본 연구의 목적은 학교에서 실제로 운영되는 인권교육을 인권교육의 개념적 특징과 비교해 봄으로써, 인권교육 과정에서 드러난 인권교육의 실천적 특성과 이에 따른 한계를 비판적으로 살펴보려는 것이다. 이를 위하여 국가인권위원회에서 2008년부터 2년에 걸쳐 지원한 8개 인권교육 연구학교의 활동 결과인 연구학교 보고서를, ‘인권교육 내용 구성, 인권친화적 학교 환경, 사회적 약자에 관한 관점’을 중심으로 내용분석을 행하였다. 연구 결과는 다음과 같다. 첫째, 학생의 학교생활과 관련한 사례를 중심으로 내용을 구하였지만, 생활규정 제정 활동이 주를 이루어 다양한 사례 접근이 부족했다. 둘째, 인권친화적 학교 환경 구성을 위한 활동이 다양하게 이루어졌지만, 학교 전체를 인권적 가치와 원리에 따라 구현하려는 노력은 부족했다. 셋째, 사회적 약자를 교육하는 부분에서는 ‘장애인, 여성’ 등 전통적인 사회적 약자 집단 이외로 확장하여 긍정적인 모습을 보였지만, 이들을 보는 시각에서 온정주의적 관점 위주여서 한계를 보였다.

The purpose of this study is to investigate the practices and limitations of human rights education at schools. To this end, this study analyzed the human rights education programs of research schools funded by the government, based on the theoretical concept of human rights education. And this study carried out qualitative comparative case study mainly using content analysis method on the research reports of human rights education at school. The results of the analysis can be summarized as follows: First, human rights education programs at research schools have been constructed by living experiences at school, but it lacks a content constitution that is considering the diversity of living experiences. Second, research schools tried to make the human rights-friendly school environments for human rights education, but they didn? put emphasis on the virtu and principle of human rights at school all over. Third, human rights education at research schools remarked on minority group a paternalism.

The purpose of this study is to investigate the practices and limitations of human rights education at schools. To this end, this study analyzed the human rights education programs of research schools funded by the government, based on the theoretical concept of human rights education. And this study carried out qualitative comparative case study mainly using content analysis method on the research reports of human rights education at school. The results of the analysis can be summarized as follows: First, human rights education programs at research schools have been constructed by living experiences at school, but it lacks a content constitution that is considering the diversity of living experiences. Second, research schools tried to make the human rights-friendly school environments for human rights education, but they didn? put emphasis on the virtu and principle of human rights at school all over. Third, human rights education at research schools remarked on minority group a paternalism.

school human rights education, human rights-friendly school environments, minority group, the rights of the child