새로운 다문화사회의 이해 > 교육학

다문화주의의 핵심 가치가 편견을 버리고 다양한 문화를 가진 사람들이 평등하게 공존하는 것이기에, 다문화사회에 대한 교수학습의 목적이 단지 다문화 사회에 대한 이론과 현상 및 정책을 전달하는 것에 그치지는 않을 것입니다. 이보다 더 중요한 것은 교수자가 ‘평등한 공존’을 실천하며 살아가는 본(本)을 보이며, 학습자들에게 이러한 정신과 삶을 전수해 가는 것입니다. 이것을 알기에 한없이 초라한 저의 삶을 돌아보며 고개를 숙입니다. 그리고 본이 될 삶은 없고 지식만 무수히 늘어놓는 말쟁이나 글쟁이가 되지 않도록 다시 힘을 내어 몸부림쳐 보려 합니다.
이러한 의미에서 이 책은 그동안 다문화사회에 대한 이론과 현상 및 정책, 그리고 다양한 문화 양상에 대해 조사하여 모아둔 것들을 정리하며, 저의 삶을 반추하고 재정비하는 일종의 반성문입니다. 다만, 이 책을 통해 많은 사람들이 저와 함께 고정관념과 편견으로 굳어진 삶을 수정해 가며, 평등한 공존을 추구하는 삶을 살아가길 바랍니다.

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머리말 / 3

Ⅰ 다문화 사회와 다문화주의
제1장 다문화 사회의 형성 ·········································································15
1) 문화의 개념 및 특징 ······································································16
(1) 문화의 개념 ···········································································16
(2) 문화의 구분 ···········································································18
(3) 문화의 특징 ···········································································19
(4) 세계화 ·················································································21
2) 문화의 변동 ················································································23
(1) 문화 변동의 요인 ·····································································23
(2) 문화 변동의 양상 ·····································································25
3) 문화를 이해하는 관점과 태도 ····························································27
(1) 문화를 이해하는 관점 ································································27
(2) 문화를 대하는 태도 ···································································28
4) 다문화 사회를 살아가기 위해 필요한 역량 ··············································30
(1) 문화적 역량(cultural competence) ·················································30
(2) 세계시민의식(global citizenship) ····················································32
(3) 인권 의식 ··············································································33
제2장 다문화 사회의 모형과 정책 ································································37
1) 다문화 사회의 모형 ·······································································37
(1) 차별적 배제 모형(difference exclusionary model) ·······························38
(2) 동화주의 모형(assimilationist model): ‘용광로(Melting Pot) 모형’ ··············38
(3) 다문화주의 모형(multi-cultural model): ‘샐러드 볼(Salad Bowl) 모형’ ·········39
2) 이주민들의 적응 방식에 따른 유형 분류 ················································41
3) 다문화 사회의 국가별 정책 ·······························································42
(1) 미국의 다문화 정책 ···································································44
(2) 캐나다의 다문화 정책 ································································46
(3) 독일의 다문화 정책 ···································································49
(4) 프랑스의 다문화 정책 ································································52
(5) 일본의 다문화 정책 ···································································54

Ⅱ 한국의 다문화
제3장 결혼이민자의 현황과 정책 ·································································59
1) 결혼이민자의 현황 ·········································································60
(1) 한국 사회에서 국제결혼이 증가하게 된 배경 ·······································60
(2) 결혼이민자의 현황 ····································································61
2) 결혼이민자가 겪는 어려움 ································································67
(1) 한국어 능력의 부족 ···································································67
(2) 문화적 차이 ···········································································68
(3) 경제적 어려움 ·········································································69
3) 결혼이민자와 관련한 법 ··································································73
4) 결혼이민자에 대한 정책과 지원 ··························································79
(1) 다문화 정책의 추진 체계 ·····························································79
(2) 결혼이민자의 출입국 및 국적 취득 ··················································80
(3) 사회통합 프로그램(KIIP) ·····························································82
(4) 결혼이민자를 위한 지원 기관 ························································84
제4장 외국인근로자의 현황과 정책 ·······························································87
1) 외국인근로자의 현황 ······································································88
(1) 외국인근로자 유입의 역사적 배경 ···················································88
(2) 외국인근로자의 현황 ··································································91
2) 외국인근로자가 겪는 어려움 ······························································99
(1) 사업장 변경제한 ······································································99
(2) 임금체불 ··············································································100
(3) 보험 미 가입 및 미적용 ·····························································102
3) 외국인근로자와 관련한 법 ·······························································103
4) 외국인근로자에 대한 정책과 지원 ······················································109
(1) 외국인근로자 정책의 추진 체계 ····················································109
(2) 외국인근로자를 위한 지원 기관 ····················································111
제5장 북한이탈주민의 현황과 정책 ·····························································115
1) 북한이탈주민의 현황 ·····································································116
(1) 북한이탈주민에 대한 역사적 배경 ··················································116
(2) 북한이탈주민의 현황 ································································121
2) 북한이탈주민이 겪는 어려움 ····························································126
3) 북한이탈주민과 관련한 법 ·······························································132
4) 북한이탈주민에 대한 정책과 지원 ······················································141
(1) 북한이탈주민 정책의 추진 체계 ····················································141
(2) 북한이탈주민을 위한 지원 기관 ····················································144
제6장 다문화가정 자녀의 현황과 정책 ·························································147
1) 다문화가정 자녀의 현황 ·································································148
(1) 다문화가정 자녀가 증가하게 된 배경 ··············································148
(2) 다문화가정 자녀의 현황 ·····························································149
2) 다문화가정 자녀가 겪는 어려움 ·························································156
(1) 한국어 능력의 부족 ·································································156
(2) 폭언 및 폭행 ·········································································160
(3) 정체성 혼란 ··········································································164
3) 다문화가정 자녀와 관련한 법 ···························································167
4) 다문화가정 자녀에 대한 정책과 지원 ···················································171
(1) 다문화가정 자녀 정책의 추진 체계 ················································171
(2) 다문화가정 자녀를 위한 지원 기관 ················································172
 

Ⅲ 다문화 이주자 국가에 대한 소개(국가 소개, 역사, 인물, 국경일, 주요산업, 전통문화, 생활관습 및 예절)
제7장 동북아시아: 중국, 일본, 몽골, 러시아 ··················································181
1) 중국 ·······················································································182
2) 일본 ·······················································································189
3) 몽골 ·······················································································198
4) 러시아 ····················································································206
제8장 동남아시아: 베트남, 필리핀, 태국, 캄보디아 ··········································215
1) 베트남 ····················································································216
2) 필리핀 ····················································································225
3) 태국 ·······················································································234
4) 캄보디아 ··················································································243
제9장 기타: 미국, 영국, 프랑스, 호주 ·························································251
1) 미국 ·······················································································252
2) 영국 ·······················································································262
3) 프랑스 ····················································································270
4) 호주 ·······················································································279
 

Ⅳ 다문화 교육
제10장 다문화교육(Multicultural education) ················································289
1) 다문화교육의 개념 ·······································································290
(1) 다문화교육(Multicultural education)의 정의 ······································290
(2) 다문화교육의 필요성 ································································291
(3) 다문화교육의 목표 ···································································294
(4) 다문화교육의 영역 ···································································294
(5) 다문화교육의 교수법 ································································295
(6) 다문화교육의 효과 ···································································299
2) 다문화 교육과 교사 ······································································300
(1) 다문화 교육을 위한 교사의 역할과 태도 ··········································300
(2) 다문화 교육을 위한 교사교육의 중요성 ············································301
(3) 다문화 교육의 생활 지도 ···························································302
제11장 다문화교육(Multicultural education)의 실제 ·······································315
1) 중앙다문화교육센터의 다문화교육(Multicultural education) 정책 ···················316
2) 학교의 다문화교육(Multicultural education) 프로그램 사례 ·························320
(1) 교과연계 다문화교육 프로그램 ·····················································321
(2) 창의적 체험활동을 활용한 다문화교육 프로그램 ··································323
(3) 기타 다양한 자원을 활용한 다문화교육 프로그램 ·································325
3) 인권과 다문화교육(Multicultural education) ·········································326
(1) 인권 ···················································································326
(2) 인권교육 프로그램 ···································································329
4) 다문화교육(Multicultural education)과 다양성, 반편견 자료 ························333
5) 다문화교육(Multicultural education)을 위한 영상 및 영화 ··························337
(1) 다문화교육(Multicultural education)을 위한 영상자료 목록 ·····················337
(2) 다문화교육(Multicultural education)을 위한 영화자료 목록 ·····················338
(3) 영상 및 영화 활용한 다문화교육(Multicultural education) ······················341
 

Ⅴ 다문화 상담
제12장 다문화 상담(Multicultural counseling) ·············································347
1) 다문화 상담(multicultural counseling)의 개념 ·······································348
(1) 다문화 상담(multicultural counseling)의 정의 ···································348
(2) 다문화 상담(multicultural counseling)의 목적 ···································349
(3) 다문화 상담(multicultural counseling)의 유형 ···································352
(4) 다문화 상담(multicultural counseling)의 원리 ···································353
2) 다문화 상담 역량(multicultural counseling competence) ·························356
(1) 다문화 상담 역량(multicultural counseling competence) ······················356
(2) 다문화상담자가 지켜야 할 윤리적 태도 ············································358
3) 한국적 다문화 상담(multicultural counseling) ·······································359
(1) 한국적 다문화 상담(multicultural counseling)의 필요성 ························359
(2) 한국적 다문화 상담(multicultural counseling)의 주요 상담 내용 ···············361
(3) 한국 다문화가정 자녀 상담의 원리 ················································366
4) 다문화 상담(multicultural counseling)의 실제 ·······································369
(1) 다문화 상담(multicultural counseling)의 상담 기법(counseling skill) ·········369
(2) 다문화 상담(multicultural counseling)의 절차 ···································372

Ⅵ 다문화 사회복지
제13장 다문화 사회 복지(Multicultural social welfare) ··································377
1) 다문화 사회 복지(Multicultural social welfare)의 정의 ·····························378
2) 인간의 욕구와 다문화 사회복지 ·························································379
(1) 인간의 욕구와 다문화 사회복지 ····················································379
(2) 생애주기와 다문화 사회복지 ························································383
(3) 사회문제와 다문화 사회복지 ························································385
3) 다문화 사회복지의 주체 ·································································387
(1) 사회복지사(Social Worker) ·························································387
(2) 국가와 지방자치단체 ································································388
(3) 사회복지 법인 ········································································389
(4) 기타 관련 기관 ······································································390
4) 다문화 사회복지의 실천 ·································································390
(1) 다문화 사회복지 실천의 기본 가치 ················································390
(2) 다문화 사회복지실천의 기술 ························································393
5) 다문화 사회복지 실천 분야 ·····························································403
(1) 다문화 사회의 아동복지 ·····························································403
(2) 다문화사회의 결혼이민자 복지 ·····················································404
(3) 다문화사회의 외국인 복지 ··························································406

Ⅶ 다문화 간호
제14장 다문화 간호(Multicultural nursing) ··················································411
1) 한국 다문화 구성원들의 보건ㆍ의료적 특성 ···········································412
2) 다문화 간호(Transcultural nursing)의 개념 ··········································424
(1) 다문화 간호(Transcultural nursing)의 정의 ·······································424
(2) 다문화 간호(Transcultural nursing)의 필요성 ····································425
3) 문화의 다양성을 고려하는 간호 ·························································428
4) 종교의 다양성을 고려하는 간호 ·························································432

부록: 전국 다문화가족지원센터 현황 ····························································437
참고문헌 ······················································································448
찾아보기 ······················································································451

저자소개

임신웅
호남신학대학교 졸
호남신학대학교 신학대학원 졸
순천대학교 일반대학원 교육학과 박사과정 수료
사회복지사 2급
現 순천대학교 교직과 강사 (교육학)
現 청암대학교 간호학과 강사 (다문화)
現 경남과학기술대 사회복지학과 강사 (인권)
現 순천CYA(기독교청소년협회) 이사
現 광양외국인근로자센터 교육자문
강의 영역: 다문화, 교육학(교직), 학교폭력

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