Abstract
In the cross-cultural era, examining deep-seated ethnic nationalism is critical to advancing multiculturalism in the interest of creating an equitable society. Teachers’ roles are vital as gatekeepers to shape young minds in terms of dealing with dominant and new cultural values and beliefs. This study discusses South Korean teachers’ perspectives on ethnic nationalism and how to define Koreanness in a society that used to be ethnically, racially and linguistically homogenous but recently has become more diverse. Teachers face challenges when questioning the long-rooted concept of ethnic nationalism, which has been the basis of Korean identity and exploring new definitions of what it means to be Korean. Capturing teachers’ perspectives will inform approaches to teacher education and professional development that address emerging multiculturalism and shed light on how teachers deal with issues and the possibility of more diverse societies.