A Case Study on the Experiences of a Cultural Diversity Dance Education Program in Elementary Education - Focusing on Merleau-Ponty’s Theory -

Objectives The purpose of this study is to clarify how the experience of cultural diversity dance education programs in elementary education is carried out and appropriated in a philosophical, cultural, and educational sense to elementary learners. Methods This research method is a qualitative research method that analyzes data such as observation diaries, questionnaires, and in-depth interviews through participatory observation, focusing on literature analysis and case studies Results First, it can be said that learners have developed their cognitive perspective maturely through body-specific experiential learning by expanding their perception of class and discrimination. Second, it can be understood that it is developing into a process of becoming emotionally socialized with empathy, understanding, recognition, and respect by experiencing it with the body. Third, it can be seen that cultural diversity capabilities that learners respect each other have been cultivated as a medium that can be embodied and expressed as the body and 'body' itself Conclusions Based on the theory of "perception through the body" by Merleau —Ponty, the meaning of cultural diversity can be expanded philosophically, culturally, and educationally in elementary dance education content analysis and can be reborn as educational practice