A Methodology for Exploratory Analysis of Innovative Multicultural Education

Abstract

This paper presents a framework, which suggests five different measures to support and consider cultural diversity groups in multicultural and international education. The study analyzes the logic of multicultural education theory and seeks a methodology to overcome monoculturalism and unilateral dichotomy, based on the resolutions of three scholars from China, Korea, and Japan. Two approaches were used in the study, including text-based analysis and practical data collection through surveys and interviews. The proposed notation can be adjusted depending on the research objectives and environmental conditions of each country, which can lead to innovation, change, and individuality in multicultural education. Overall, this study provides a basis for discovering and solving problems related to multicultural education, such as how to support minority groups in classrooms and how to promote better acceptance of other cultures. To evaluate the feasibility of the proposed approach, a case study was conducted in Korea, which involved a detailed analysis and factors. The findings from this study provide valuable educational insights into the potential success and sustainability of the proposed approach in real-world scenarios.