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Although there is an increasing body of literature on social justice in the field of multicultural education, there is dearth of empirical research on how teachers perceive social justice in its relation to multicultural education. Due to conceptual ambiguity of social justice, researchers have approached teaching for social justice by addressing the idea of social justice or the reality of social injustice in a multicultural society. In this study I investigate teachers' empirical knowledge of social justice and its implications for multicultural education in Korea. This qualitative study with eight American teachers provides how they perceive social justice in their pedagogical practices of multicultural education. The primary finding from the study reveals that teachers’ knowledge of social injustice is essential to teaching for social justice.