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Direct linkCho, Hyunhee; Gay, Geneva – Multicultural Education Review, 2021
This study examined the social justice teaching beliefs and practices of three novice teachers from the perspectives of complexity theory. A qualitative multi-case study methodology was used to collect data that included interviews, classroom observations, and simulated recalls. The findings describe the lived experiences of the participants…
Descriptors: Social Justice, Faculty Development, Preservice Teachers, Beginning Teachers
Navigating Social Justice Literacies: The Dynamics of Teacher Beliefs in Teaching for Social Justice
Cho, Hyunhee – Asia Pacific Education Review, 2018
Social justice and equity have become indispensable to the critical lexicon of education scholars around the globe. By combining a theory of teaching for social justice with complexity theory perspectives, this study explores South Korean elementary teachers' beliefs about social justice teaching in relation to practices and contexts. By analyzing…
Descriptors: Social Justice, Teacher Attitudes, Beliefs, Teaching Methods
Cho, Youngdal; Park, Yunkyoung – Asia Pacific Journal of Education, 2016
In this study we will observe how multicultural content is covered in elementary and secondary schools in Korea. For this purpose, a total of 52 textbooks (social studies, ethics and Korean language from third to ninth grade) were analysed using two analysis frames. The first frame is the "multicultural content analysis frame (MCAF)"…
Descriptors: Foreign Countries, Textbook Content, Content Analysis, Multicultural Textbooks
Cho, Hyunhee – ProQuest LLC, 2016
This qualitative case study examined South Korean elementary teachers' beliefs about the goals of multicultural education in relation to practices and contexts within social studies instruction. The first research question examined the distinguishing features of South Korean elementary teachers' beliefs about the goals of multicultural education.…
Descriptors: Foreign Countries, Elementary School Teachers, Teacher Attitudes, Beliefs
Sleeter, Christine – Multicultural Education Review, 2013
Drawing on my work in the U.S., I briefly discuss four related hallmarks of teaching for social justice in diverse classrooms, supported by research on their impact on students. They include explicitly recognizing and working with students' culture as a basis for learning, teaching key concepts in the curriculum through content and examples drawn…
Descriptors: Social Justice, Multicultural Education, Cultural Pluralism, Cultural Differences
Lee, Jungmin – ProQuest LLC, 2008
Multicultural education is a growing interest in South Korea and is viewed as a way to respond to the multicultural challenges resulting from the recently increasing number of foreign migrants and international marriages. The primary purpose of this study was to explore how multicultural education is contextualized in South Korea. For this…
Descriptors: Multicultural Education, Public Schools, Elementary Schools, Program Implementation
