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Exploring Meaning and Instruction Method of Korean History Education for Marriage Immigrant Women

  • Multi-cultural Society and Education Studies
  • 2022, 11(), pp.1-26
  • DOI : 10.22957/mses.11..202207.1
  • Publisher : Institute for multicultural studies
  • Research Area : Humanities > Other Humanities
  • Received : May 31, 2022
  • Accepted : July 4, 2022
  • Published : July 30, 2022

Kwak, Hee-jeong 1,  Kim, Ocknyu 1

1숙명여자대학교

Accredited

ABSTRACT

The purposes of this study explore the meaning of Korean history education and instruction method of effective Korean history lesson for women who have immigrated to Korea through international marriage. To this end, 12 international marriage immigrant women who have learned Korean history and have intermediate or higher level of Korean language proficiency were selected as participants. Individual and group interviews were conducted with them and based on the data obtained through in-depth interviews, their purpose of learning Korean history, effective methods of teaching Korean history, the meaning and direction of Korean history education for them were examined. Firstly, the results show that international marriage immigrant women tended to perceive the study of Korean history as a means to naturally adapt to Korean society and have a successful job. Secondly, strategies that are currently used to effectively teach history to international marriage immigrant women include: providing abundant visual materials based on interesting stories such as movies, dramas, cartoons, and photographs; explaining Korean history through comparison with the history of the participants’ home country; and directly visiting historical sites. Lastly, the results show that as international marriage immigrant women learned Korean history, they became more deeply sympathetic to the characteristics of Korean society as well as the sentiments and culture of Koreans. This study suggests that Korean history education for international marriage immigrant women needs to be carried out in consideration of the structural and interpretative nature of historical knowledge, getting out of assimilationist and monocultural perspectives. This study also suggests the need to expand history education to various minority learners in addition to international marriage immigrant women.

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