MARC

 008120813s2010        ulka                    000      kor
■020    ▼a9788994320120
■0801  ▼a308
■082    ▼a308▼223
■090    ▼a308▼b허64ㄷ
■1001  ▼a허영식  지음
■24510▼a다문화사회와  간문화성▼d허영식  지음
■260    ▼a서울▼b강현출판사▼c2010
■300    ▼a427p.▼b삽도▼c24cm
■500    ▼a대한민국학술원  선정  "2011  우수학술도서"▼a등록번호  H97823  :  서고에  보관  (종합자료실  데스크에  문의)
■505    ▼a(간문화성과  관련된  개념의  명료화)▼c15▼a다문화,  초문화,  간문화▼c15▼a다문화  프로그램의  역설▼c17▼a초문화적  관점과  비전의  역설▼c25▼a간문화성  관련  기본개념  사이의  관계▼c38▼a(간문화교육의  목표와  원칙)▼c43▼a간문화교육과  다문화교육▼c43▼a보편주의와  차이▼c46▼a간문화성을  위한  교육의  기본원칙▼c49▼a(간문화교육과  시민교육의  관계)▼c6300▼a다양성과  시민성▼c6311▼a간문화교육과  시민교육의  교차점▼c6522▼a다문화사회와  세계시민교육▼c7033▼a다양성관리와  시민교육▼c7444▼a(집단정체성과  간문화성)▼c7955▼a개념분석▼c7966▼a정치적  투쟁의  개념▼c8277▼a민족개념의  양면가치▼c8788▼a국민개념의  양면가치▼c8799▼a문명개념의  양면가치▼c8900▼a포함,  배제의  문제에  대한  정치적  해결▼c9211▼a(집단정체성과  편견)▼c9522▼a편견의  문제▼c9533▼a권위주의적  성격▼c9744▼a사회적  정체성과  편견▼c9955▼a집단정체성의  딜레마▼c10366▼a접촉가설▼c10577▼a(특수성과  보편성의  관계)▼c10988▼a특수성을  보편성으로  변환하기  위한  방안▼c10999▼a근대의  해결책:  평등하고  자유로운  시민▼c11100▼a보편주의와  특수주의의  양면가치▼c11911▼a실천적  함의▼c12222▼a(다문화사회와  의사소통)▼c12533▼a문화의  개념▼c12544▼a문화적  규범의  안정과  변화▼c12855▼a간문화적  의사소통▼c13266▼a양립할  수  없는  규범과  메타의사소통▼c13677▼a(다문화사회와  간문화성의  역사적  전개과정)▼c14388▼a문화변용과  문화말살▼c14399▼a근대  이전의  다문화사회와  간문화성▼c14500▼a근,  현대의  다문화사회와  간문화성▼c14811▼a문화말살과  문화변용  사이의  간문화화▼c15322▼a(간문화적  행위의  분야)▼c15733▼a간문화적  실천과  역학▼c15744▼a간문화적  행위영역의  체제와  관계▼c16055▼a(간문화교육과  사업의  방법  및  수단)▼c16766▼a간문화교육  방법의  약사(略史)▼c16877▼a인지적  전달을  위한  교수법▼c17188▼a정의적  연출의  기법▼c17399▼a실험적  탐색과  시험의  실천▼c17600▼a법적,  정치적  조건과  개입형태▼c18111▼a(낯섦의  경험에  대한  간문화적  취급)▼c18522▼a문화충격과  낯섦의  경험▼c18533▼a낯섦의  경험과  타자에  대한  심상▼c18844▼a간문화교육의  양면가치▼c19155▼a(문화충격의  방법)▼c19566▼a간문화적  접근방안의  세  단계▼c19577▼a문화충격의  학습개념▼c20188▼a간문화적  상호작용에서의  민감한  영역▼c20499▼a(간문화적  청소년교육과  성인교육)▼c20900▼a간문화적  청소년교육과  성인교육의  개념▼c20911▼a국제청소년교육의  프로그램  형태▼c21022▼a다문화사회와  간문화적  성인교육▼c21433▼a교육활동의  체계화▼c21744▼a(전기형태의  글쓰기)▼c22155▼a간문화성의  계기▼c22166▼a전기형태의  글쓰기  종류▼c22477▼a전기형태  글쓰기의  전망▼c22788▼a(간문화적  갈등과  중재)▼c22999▼a중재의  발생배경과  원칙▼c22900▼a제3자의  역할▼c23311▼a간문화적  갈등처리를  위한  기회와  전제조건▼c23522▼a(차별의  문제와  차별철폐방안)▼c24133▼a차별의  개념과  의미▼c24144▼a차별의  구조와  실제▼c24255▼a이주자에  대한  차별▼c24766▼a차별철폐조치의  목표와  근거▼c24977▼a차별철폐조치의  핵심적인  요소▼c25388▼a(간문화적  실행연구)▼c25799▼a간문화적  실행연구의  근거▼c25800▼a간문화적  실행연구의  설계▼c26011▼a행위(실행)에  지향을  둔  해석으로서의  연구▼c26422▼a분화된  개입으로서의  행위(실행)▼c26633▼a(간문화교육의  평가와  실천연구의  역할)▼c26944▼a간문화적  상호이해의  역설▼c26955▼a세  가지  평가모형▼c27266▼a기구와  조직을  위한  평가의  유용성▼c28077▼a교육프로그램  평가의  문제▼c28388▼a(간문화적  만남과  실험적  교육학)▼c28999▼a교육과  만남의  긴장관계▼c28900▼a교육적  실험의  개념▼c29111▼a참여와  관찰▼c29322▼a교육학과  문화기술연구▼c29533▼a간문화적  만남을  위한  실험적  교육학의  과제▼c29944▼a(차이와  이주의  주제에  대한  교과서  내용분석)▼c30555▼a교과서와  정치사회화▼c30566▼a차이의  주제와  관련된  내용분석  사례▼c30777▼a이주의  주제와  관련된  내용분석  사례▼c31688▼a(간문화교육을  위한  교수,  학습  자료)▼c32199▼a인권교육을  위한  교수,  학습  자료(사례  1)▼c3210000▼a인권교육을  위한  교수,  학습  자료(사례  2)▼c3240101▼a다양성교육을  위한  교수,  학습  자료(사례  1)▼c3260202▼a다양성교육을  위한  교수,  학습  자료(사례  2)▼c3290303▼a다양성교육을  위한  교수,  학습  자료(사례  3)▼c3320404▼a(인종)차별철폐교육을  위한  교수,  학습  자료▼c3340505▼a(다문화  주제  수업  설계  및  분석  사례(1))▼c3390606▼a수업설계▼c3390707▼a수업  실행  및  검토▼c3450808▼a(다문화  주제  수업  설계  및  분석  사례(2)▼c3490909▼a수업대상  학급의  조건▼c3491010▼a수업  계획과  구성▼c3501111▼a수업에  대한  분석  및  평가▼c3621212▼a(다문화  주제  수업  설계  및  분석  사례(3)▼c3651313▼a수업주제  선정▼c3651414▼a수업설계▼c3661515▼a수업의  실행  및  검토▼c3691616▼a분석  및  평가▼c3921717
■9500  ▼c18,000

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