Many scholars say we are living in the postmodern world where many of our traditional values have been exhausted. Postmodern tendencies basically resist  conventions that highlight the dichotomous system of binary oppositions, blurring intellectual boundaries and incorporating various disciplines in our lives. The tendencies have been creating a movement that discredits all types of generic classifications and fosters interactions between seemingly different intellectual fields, as they aim to defy generic boundaries and blend various genres in academia, subsequently reducing the age-old tensions and antagonisms among different groups of people. The tendencies also promote the diverse perspectives of life, allowing active and spontaneous interactions to avoid the hierarchy of various conventional settings. Many systems have changed and continue to change through the ongoing process of reflection and revision in the postmodern world of multiplicity and diversity, which has fostered another movement called multiculturalism.
  In the same vein, we have recently seen lots of changes in the university where many international students join our classes to learn more about Korean culture and heritage. The multicultural condition is supposed to challenge the tradition of clear-cut borderlines and should be interpreted as an attitude that celebrates interactions (or welcomes dialogues) between Korean students and international students on campus. We frequently see, however, the separation between the two groups in our classrooms (we often see that Korean students are seated separately from international students), and it is true that the dichotomous classroom setting has been somewhat depressive to many students. Many people feel that it is time to start challenging the oppressive system of distinctions and lines.
  It is crucial that we start facilitating interactions and incorporating such notions as respect and tolerance in our classroom language, instead of expressing intolerance, bigotry, xenophobia, or racial prejudice. As we create a multicultural condition in our classrooms in order to avoid generic classifications and hierarchies, the condition will move beyond racial/national borderlines and promote diverse interactions, especially between Korean students and international students. We will soon realize that we are here to exchange dialogues, not to dominate each other and practice the worn-out dichotomy of A or B, and most of all, we will establish a profound and meaningful relation between the two equal entities. The condition is a postmodern alternative that acknowledges an indissoluble friendship and facilitates vigorous interactions between the two seemingly different identities.