CURRICULUM, INSTRUCTION, AND PEDAGOGY article
Front. Educ.
Sec. Language, Culture and Diversity
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1575926
Countering Ethnic Hatred and its Pedagogical Approach in Social Studies: Focusing on Multiple Social Identities
Provisionally accepted
- Seoul National University, Seoul, Republic of Korea
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This study addresses prejudice and discrimination against ethnic minorities and examines their causes and solutions within the social studies classroom. Grounded on Social Identity Theory, this study highlights the significance of teaching students about multiple social identities to reduce bias. To enhance classroom applicability, this study proposes a teaching model for social studies curricula aligned with the inquiry design model (IDM) of the National Council for the Social Studies (NCSS). Also, it presents a pedagogical format for high school instruction, which adheres to the C3 Framework for Social Studies State Standards in the United States and the revised 2022 Social studies curriculum in South Korea. This model will empower students to contribute to building a society where diverse backgrounds are acknowledged and respected.
Keywords: ethnic hatred, Social identity, Multiple social identities, social studies education, Multicultural education
Received: 13 Feb 2025; Accepted: 20 May 2025.
Copyright: © 2025 Chun and Eun. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Ji-Yong Eun, Seoul National University, Seoul, Republic of Korea
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