The Study of multicultural education policies: Singapore and South Korea

Abstract

This qualitative research examines the multicultural education approaches implemented in Singapore and South Korea. The study applies Sleeted and Grant’s (1999) approach to multicultural education as a theoretical framework. The study aims to address the following research questions: What approaches to multicultural education are employed in the multicultural education policies of Singapore and South Korea? Which social identities are included within the multicultural education policies of Singapore and South Korea? What are the approaches to multicultural education embedded in teacher preparation policies of Singapore and South Korea? The study utilizes critical discourse analysis as the tool to analyze official government documents including education act, multicultural education policies, teacher professional standards, and teacher training programs/courses released. The study's findings reveal that both Singapore and South Korea have multicultural policies with liberal foundations. Singapore places emphasis on the "Human Relations", “Single-Group Studies” and "Multicultural Education" approaches, while South Korea primarily follows the “Human Relations” approach. The policies for preparing teachers to be multicultural competent also reflect this liberal stance, with Singapore prioritizing the multicultural education approach and South Korea focusing on the human relations approach. The study's findings underscore the commitment of both Singapore and South Korea to creating inclusive and diverse educational environments that celebrate cultural differences and foster positive social interactions. However, it also highlights the need for a critical stance to ensure that multicultural education is inclusive, equitable, and addresses systemic oppression and discrimination, while promoting a well-rounded education that embraces cultural diversity. Moreover, the study findings reveal that Singapore's multicultural education policies primarily encompass identities related to national identity, nationality groups, ethnicity, language, and religion. Similarly, in South Korea, the focus is on children of multicultural families, while identities related to different genders, diverse social classes, and disabilities are not adequately addressed. These findings underscore the need for greater inclusion of a broader range of identities in the multicultural education policies of both countries to ensure a more comprehensive and equitable educational framework. The study provides valuable insights for other contexts grappling with multicultural education, particularly in the areas of policy development and teacher preparation to promote multicultural competency.