A Complex Mix of Confidence, Uncertainty, and Struggle: Korean Secondary Social Studies Teachers’ Perspectives and Practice on Multiculturalism

This study examines perspectives and practices regarding multiculturalism among 20 secondary social studies teachers in South Korea. Utilizing semi-structured interviews critical discourse analysis, the seeks to capture how teachers’ understandings of (Damunhwa Korean) its practice are influenced by curriculum changes, interactions with Damunhwa students, school duties, personal experiences. The finds that know changes clearly, have little understanding experience discrepancies between high intellectual recognition their own ingrained biases.