This paper aims at utilizing Jeopdong bird tale as a material on Korean cultural education. In the global era, it is necessary to improve Intercultural competencies in the field of Korean cultural education, so this paper identified these research trends and presented teaching-learning scheme of Jeopdong bird tale to improve Intercultural competencies.
Jeopdong bird tale has been briefly mentioned as the background story of Kim So-wol's poem, Jeopdong bird; the death view and family view of Koreans, which are embedded in Jeopdong bird tale, have never been specifically explained or discussed. While sympathizing with the utilization of folk tales as materials for Korean culture education, it has been neglecting to develop new folktale narrative materials, only using them in existing elementary and middle school textbooks and traditional fairy tales. This paper can also supplement the lack of Korean perception (values) in the cultural items of existing Korean cultural textbooks, along with the significance of introducing new narrative materials that can be used in Korean cultural education.
Jeopdong bird tale belongs both to animal origin type story and step-mother type story. As an animal-derived story, Jeopdong bird tale explains the origin of the habits of Jeopdong bird and the crow as a Korean world view, and the symbolic meaning of Jeopdong bird appears in relation to the afterlife. Some of the Korean stories including Kongji and Patzzi tales and Janghwa and Hongryeon tales, and the Cinderella type, a global folktale, are also classified as step-mother type story. Jeopdong bird tale, which belongs to step-mother type story, has a story schema similar to the Cinderella type and shows a traditional Korean family view. Therefore, it is possible to raise understanding by evoking the story schema of foreign learners and will be useful as a material for cultural comparative analysis.
Intercultural competencies is required in Korean cultural education for foreign students living in the era of multiculturalism and globalization. However, as a material of Korean cultural education, existing studies and papers focus on comparing tales of other cultures similar to those of Korean ones, but do not progress to learning comparative analysis of cultural elements. Moreover, since they are biased toward knowledge acquisition of traditional culture, there is no discussion of how it has been inherited or changed in modern times, so they are not effective in improving learners' actual cultural acceptance or Intercultural competencies.
This paper introduced new narrative materials that can be used in Korean cultural education, and it is meaningful that it proposed teaching-learning methods on the value culture of Korean death and family views by utilizing critical literacy of folktale narrative to substantially improve cultural conflicts and resolution: especially, through the teaching-learning scheme of “Korean traditional culture, and modern social and cultural changes” (2nd time), “comparing culture” (3rd time), and “Modifying Preconceptions and Solving Human Common Problems” (4th time), beyond learning the narrative of Jeopdong bird tale(1st time)