The feasibility of multicultural education practice through K-pop dance based on banks’ theory of multicultural education

This study examines the educational potential of K-pop dance as a culturally hybrid practice through Banks’ five dimensions of multicultural education. Positioned as a theoretical framework and perspective paper, the study employs a structured literature review (Google Scholar, ERIC, JSTOR) and theoretical synthesis to analyze peer-reviewed research and seminal works on multicultural and arts education, as well as K-pop’s global circulation. The analysis applies Banks’ framework—content integration, knowledge construction, prejudice reduction, equity pedagogy, and empowering school culture—to conceptually map how K-pop dance can support inclusive learning. The paper establishes a conceptual foundation for future classroom-based studies, including action research, case studies, and empirical investigations, on K-pop dance as a multicultural pedagogical resource.