원문정보
한 교사의 탈북학생 교육지원 경험에 대한 자문화기술지
초록
영어
With regard to immigration, the migrants that reflect the uniqueness of the South Korean context are North Korean defectors. The Ministry of Education established the "Education Support Project for North Korean Defector Students" in response to the increased number of North Korean defectors and their children in South Korean classrooms. Since the mid-2000s, each public school has been allocated funds to conduct a project for students identified as North Korean defectors or their children. This study examines the educational practices of an elementary school teacher who is on the front lines of implementing educational agendas, as well as the challenges that arise as a result of structural constraints. As a teacher-researcher, drawing on autoethnography by borrowing Pierre Bourdieu's concepts of habitus and symbolic violence as the theoretical lens, I illustrate the invisible structural constraints inherent in educational practices with respect to the children of North Korean defectors. This paper also explores how caring teachers might be victimized in public education as well as how the educational practices are transformed into individualized caring activities. By critically reflecting on such personal educational experiences, the researcher attempts to call into question the educational practices that many teachers take for granted.
한국어
이주와 관련하여, 한국의 독특한 맥락을 보여주는 집단은 북한이탈주민이라고 할 수 있다. 북 한이탈주민의 자녀가 교육 현장에 증가함에 따라 교육부는 ‘탈북학생 교육지원사업’을 수립하였 다. 이에 따라 2000년대 중반부터 ‘탈북학생’으로 보고된 학생이 있는 학교에서는 관련 사업을 수행하기 위한 예산을 책정 받아 운영해 왔다. 이 연구는 이러한 교육 아젠다를 실행하는 최전 선에 있는 한 초등학교 교사의 교육적 실천과 실천의 과정 중 구조적 제약으로 인해 직면하게 된 도전들을 탐색하였다. 나는 교사-연구자로서 브루디외의 아비투스와 상징적 폭력을 이론적 렌 즈로 하여 자문화 기술지를 수행하였으며, 이를 통해 ‘탈북학생’과 관련한 교육적 실천에 내재한 불가시적인 구조적 제약을 파헤치고자 했다. 또한 교육자이자 할당된 업무 행정 관리자로서의 이중적 역할을 맡고 있는 공교육 현장의 교사라는 점에서 어떻게 교육적 실천이 개인화된 ‘돌봄’ 의 행위로 전환될 수 있으며, 최선을 다해 ‘돌봄’을 수행한 교사가 어떻게 희생될 수 있는가에 대 해 논의하였다. 연구자는 이와 같은 개인적인 교육적 실천 경험을 비판적으로 성찰함으로써 많 은 교사들이 당연하게 여기는 교육적 실천들에 대해 의문을 제기하고자 하였다.
목차
I. Introduction
Ⅱ. Bourdieusian concepts as a theoretical lens
Ⅲ. Research Methodology
1. Research context
2. Autoethnography and research procedures
Ⅳ. Educational Issues and Dilemmas
1. Bureaucratic labeling without critical consciousness
2. Personalized caring practices
3. Disjunction between reflection and teaching activities
Ⅴ. A few words by way of conclusion
References
<국문초록>
키워드
저자정보
참고문헌
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