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이 책은 다문화주의의 바람직한 인식과 적용을 다루고 있다. 다문화주의의 인식을 위해서는 문화, 다문화 공존, 상호문화주의, 다문화교육을 주제로 했고, 다문화주의의 적용을 위해서는 인권의 보편성, 사회적응과 사회통합, 다문화 공간론, 지역사회통합과 지역거버넌스, 한반도 평화를 화두로 삼았다.

책을 내며 / 3
일러두기 / 11

제1부|다문화주의의 인식
제1장__다문화주의에서 문화의 의미와 해석 15
Ⅰ. 다문화주의와 문화 ·······················································15
Ⅱ. 다문화주의에서 문화와 문화간 대화 ······························19
Ⅲ. 다문화주의에서 문화의 해석 ·········································26
Ⅳ. ‘문화 있는’ 다문화주의의 모색: 자유, 평등한 권리, 진정한 문화성 ·························38
Ⅴ. 다문화교육의 방향 ·······················································43
제2장__다문화 공존을 위한 다문화주의 46
Ⅰ. 다문화주의와 다문화 공존 ············································46
Ⅱ. 다문화주의의 이론적 논쟁 ············································51
Ⅲ. 다문화주의의 사회적 논란 ············································64
Ⅳ. 다문화 공존을 위한 다문화주의 ····································70
제3장__상호문화주의의 원리와 과제: 다문화주의의 대체인가 보완인가? 73
Ⅰ. 다문화주의와 상호문화주의 ··········································73
Ⅱ. 상호문화성의 의미와 역사성 ·········································77
Ⅲ. 상호문화주의의 원리 ····················································87
Ⅳ. 상호문화주의의 과제 ····················································97
Ⅴ. 다문화주의와의 상호보완을 위해 ································106
제4장__다문화교육의 방향과 접근 109
Ⅰ. 다문화교육의 의미와 내용 ··········································109
Ⅱ. 다문화교육의 방향: 샤를리 에브도 테러사건의 교훈 ·····116
Ⅲ. 다문화교육의 접근 1: 학교의 경우 ·······························119
Ⅳ. 다문화교육의 접근 2: 다문화 시민성의 모색 ················128
Ⅴ. 함께하는 다문화교육 ··················································136

제2부|다문화주의의 적용
제5장__다문화시대와 인권의 보편성: 북한의 ‘우리식 인권론’을 중심으로 141
Ⅰ. 다문화시대와 인권의 보편성 ·······································141
Ⅱ. 인권의 보편성: 세 가지 쟁점 ·······································146
Ⅲ. 북한의 ‘우리식 인권론’: 비판적 검토 ····························161
Ⅳ. 다문화교육에 주는 시사점 ··········································169
Ⅴ. 다문화교육의 확장을 위해 ··········································183
제6장__다문화시대의 사회적응과 사회통합: 북한이탈주민정책의 경우 185
Ⅰ. 다문화주의와 북한이탈주민 ········································185
Ⅱ. 다문화시대의 사회적응과 사회통합 ·····························189
Ⅲ. 다문화시대 북한이탈주민정책의 쟁점 ··························197
Ⅳ. 다문화시대 북한이탈주민정책의 개선 방향 ··················209
Ⅴ. 다문화교육에 주는 시사점 ·········································226
제7장__다문화 공간론의 의미와 접근: 북한이탈주민정책의 경우 228
Ⅰ. 다문화 공간론과 북한이탈주민 ····································228
Ⅱ. 다문화 공간론의 의미와 접근 ······································231
Ⅲ. 다문화 공간론에서의 사회통합과 북한이탈주민정책의 기본 방향 ··························241
Ⅳ. 북한이탈주민정책의 실천 과제 ····································248
Ⅴ. 다문화교육의 역할 ·····················································258
제8장__다문화시대의 지역사회통합과 지역거버넌스: 북한이탈주민을 위한 역할 260
Ⅰ. 지역사회통합과 북한이탈주민 ·····································260
Ⅱ. 지역사회통합의 의미와 접근시각 ································261
Ⅲ. 북한이탈주민 지역사회 정착 지원체계와 주요 내용 ······273
Ⅳ. 북한이탈주민 지역사회통합을 위한 지역거버넌스의 역할 ·····································280
Ⅴ. 다문화교육의 방향 ·····················································292
제9장__다문화시대의 한반도 평화: 칸트의 『영구평화론』을 중심으로 294
Ⅰ. 왜 『영구평화론』인가? ················································294
Ⅱ. 칸트의 『영구평화론』: 배경과 현대적 시사점 ················298
Ⅲ. 『영구평화론』의 재구성: 네 가지 항목 ··························304
Ⅳ. 다문화시대의 한반도 평화에 주는 시사점 ····················314
Ⅴ. 다문화교육의 역할 ·····················································333

참고문헌 / 335
찾아보기 / 355