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Humanities
- ISSN: 2155-7993
- Journal of Modern Education Review
Bilingual Teachers’ Sensemaking of Their Roles under Multicultural Education Policy in Korea
Eunjung Jin
(Michigan State University, USA)
Abstract: This empirical study offers one aspect of sensemaking of the established multicultural education policy in the South Korean context, with particular focus on bilingual teachers’ interpretation of their roles and curriculum expectations through negotiating the environment they face. Findings indicate that bilingual teachers’ patterns of self-identification are transformed by facing the moment of exclusion in the school setting, which in turn affects their understanding of role and teaching practice. Facing the moment of exclusion, bilingual teachers exercise agency and actively engage in interpreting the information. The principal and Korean teachers’ attitudes toward multicultural education are major interacting determinants informing bilingual teachers’ acts of agency.
Key words: sensemaking of policy, teacher role, multicultural education policy
