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The more daily contact with diverse ethnic backgrounds caused by the rise in globalization and transnational migration increases, the more awareness and respect of cultural differences, diversity and self-respect are significantly valued. Accordingly, more significance is placed on multicultural awareness, development of multicultural knowledge, communication skills, and an accumulation of techniques for cultural intervention. From this, we can not only empower field experts but enlarge cultural competency in the government overall and societal organizations preparing to transition to a multicultural society. And, as a step forward, we can reinforce the ethics of mature citizens in this era of globalization. Considering the overall situation, significant social and policy concerns for the 21 st century is to seek for multicultural competency that aims to embrace the guaranteeing of equal rights as members of society toward migrants at the institutional level, abolishing discrimination against them, understanding other cultures and minority cultures, and promoting cultural practices for overcoming discrimination and prejudice in daily life. Migration experience becomes part of a daily experience of Korean society not only through the experience of migrants but through overseas trips, studying abroad for children, and immigration of relatives and neighbors for mainstream Koreans. Multicultural competence, in a society where transnational migration becomes part of everyday life, is not only a vital competency that professionals in the social service sector need to develop but is also being raised as a qualification for citizens as well as a cultural knowledge that all members of social and governmental organizations and individual citizens must have in multicultural circumstances. At the current stage, what is required for Korean society for multicultural empowerment is as follows: first, promoting a mature sense of citizenship through multicultural citizenship education; second, cultivating cultural mediators equipped with multicultural competency; and third, promoting cooperation among government and civic groups. Through these, efforts for institutional and structural multicultural empowerment must be made comprehensively.
[Figure 1] Objectives and Strategies for Educational Processes for Multicultural Empowerment More specifically, first of all, programs for multicultural empowerment must be introduced in institutionalized school education. To put it concretely, we can introduce this in education by developing a pan-subject course, which can raise multicultural awareness and sensitivity by carrying out multicultural education in public education. In addition, diverse citizenship education should be reinforced in daily life where local governments actively support and private educational institutions and civil groups participate together. Self-improvement programs that support the development of cultural identity of migrants and is not only focused on
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New Approaches to New Futures: Coll
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FOREWORD Taeck-soo CHUN, Ph.D. Secr
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APPLICATION OF ESD CONCEPT IN SCHOO
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Entering into the 21 st century, we
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INTRODUCTION
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Milestones of ESD 1987 ● Report o
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compiling high-quality papers from
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EXPANDING SUSTAINABLE THINKING THRO
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I. Introduction Despite efforts to
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for sustainable development, named
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economic system properly operate. T
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However, the focus of the “Enviro
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Furthermore, with the advent of the
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and cultural challenges facing toda
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2. Expanding the External Values of
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changed educational environment. Ar
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acquisition. 12 Based on these unde
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References Kwon, Hyeok-gill (2006).
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cation/efa/ed_for_all/dakfram_eng.s
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Sun-kyung LEE Associate Professor,
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Thus, this paper aims to emphasize
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inevitable. Essentials of system th
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e used for thematic or interdiscipl
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ESD into various aspects of educati
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IV. Teaching-Learning Strategies fo
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Service Learning may focus on stude
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References Breiting, S., Mayer, M.
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Steiner, R. & Rauch, F. (2009). Com
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Mi-sug JIN Senior Fellow, Korea Res
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form a green growth society. Howeve
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specific problems such as depletion
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of the concept of green talents, I
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centered to an integrated system th
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of green education programs should
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3. Creativity, Education and Green
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c. Green Schools Regarding green ta
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including the government, teachers,
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UNEP (2008). Green Jobs: Towards De
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Dong-wook LEE Deputy Research Direc
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organizations and governments as we
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countries. It has been known for a
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IV. ICT Utilization in Business and
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[Figure 1] SK Telecom’s Social Co
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• AMOS Business Model [Figure 3]
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CONSERVATION AND LOCAL DEVELOPMENT
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1. Background Since the adoption of
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2) A Space Dividing the Socio-Cultu
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[Table 1] Policy Directions and Maj
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The application of an ESD program f
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This case study, which provides a d
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Water Resources Cooperation is cond
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Yeoncheon-gun government Promote th
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References Gyeonggi Province (2010)
Page 111 and 112: Jung-ki CHO Curriculum Coordinator,
Page 113 and 114: The DESD at a glance explains peace
Page 115 and 116: North’s regime, the strained rela
Page 117 and 118: easonable to think that the North i
Page 119 and 120: such as worsening and entrenching g
Page 121 and 122: paper only deals with passive forms
Page 123 and 124: Therefore, education for understand
Page 125 and 126: etween the two countries and to fin
Page 127 and 128: References Cho, Jung-ki (2010). “
Page 129 and 130: DEVELOPING AN EDUCATION STRATEGY BA
Page 131 and 132: I. Relationship between Global Citi
Page 133 and 134: esearch categorized the universal e
Page 135 and 136: III. Korea’s Distinctiveness in G
Page 137 and 138: 3. Pending Issues for Implementing
Page 139 and 140: seems like the most effective appro
Page 141 and 142: References Kang, Soon-won (2000). P
Page 143 and 144: ADVENT OF A MULTICULTURAL SOCIETY A
Page 145 and 146: 1. Introduction As mobility of info
Page 147 and 148: migrants assert the right to reunit
Page 149 and 150: 3 rd stage: settlement stage to a m
Page 151 and 152: [Table 2] Phenomenon Anticipated in
Page 153 and 154: on the Korean language and Korean c
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Page 157 and 158: 4. Schemes for Constructing Governa
Page 159 and 160: problems that can occur in the proc
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Page 165 and 166: education in the sense that they bo
Page 167 and 168: Joo-hoon KIM 40 Senior Research Fel
Page 169 and 170: newly adopted “environment and gr
Page 171 and 172: The density of carbon dioxide, whic
Page 173 and 174: [Figure 3] World Population In 2000
Page 175 and 176: of the population lived in urban ar
Page 177 and 178: 2. Definition of Sustainable Develo
Page 179 and 180: Under such circumstances, green gro
Page 181 and 182: Based on the above-mentioned arrang
Page 183 and 184: If we are to make sustainable devel
Page 185 and 186: in our every deed in every sector i
Page 187 and 188: [Figure 5] Structure of Contents on
Page 189 and 190: contribute to achieving high living
Page 191 and 192: Evaluation • Emphasis on balanced
Page 193 and 194: Biological environment Types and us
Page 195 and 196: must try to link it with real life
Page 197 and 198: ESD AND TECHNICAL PROFESSIONALS IN
Page 199 and 200: I. Introduction: ESD and the Transi
Page 201 and 202: [Figure 1] Number of Direct and Ind
Page 203 and 204: 2) Challenges According to an exper
Page 205 and 206: important for Korea - whose relianc
Page 207 and 208: Hydrogen production (Hydrogen produ
Page 209 and 210: Balance of Plan (BOP) is a device t
Page 211 and 212: under-graduate level is questionabl
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The importance of training professi
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future technological demands. Based
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Schmidt, Susanne Liane, Olga Striet
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Yeon-hee JUNG Manager of Educationa
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Eun-jin PARK Research Fellow, Gyeon
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Joo-hoon KIM Senior Research Fellow
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