Teachers’ Perspectives: Making Sense of Ethnic Nationalism, Ethnic Identity and Multicultural Education in South Korea

Historically, ethnic nationalism has played a central role in consolidating Koreans in times of hardship. This tendency continues today; as South Korea is transitioning from a homogeneous ethnic society to a multi-ethnic one, schools face a new challenge to embrace diversity. Oppressions that ethnic minority students experience are often associated with Korean ethnic nationalism. This study examines South Korean teachers’ values and viewpoints regarding ethnic nationalism, and how these teachers make sense of ethnic nationalism in facing multicultural education and globalization. Participant teachers in this study overall believed that instilling strong Korean ethnic identity and pride would not conflict with enhancing multiculturalism, and identified various ways to accomplish these two aspects. Some felt the former should be implemented prior to the latter, while others indicated that concurrent integration of the two aspects would be preferable. The majority held that emphasizing a strong Korean ethnic identity would not oppress or disadvantage minority students. Teacher education programs for pre-service and in-service teachers should intentionally focus on critical reflection regarding one’s group identity, as this may become a source of prejudice and unintentional oppression of members from different groups. The overarching goals of ethnic identity education and multicultural education should be established within the framework of social equity. The current status of “hybrid” based ethnic and national identity education should be challenged in that it tends to position the ethnic identity education separately from multicultural education. The two areas need to be integrated to embrace and affirm diversity. 

Historically, ethnic nationalism has played a central role in consolidating Koreans in times of hardship. This tendency continues today; as South Korea is transitioning from a homogeneous ethnic society to a multi-ethnic one, schools face a new challenge to embrace diversity. Oppressions that ethnic minority students experience are often associated with Korean ethnic nationalism. This study examines South Korean teachers’ values and viewpoints regarding ethnic nationalism, and how these teachers make sense of ethnic nationalism in facing multicultural education and globalization. Participant teachers in this study overall believed that instilling strong Korean ethnic identity and pride would not conflict with enhancing multiculturalism, and identified various ways to accomplish these two aspects. Some felt the former should be implemented prior to the latter, while others indicated that concurrent integration of the two aspects would be preferable. The majority held that emphasizing a strong Korean ethnic identity would not oppress or disadvantage minority students. Teacher education programs for pre-service and in-service teachers should intentionally focus on critical reflection regarding one’s group identity, as this may become a source of prejudice and unintentional oppression of members from different groups. The overarching goals of ethnic identity education and multicultural education should be established within the framework of social equity. The current status of “hybrid” based ethnic and national identity education should be challenged in that it tends to position the ethnic identity education separately from multicultural education. The two areas need to be integrated to embrace and affirm diversity.