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Direct linkJonghun Kim; Hyunhee Cho – Multicultural Education Review, 2024
This study explores how South Korean teachers' beliefs about social justice teaching intersect with their intergroup contact experiences when teaching migrant students under expanded curriculum autonomy. A comparative qualitative case study approach was used, drawing on interviews, classroom observations, and stimulated recalls. The findings…
Descriptors: Social Justice, Beliefs, Intergroup Relations, Professional Autonomy
