This paper is intended to rethink Korean multicultural education by analyzing multicultural education policy documents from a poststructuralist perspective. It looks into hidden dividing practices in the well-intended multicultural ducation. A poststructuralist framework has been rarely applied to addressing multicultural education in South Korea. This paper therefore employs a poststructuralist conceptual tool, including an inclusion and exclusion system, pastoral power, linguicism, and fabrication in order to critically analyze Korean multicultural education policy texts. Questioning the epistemological basis of multicultural education poses a transgressive challenge to the valorization of the dominant narrative of who multicultural children are and who they should be. Rethinking Korean multicultural education may be the first step to embracing diversity by disclosing and questioning discursive practices embedded in its policy.
Jahng et al. (Sun,) studied this question.