Korean Middle School Teachers’ Perceptions and Teaching Practices of Multicultural Education: A Qualitative Case Study

Abstract

Korean society has rapidly experienced increasing multiculturalism for over two decades. This qualitative case study explores Korean teachers’ conceptualizations and implementation of multicultural education with/for multicultural students in middle schools in Seoul, Korea. Interviews were conducted with six Korean middle school teachers experienced in teaching multicultural students. The findings reveal diverse perspectives and practices of multicultural education with the teachers demonstrating increased pedagogical flexibility and reflexivity in their teaching practices. This contributes to a more inclusive learning environment that embraces diversity and fosters inclusion.