Abstract
While multicultural education is still a contested concept with multiple meanings (May and Sleeter 2010; see also Banks in this volume), few would disagree that envisioning an inclusive education toward social justice and equity for all children regardless of their cultural group memberships is an integral part of what may be called multicultural education . Multicultural education, in such a rather loosely defined sense, has emerged as an important policy issue in an increasing number of countries around the world (Banks, 2004; Cha et al. 2012). As the pace of economic and cultural globalization has accelerated, the importance of multicultural competence demonstrated by schoolchildren has been receiving increased attention from educational policymakers and researchers, as immigrant populations are increasing rapidly in a growing number of countries.
Using a new dataset, this chapter evolved from a previous study: The Institutionalization of Multicultural Education as a Global Policy Agenda, The Asia Pacific Education Researcher, Vol. 23, pp. 83–91, Cha and Ham 2014. The work on the current version was supported by a National Research Foundation of Korea grant funded by the Korean government (NRF-2014S1A3A2044609).
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Notes
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Detailed information about the index is available at its official website (www.mipex.eu), where you may also access all raw data. For recent studies that used the MIPEX data for educational research, see, e.g., Yang et al. (2015) and Yang and Ham (2015).
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The case of South Korea provides an illustrative vignette. Despite the country’s extremely high degree of ethnolinguistic homogeneity compared to most other countries around the world, South Korea has recently been formulating a range of national policies to ensure that racial/ethnic minority children are not discriminated against in any aspect of their school life. For example, in 2007, both the national curriculum standards and textbooks were revised to reduce nationalistic and ethnocentric descriptions. In addition, multicultural education courses have recently been incorporated into the curricula of many teacher preparation programs in South Korea, and in-service teacher training programs for multicultural education are also emerging. See Cha et al. (2013) and Mo and Lim (2013) for related discussions.
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In this respect, Sutton (2005) notes that although each national debate on cultural diversity in education reflects the aspects of diversity that are unique to a given particular country, the universal purpose of schooling as incorporation of future citizens into civil society renders a common framework for the formulation of multicultural education policies across different countries.
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Cha, YK., Ham, SH., Yang, KE. (2017). Multicultural Education Policy in the Global Institutional Context. In: Cha, YK., Gundara, J., Ham, SH., Lee, M. (eds) Multicultural Education in Glocal Perspectives. Springer, Singapore. https://doi.org/10.1007/978-981-10-2222-7_2
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