USA;1. Tampere University, Kalevantie 4, 33014, Finland;2. University of Jyväskylä, Alvar Aallon katu 9, PL 35, 40014, Finland |
| Abstract: | This study explored how Korean pre-service teachers with international learning experiences in the United States negotiated their understanding of multiculturalism/multicultural education. The findings demonstrated that the participants’ position of a racial/linguistic minority in a foreign country and their teaching experiences in a culturally diverse setting helped them understand the importance of multicultural education. Nevertheless, participants continued to regard multiculturalism as a celebration of diversity, without considering their own racial privilege and the historical/socio-political underpinnings regarding racism in both countries. This study discusses implications for international teacher education and professional development that support critical and reflective learning for future teachers. |
| Keywords: | International teaching practicum Teacher education Critical multicultural education Korean pre-service teachers Ethno-nationalism |
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