본고에서는 다문화가 실제 개정된 초등국어 교과서에 어떻게 반영이 되었는가를 살펴보고자 한다. 초등국어 중 다문화가 나타나 있는 교과서 4개를 선택하여 분석하였다. 분석에 있어서 모든 텍스트와 이미지를 포함했으며 비평적 분석법을 사용하였다. 교과서에서 소개된 다문화 이야기는 백인과 결혼 이주여성을 묘사하는 면에서는 인종적 편견을 드러내고 있었다. 즉 백인인 제니는 대환영을 받고 학교의 모든 친구나 선생님의 보호와 관심 속에서 제니는 자신감 있게 적응해 나간다. 제니의 실수도 한국 아동들은 귀엽게 봐주고 아동들은 제니의 친구가 되고 싶어 한다. “이모의 결혼식”에서 백인 이모부에서는 이모부가 한글을 못하지만 한복을 입고 다가 올 때 주인공의 가족으로 따뜻하게 받아들이는 모습을 보이고 있다.
그러나 이와는 달리 아시안 이주 여성들을 부정적으로 묘사되고 있다. 즉 이들은 언어의 문제를 가지고 있으며 한국인이 차별하는 검은색 피부이고 김치 등의 한국 음식 문화에 어려움이 있는 것으로 묘사되고 있다. 사회적 편견과 차별적 대상이 되고 마침내 문화 적응 스트레스로 많이 힘들어 하는 모습을 보이고 있다. 교과서가 베트남 신부에게는 한국의 유교적 가부장적 제도에 순응하도록 요구하는 것을 볼 수 있으며 결혼 이주 여성들이 한국의 문화와 언어에 적응하도록 요구받는 모습을 보여주고 있다. 또한 이들이 가지고 있는 문제를 그들 자신으로 인해 생긴 인상을 주고 있다. 이것은 사실 왜곡이다 한국인과 한국사회도 이들이 잘못 적응하는데 책임이 있다. 이들에게는 백인 제니에게서처럼 한국인들이 아시안 아줌마들에게 적극적으로 다가가 친구가 되려는 모습이나 그들의 한국 문화 적응과 한국어를 도와주겠다고 말하는 사람이 없다는 점이다. 이들에 대한 묘사는 소외된 제3자로 표현되며 부정적이고 어울리지 못하고 적응에 문제를 가진 자로 표현되고 있다.
이상에서 볼 때 이러한 내용으로는 아동들이 다문화를 이해하고 세계인으로 자라기에는 부족하다. 그래서 교과서가 실제 결혼이주여성들이나 다문화 아동들이 당하는 문제점뿐 아니라 그들이 안고 있는 언어와 문화의 어려움 등을 제시하고 돕고자 하는 방안도 제시해 주어야 한다. 그래야만 아동들로 하여금 우리 다문화의 현실을 올바로 직시하고 이들을 도와서 한국에 다문화 사회로 빨리 정착될 수 있을 것이다.
This paper is to investigate the extent to how multicultural aspects are reflected/included in Korean language textbooks. To do this, this project investigated four stories from four primary school Korean language textbooks which display multiculturalism. I analysed texts and visual images using critical discourse analysis. The findings show racial prejudices and discriminations in the textbooks. They depicted white people very favorably, while Asian brides who married Koreans are depicted negatively. Jenny, a caucasian girl, is welcomed very warmly by all her classmates and protected by her teacher. Students are very tolerant to her mistakes and are eager to be her friends. One Greek man, who married a Korean lady, is also accepted warmly after he wore Korean traditional clothes. Unlike this, Asian women who married Korean husbands are marked and depicted negatively. The textbooks describe them as people having many problems such as language and cultural barriers, who cannot mingle with Koreans well, and their skins are portrayed darkly, which considered unfavourable in the Korean society. One Vietnamese lady is portrayed as having many cultural adjustment problems, being exposed to discriminations from both children and adults. Textbooks portray the Vietnamese bride as being pushed to follow Korean patriarchical Confucian tradition. In addition, the problems Asian ladies have are considered as their own innate problems. Yet this is an inaccurate portrayal, Koreans and the Korean society are also responsible for their maladjustment. No Koreans approach them, volunteer to help them or teach Korean languages and culture to better settlement. These Asian ladies are depicted as maginalised and isolated others. By considering that such contents are included in the textbooks, it is clear that they are not sufficient for Korean children to understand multiculturalism and grow into global citizens. To improve this, textbooks must not only mention the problems they face but also how to help and solve their problems. In doing so children may come to understand the realities of multiculralism in Korean society and help the maginalised people for their better adjustment into Korean society.
This paper is to investigate the extent to how multicultural aspects are reflected/included in Korean language textbooks. To do this, this project investigated four stories from four primary school Korean language textbooks which display multiculturalism. I analysed texts and visual images using critical discourse analysis. The findings show racial prejudices and discriminations in the textbooks. They depicted white people very favorably, while Asian brides who married Koreans are depicted negatively. Jenny, a caucasian girl, is welcomed very warmly by all her classmates and protected by her teacher. Students are very tolerant to her mistakes and are eager to be her friends. One Greek man, who married a Korean lady, is also accepted warmly after he wore Korean traditional clothes. Unlike this, Asian women who married Korean husbands are marked and depicted negatively. The textbooks describe them as people having many problems such as language and cultural barriers, who cannot mingle with Koreans well, and their skins are portrayed darkly, which considered unfavourable in the Korean society. One Vietnamese lady is portrayed as having many cultural adjustment problems, being exposed to discriminations from both children and adults. Textbooks portray the Vietnamese bride as being pushed to follow Korean patriarchical Confucian tradition. In addition, the problems Asian ladies have are considered as their own innate problems. Yet this is an inaccurate portrayal, Koreans and the Korean society are also responsible for their maladjustment. No Koreans approach them, volunteer to help them or teach Korean languages and culture to better settlement. These Asian ladies are depicted as maginalised and isolated others. By considering that such contents are included in the textbooks, it is clear that they are not sufficient for Korean children to understand multiculturalism and grow into global citizens. To improve this, textbooks must not only mention the problems they face but also how to help and solve their problems. In doing so children may come to understand the realities of multiculralism in Korean society and help the maginalised people for their better adjustment into Korean society.
