抄録
Non-subject curriculum can be crucial in achieving multicultural education goals and cultivating multicultural competency. The paper aims to study and compare the characteristics and trends of the non-subject curriculum in Japan and Korea. Special Activities (short for Tokkatsu) and Periods for Integrated Studies in Japan and Creative Experimental Activities in Korea were analyzed within the scope of multicultural education. The national curriculum and school practices were reviewed using the current Japanese research literature, the Korean government's document, and an interview with a teacher. Sleeter and Grant's theory of the five approaches to multicultural education (2008) was also reviewed.
The results revealed that non-subject curricula in both countries have something in common in their contents, which emphasize intercultural exchange and cultural pluralism to reduce prejudice and stereotypes. It is mainly related to Sleeter and Grant's approach to human relations. The finding also shows that the one-size-fits-all model of the national curriculum has changed in some schools where the culturally diverse population has grown. In those Japanese schools, the contents of Period for Integrated Studies reflected a local community's cultural diversity and was involved with local community action projects. In Korea, a national guideline was issued, and it was also observed that culturally diverse schools have an advantage in promoting multicultural education.
Even though Japan and Korea's approach to human relations can promote unity and reduce prejudice, it is limited in working actively toward social structural changes.
https://ror.org/04jhcmb20 
