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학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
오류제보하기
The discourse of multiculturalism in the Korean society has entered into the new direction from the first generation of immigrants to the second one facing the growing of the children of immigrants in many social contexts such as family, school, local community, and religious community. The children of Korean-Asian, Asian-Asian, and Asian-African couples have born and raised with a bunch of identity questions in particular.
The reality which is great diversity within each child and adolescent in the context of the Korea according to her/his race, ethnicity, and legitimacy plays the major roles in how they see themselves, and in who they may or may not want to be. This article has tried to help equip the second generation of immigrants with the multiple identities as the key of development. The multiple identities mean one’s characters accepted and constructed with two, three and even more racial，ethnic and cultural entities without any frustration, anxiety, and sense of discrimination.
Beyond the social discrimination, exclusive prejudice, and segregation among groups, the Christian gospel proclaims co-existence and unity in Jesus Christ. It also does not standardize a certain racial and ethnic group as the ‘universal human being.’ This is the reason why so many Christian churches and NGOs serve immigrants and inter-cultural marriage families. Christian religious education has to suggest how this ‘empathic ministry’ should be done properly in Christian community not only for the first generation of immigrants but their children. ‘Empathy’ is a favorable capability toward the other’s anxiety and frustration.
In order to raise the urgency of educational support focused on the identity issue of the second generation of immigrants in Korean society, I have interviewed with 8 adolescents who have diverse racial backgrounds, 21 Asian mothers and 4 Korean fathers married with foreign women. From interviews, literature research, and personal experiences of workshop and practice with immigrant community, I have described who the second generation of immigrants in Korean society are, what the educational principles and contents look like, and how practical programs will be delivered in Christian church community related with their multiple identities.
The reality which is great diversity within each child and adolescent in the context of the Korea according to her/his race, ethnicity, and legitimacy plays the major roles in how they see themselves, and in who they may or may not want to be. This article has tried to help equip the second generation of immigrants with the multiple identities as the key of development. The multiple identities mean one’s characters accepted and constructed with two, three and even more racial，ethnic and cultural entities without any frustration, anxiety, and sense of discrimination.
Beyond the social discrimination, exclusive prejudice, and segregation among groups, the Christian gospel proclaims co-existence and unity in Jesus Christ. It also does not standardize a certain racial and ethnic group as the ‘universal human being.’ This is the reason why so many Christian churches and NGOs serve immigrants and inter-cultural marriage families. Christian religious education has to suggest how this ‘empathic ministry’ should be done properly in Christian community not only for the first generation of immigrants but their children. ‘Empathy’ is a favorable capability toward the other’s anxiety and frustration.
In order to raise the urgency of educational support focused on the identity issue of the second generation of immigrants in Korean society, I have interviewed with 8 adolescents who have diverse racial backgrounds, 21 Asian mothers and 4 Korean fathers married with foreign women. From interviews, literature research, and personal experiences of workshop and practice with immigrant community, I have described who the second generation of immigrants in Korean society are, what the educational principles and contents look like, and how practical programs will be delivered in Christian church community related with their multiple identities.
목차
Ⅰ. 들어가는 말
Ⅱ. 한국사회 이주민 2세는 누구인가?
Ⅲ. 한국사회 이주민 2세의 다중정체성 교육의 원칙과 내용
Ⅳ. 한국사회 이주민 2세의 다중정체성 형성을 위한 기독교교육의 과제
Ⅳ. 나가는 말
참고문헌
Abstract
참고문헌 (18)
참고문헌 신청
1. [단행본] - Cha, Peter T / 2001 / Ethnic Identity Formation and Participation in Immigrant Churches: Second-Generation Korean American Experiences in Korean Americans and Their Religions: Pilgrims and Missionaries from a Different Shore, University Park / The Pennsylvania State University Press
2. [단행본] - Geats, Daphne / 2010 / 다문화 사회와 어린이 / 한울아카데미
3. [단행본] - Galzer, Nathan / 2009 / 우리는 이제 모두 다문화인이다 / 미래를 소유한 사람들
4. [단행본] - Gonzales-Mena, Janet / 2008 / Diversity in Early Care and Education: Honoring Differences / McGraw Hill
5. [단행본] - Greene, Sheila / 2003 / The Psychological Development of Girls and Women: Rethinking Change in Time / Routledge
2. [단행본] - Geats, Daphne / 2010 / 다문화 사회와 어린이 / 한울아카데미
3. [단행본] - Galzer, Nathan / 2009 / 우리는 이제 모두 다문화인이다 / 미래를 소유한 사람들
4. [단행본] - Gonzales-Mena, Janet / 2008 / Diversity in Early Care and Education: Honoring Differences / McGraw Hill
5. [단행본] - Greene, Sheila / 2003 / The Psychological Development of Girls and Women: Rethinking Change in Time / Routledge
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UCI(KEPA) : I410-ECN-0101-2015-200-001212283