본고의 목적은 다문화교육의 한 접근인 문화감응교육(culturally responsive pedagogy)의 의미를 재음미하는 것이다. 문화감응교육은 다문화교육을 실현하기 위해 교육 현장에서 실제로 무엇을 어떻게 할 것인가 하는 구체적인 논의를 포함하고 있다. 한국의 교육현장 역시 다문화교육을 실천하기 위한 구체적인 논의에 주목할 필요가 있다고 생각한다. 더욱이 교육현장에서 다양한 배경의 학생 수는 급증하는데 다문화교육은 여전히 소수 학생들을 대상으로 하는 일회성 행사에 그치는 경향이 있기 때문이다. 문화감응교육은 미국에서 인종간 학업성취 격차를 줄일 수 있는 교육을 모색하면서 제기된 개념으로, 주류 백인이 아닌 소수 그룹의 학생들을 성공적으로 가르친 교사들을 연구하면서 다문화교육 실현을 위한 보다 구체적인 교육논의로 발전해왔다. 이와 같이 문화감응교육의 의미는 문화적 차이에 상관없이 모든 이를 위한 공평한 교육을 위해 형성된 개념이다. 그런데 오늘날 문화감응교육은 그 의미가 단순화되고 축소되어 특정 교수법에 국한해서 이해되는 경향이 있다. 더욱이 신자유주의 교육개혁 속에서 문화감응교육의 실천은 더 어려워지고 있다. 연구 목적을 위해 Ⅱ장에서는 먼저 문화감응교육 개념이 제기된 문제의식 속에서 그 의미와 특징을 살펴볼 것이다. Ⅲ장에서는 문화감응교육이 신자유주의 교육개혁 속에서 그 취지를 실현하지 못하고 있으며, 인종간 학업성취격차를 줄이기 위해 제기된 문제의식은 별로 주목받지 못하고 그 의미가 축소되고 주변화되며, 정치적 분석과 실천이 빠진 실태를 소개할 것이다. 마지막으로 문화감응교육의 정립과 실천을 위한 방안을 탐색할 것이다.

The purpose of this paper is to reconsider the meaning of ‘Culturally Responsive Pedagogy(CRP)’. The concept of CRP has been used to solve the problems of achievement gap among cultures and races in America. The CRP has been developed as a paradigm of education and teaching practices to aim multicultural education by researching the practices of exemplary teachers who have successfully taught African-American students. Thus, its meaning has been formed for a fair education of having benefits to all regardless of cultural background. Today, however it is being simplified, reduced and considered as certain teaching methods or skills. Furthermore, it is becoming more difficult to realize the CRP in neoliberal education reform system that has been mentioned above. In Ch. Ⅱ this study will examine the feature of CRP in the problems which originated the concept of CRP. In Ch. Ⅲ it will address the present conditions that the CRP cannot realize its object in neoliberal education reform, the given problem to reduce achievement gap among cultures and races could not get attention, its meaning is being simplified and briefed, and political analysis of the CRP is missing. Lastly, the author will explore the way how the CRP is corrected and realized actually. To establish and realize the CRP, the meaning of CRP should be understood in its concept formation background. And also we should pay attention to the importance of teachers who can practice CRP.

The purpose of this paper is to reconsider the meaning of ‘Culturally Responsive Pedagogy(CRP)’. The concept of CRP has been used to solve the problems of achievement gap among cultures and races in America. The CRP has been developed as a paradigm of education and teaching practices to aim multicultural education by researching the practices of exemplary teachers who have successfully taught African-American students. Thus, its meaning has been formed for a fair education of having benefits to all regardless of cultural background. Today, however it is being simplified, reduced and considered as certain teaching methods or skills. Furthermore, it is becoming more difficult to realize the CRP in neoliberal education reform system that has been mentioned above. In Ch. Ⅱ this study will examine the feature of CRP in the problems which originated the concept of CRP. In Ch. Ⅲ it will address the present conditions that the CRP cannot realize its object in neoliberal education reform, the given problem to reduce achievement gap among cultures and races could not get attention, its meaning is being simplified and briefed, and political analysis of the CRP is missing. Lastly, the author will explore the way how the CRP is corrected and realized actually. To establish and realize the CRP, the meaning of CRP should be understood in its concept formation background. And also we should pay attention to the importance of teachers who can practice CRP.

culturally responsive pedagogy, achievement gap, equity education, critical consciousness, critical multicutural education