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Korean Journal of General Education 2015;9(3):343-368.
Published online September 30, 2015.
A Case Study of Presentation-Debate Class for Fostering Multicultural Citizenship
Nam Sook Hyun
다문화 시민성 함양을 위한 발표-토론 수업 사례 연구
현남숙
Abstract
The purpose of this article is to clarify the presentation-discussion instructional design and it s practice based on James Banks multicultural education. Banks pinpoints educational elements for multicultural citizenship in such a way that they consist of prejudice reduction, the knowledge construction process, content integration, equity pedagogy, empowering school culture and social structure. In response to this, the ‘presentation-debate education for fostering multicultural citizenship carries out the prejudice resolution through multicultural movies concerning labor migrants, migrant women, refugees, the reconfiguration of the ethnically centered knowledge through research, the integrated understanding of human rights through the comparison of movies and reality, the application of the equitable teaching through a debate guidance, and the reinforcing capabilities through the multicultural non-curriculum practice. It helps students to forster not only the presentation and discussion skill but also the democratic citizenship, especially multicultural citizenship.
Key Words: global capacities, multicultural citizenship, problem solving, presentation, discussion


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