Multicultural education discourse in Korean society has been initiated by a
practical purpose to cope with the social changes such as increasing migrant
workers and women who came to Korea from developing countries for marriage.
Korean government has introduced various education program focusing on
integrating migrant women and their children to Korean society. Practices of
multicultural education in Korea tend to adopt an assimilative approach and
educators seem to depend on the theories of multicultural education developed
by American academics. Multicultural education in Korea lacks critical
perspectives considering race, class and gender and stays in \'tourist approach\'
or \'Boutique Multiculturalism\' with little interest in social justice and human
right issues. Prejudices on other ethnicities and cultures in Korean society are
closely related with stereotypes of other regions and women\'s roles and seem to
evolve with negative images of Southeast Asian region. A authentic multicultral
education based on new geographical imaginations and critical perspectives
evolving from Post-Colonialism/Developmentalism and Feminism can be
introduced to resist stereotypes of Southeast Asia and achieve authentic
multicultural education in S. Korea.
Key words: Multicultural Education, Southeast Asia, Boutique Multiculturalism, Feminist
Approach, Geographical Imagination