Using Philosophical Discussion in Exploring Kindergarten Teachers' Perceptions on the Application of Intercultural Education

Soonhwan Kim, Hyowon Suh

Research output: Contribution to journalArticlepeer-review

Abstract

This study aims to conduct philosophical discussions with kindergarten teachers to understand their perceptions regarding the adoption of intercultural education through. To this end, eight kindergarten teachers’ perceptions of intercultural education were grasped, initially through individual face-to-face interviews and additionally-after dividing the teachers into two groups of four-through philosophical discussions. First, through repeated questioning and grounds suggestions on philosophical questions during the active discussion, the kindergarten teachers were found to engage in reconceptualization toward mutual agreement. Secondly, the teachers were found to have different perceptions of how intercultural education affects early childhood teachers versus how it affects children. They suggested that philosophical discussions may be effective in intercultural education for teachers, while a democratic class climate should be formed within the current framework of education in advance to allow children to practice intercultural education.

Original languageEnglish
Pages (from-to)89-109
Number of pages21
JournalAsia-Pacific Journal of Research in Early Childhood Education
Volume17
Issue number2
DOIs
StatePublished - May 2023

Bibliographical note

Publisher Copyright:
© Copyright 2023 by THE PACIFIC

Keywords

  • children
  • early childhood teachers
  • intercultural education
  • philosophical discussions

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