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논문검색

노인여성학습자의 문해교육 참여에 관한 연구

원문정보

A Study of Participation of the Aged Women on Literacy Education

허영숙, 기영화

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초록

영어

This study explored the women with 65 years and older who are attending literacy education about how their life events affected their participation. Through the study, the researcher investigated: what negative things they experienced; what confrontation strategy was and how the strategic factors interacted. Why the illiterate aged women participation on literacy education was investigated based on the study of grounded theories as a qualitative method. The data of the study was collected through observation and interview by researcher’s participation in the literacy educational classes as an instructor. An unstructured and in-depth interview was developed and conducted based on 10 suitable subjects for each interviewee and 10 group interviews by one or two times. The data was constructed through open coding following the axial steps putting forward in the grounded theory developed by Corbin and Strauss (1990). The findings were categorized into 66 concepts, 9 sub-categories and 3 categories, based on which the grounded theory model was composed to explain the participation process in literacy education by older illiterate women. This study yielded the following findings: First, the deprivation of literate educational opportunity acted as the cause of negative experiences of illiterate aged women. Due to social events, such as Japanese colonization and Korean War, the aged women’s schooling period was in an economically poor condition. On the other hand, caused by social discrimination and negative prejudice towards female, most females were excluded from school education. After getting married, they had to meet social-expected roles to support their family, participate in economic activities and fall into a supportive being. As a result they lost the opportunity of literacy education. Secondly, despite the ascription from a social structural level, not an individual level, they tended to feel shame and try to conceal their illiteracy. They regarded themselves as inferior to their educated peers by the deprivation of their youth age ‘exploring their selves’. As a result, they went through loneliness, alienation, frustration, sense of damage, restlessness, depression, self disrespect, and diffidence to the family and the world every time they face with many events. Their desire for literacy education was deemed to be due to these experiences. Thirdly, the illiteracy deprivation strategy was formed as a response to the negative experiences by illiteracy. This strategy was impacted by catalytic factors like a desire to be free oneself from illiteracy, life stability, others' recommendation and family support. The aged women who lost the chance of learning during their schooling period showed their inborn learning desire, so-called satisfaction of curiosity and desire for their knowledge. The desire to learn and economic stability acted together as factors to stimulate and facilitate the participation in literacy education. Lastly, the research participants mastered Hangeul for themselves, asked for help from their family, and participated in literacy educational institutions (such as church, private institutes, welfare facilities and red-cross facilities) as an illiteracy deprivation strategy. They met various limitations to master Hangeul or get rid of illiteracy with their family assistance, so they participated in literacy educational institutions.

한국어

본 연구는 수도권에 거주하는 65세 이상의 문해교육에 참여하고 있는 노인 여성 10인을 대상으로 그들의 생애사건이 문해교육 참여에 어떻게 영향을 미치는가를 고찰하였다. 비문해 노인여성들이 생애사건을 통하여 어떤 부정적인 경험들을 하는지, 경험의 대응 전략은 무엇인지, 그리고 전략에 영향을 주는 요인들은 어떻게 상호작용하는지를 질적 연구방법을 사용하여 밝혔다. 연구 결과는 다음과 같았다. 첫째, 본 연구 참여자들의 문해교육 기회상실은 비문해로 인한 부정적인 경험의 인과요인으로 작용하였다. 둘째, 비문해 노인여성들의 비문해는 개인적 차원이 아닌 사회구조적 차원에서 기인하였음에도 불구하고, 스스로 비문해자 임을 수치스럽게 생각하고 숨기고 싶어 하는 경향을 보였다. 이들의 문해교육에 대한 요구는 이러한 경험들에 기인한 것이었다. 셋째, 비문해로 인한 부정적인 경험들에 대한 반응으로 비문해 탈피에 대한 전략을 구사하게 되었다. 이 전략은 맥락요인으로 작용하는 비문해 탈피 욕구와 생활의 안정, 주위의 권유, 가족의 지원 등과 같은 촉매요인에 영향을 받았다. 넷째, 연구 참여자들은 비문해 탈피 전략으로 스스로 한글을 터득하거나 가족에게 도움을 요청하거나 문해교육기관(교회, 사설학원, 복지관, 적십자 회관)을 찾는 경우도 있었다. 그러나 스스로 한글을 터득하고, 가족의 도움은 한계가 있었으므로 문해교육 기관에 참여하게 되었다.

목차

요약
 연구의 필요성
 선행연구
  문해교육의 필요성
  노인학습자의 특성
  비문해 노인여성학습자의 생애의 특징
  노인의 학습참여동기 모형
 연구방법
  연구 참여자의 특성
 연구의 결과
  비문해 경험에 대한 인과요인
  비문해로 인한 경험
  비문해 탈피 전략에 영향을 미치는 요인
  비문해 탈피에 대한 전략
  문해교육 참여에 영향을 주는 기타 요인
 결론 및 제언
 참고문헌
 Abstract

저자정보

  • 허영숙 Young Suk Heo. 숭실대학교 평생교육학과 박사과정
  • 기영화 Youngwha Kee. 숭실대학교 평생교육학과 교수

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