이주배경학생 밀집지역 초등교사들이 경험한 학교-지역 연계 다문화교육

초록

This study examined the practices, educational needs, and challenges of school-community linked multicultural education in elementary schools located in areas with high concentrations of students from immigrant-backgrounds. To this end, curriculum documents from elementary schools in high-concentration areas of Seoul were analyzed, and focus group interviews (FGIs) were conducted with seven elementary school teachers. The findings indicate that these schools implement community partnerships to expand students’ cultural experiences, address emotional gaps, and foster local community integration. In terms of methodology, they actively leverage the administrative and financial infrastructure of relevant institutions while communicating with diverse stakeholders. However, current school-community linkages remain limited to an "additive" approach that merely appends activities while maintaining the existing curriculum framework, and they face sustainability challenges due to a high dependence on external budgets. Based on these findings, this study proposes the following improvement plans: first, qualitatively deppening school-community multicultural education so that it leads to curriculum restructuring; second, establishing a sustainable governance system that does not rely soley on financial support; and finally, developing community-engaged educational materials that balance local contextual specificity with universal values while reflecting students' complex identities.

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