This essay has been written to critically explore the societal idealization of oneness held among the Korean people. Particular emphasis is paid to scholarly works published between the years 2010 and 2016. The central finding procured by reviewing works meeting this study's inclusion criteria suggests that the notion of ethnocultural oneness is a modern myth structured along the political ideologies of the state. As such, attention is duly afforded to the historic origins of oneness and how this perception emerged in the twentieth century as a response to the period of Japanese colonization , the Korean War (1950)(1951)(1952)(1953), and the years in which Korea experienced rapid industrial development. It is assumed that the knowledge generated from this study may be used to (a) extend critical discourse on Korea's cultural history, (b) provide an alternative view on the formation of Korea's national identity, and (c) illuminate taken for granted perceptions that have been propagated among the people of Korea in the twentieth century as means to promote a sense of togetherness.

This theoretical essay critically explores the principles, policies, and practices enacted in South Korea under the banner “multiculturalism.” The central finding advanced frames Korean multiculturalism as being a sociopolitical device that has the agenda of making migrants “multicultural” by understanding and adapting to Korean monoculturalism. The contribution of this study lies in its in-depth analysis of the rise of Korean multiculturalism in the years after the 1988 Seoul Olympic Games to the present time. The essay concludes with the recommendation that multicultural initiatives be designed to create a broader, more inclusive “we” that enhances Korea’s national identity and culture.

This paper examines the impact globalization has had on the English language. As English has arisen to become the de facto official language of over 90 nations, the question is asked: Whose culture should be taught in language classrooms? It is suggested that cultural instruction should not be limited to that of Western nations, but must be globally inclusive taking into account diverse perspectives. In doing so, language learners develop the communicative competence needed to effectively interact in cross-cultural exchanges.