Towards critical multicultural teacher education in the midst of ethno-nationalism: Korean pre-service teachers’ international learning experiences

Yeji Kim, Minsik Choi

Research output: Contribution to journalArticlepeer-review

7 Scopus citations

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.

Original languageEnglish
Article number103155
JournalTeaching and Teacher Education
Volume96
DOIs
StatePublished - Nov 2020

Keywords

  • Critical multicultural education
  • Ethno-nationalism
  • International teaching practicum
  • Korean pre-service teachers
  • Teacher education

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