Citation: Song, Y. I. K. (2018). Fostering culturally responsive schools: Student identity development in cross-cultural classrooms. International Journal of Education & the Arts, 19(3). Retrieved from https://doi.org/10.18113/P8ijea1903
This research incorporates various projects to address issues of diversity in a rural Korean community with bicultural children. The interdisciplinary activities in the projects seek to help students better understand their interracial peers, accept diversity, and not engage in bullying and teasing behaviors. In addition, the social psychology projects attempt to help students develop a more open mind about each other’s cultures. It also discusses how educators may be able to develop a more comprehensive and holistic curriculum on the topic of cross-cultural education.