ABSTRACT In a multicultural democratic society, the increasing demographic diversity within and across nation-states calls attention to pedagogical knowledge and skills needed to engage students in discussing controversial cultural issues (CCIs). Woven in the intersection of democratic education and multicultural education, this qualitative study sought to unravel the nature and process of teachers’ decision-making for their instruction of CCIs by taking a closer look at the experiences of three South Korean elementary teachers. The findings highlight how the teachers’ conceptions of certain cultural issues have changed over time with the nation’s growing demographic diversity, how the shift in their perspectives has affected their professional judgement for the instruction of such issues, and how the teachers’ cultural critical consciousness impacts their professional judgement.

中文翻译：

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专业判断与文化批判意识：教师在教学有争议的文化问题时的决策动态

摘要在多元文化的民主社会中，民族国家内部和国家之间日益增加的人口多样性要求关注使学生参与讨论有争议的文化问题（CCI）所需的教学知识和技能。在民主教育和多元文化教育的交叉点中，这项定性研究试图通过仔细研究三位韩国小学教师的经验来揭示教师在 CCI 教学中决策的性质和过程。调查结果强调了教师对某些文化问题的概念如何随着国家人口多样性的增长而随着时间的推移而发生变化，他们观点的转变如何影响他们对这些问题的教学的专业判断，