Teacher narratives in high-concentration multicultural schools
A K–12 case study in Korea’s industrial cluster
Bibliographic Data
| ID | 23311604 |
|---|---|
| Authors | Bo La Kim (0000-0003-2856-4994, University of Seoul), Insil Chang (Gyeongin National University of Education, corresponding author) |
| Year | 2026 |
| Volume | 18 |
| Issue | 3 |
| Pages | 1-30 |
| Publication date | 2026-07-21 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Multicultural Education Review (JOURNAL) |
| Journal identifiers | ISSN: 2005-615X • E-ISSN: 2377-0031 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/2005615x.2026.2705684 |
| OpenAlex | W7170099029 |
| Language | EN |
| References cited | 19 |
As Korea transitions into a multicultural society, schools with a high concentration of multicultural students have emerged, presenting urgent educational challenges. This qualitative case study explores the practical difficulties and support needs of 20 K-12 teachers from eight schools in a representative high-density immigrant area. The findings reveal systemic challenges across four critical domains: 1) Curriculum: rigid, assimilationist structures and insufficient language support; 2) Teachers: lack of practical training, excessive workloads, and burnout; 3) Administration: ineffective student placement, rigid budgets, and parental communication gaps; and 4) Community Linkages: isolated schools lacking sustainable local partnerships. This study concludes that these schools grapple with ‘de facto segregation’ unsupported by the current framework. It calls for a paradigm shift toward curriculum autonomy, specialized teacher support, and integrated, community-based support systems to ensure equitable education.
Cultural assimilation · Curriculum · Immigration · Multicultural education · Multiculturalism · Narrative · Narrative inquiry · Qualitative research · Global Education and Multiculturalism · Global Educational Reforms and Inequalities · Parental Involvement in Education
Unequal Attainments
Which pathways do teachers experience before deciding to leave their schools? Exploring Korean teachers’ Attribution to challenges faced while teaching migrant students
Hard to reach parents or hard to reach schools? A discussion of home—school relations, with particular reference to Bangladeshi and Pakistani parents
Teacher Turnover and Teacher Shortages
School administrators’ and teachers’ pedagogical responses to demographic change based on their meaning-making of multicultural students in South Korea
| Highly cited | No |
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