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NTIS 바로가기대한지리학회지 = Journal of the Korean Geographical Society, v.51 no.3, 2016년, pp.455 - 472
김갑철 (동변중학교)
This paper aims to theoretically discuss the re-conceptualization of the school geography curriculum towards global citizenship education. To achieve this goal, post-structural global citizenship is introduced as an alternative notion of global citizenship by revealing some limits of the existing po...
핵심어 | 질문 | 논문에서 추출한 답변 |
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교육과정은 어떤 역할을 하는가? | 교육과정1) 은 학생들이 세계 시민성을 함양하는데 있어 매우 중요한 역할을 한다. 하지만 세계 시민성에 대한 사회, 학계의 관심에도 불구하고, 세계 시민성을 함양할 수 있는 교육과정 관점 및 구체적인 교육과정 재개념화2) 에 대한 연구는 매우 드문 것이 사실이다(Biddulph, 2014; Marshall, 2009; Yates, 2009). | |
교육과정은 어떤 질문들과 연관되어 있는가? | ‘교육과정’(Curriculum)이라는 용어는 일반적으로 다음의 4가지 질문과 연관되어 있다-무엇을 가르칠 것인가?, 어떻게 가르칠 것인가?, 누구에게 가르칠 것인가?, 어떻게 평가할 것인가?(Carr, 1996). 이러한 설명은 자칫 교육과정이라는 개념이 가치중립적이고 고정 불변의 성격을 가진 ‘객관적 실체’라는 인상을 줄 수도 있다. | |
이제봉 등이 지적한, 하향식으로 개발된 교육과정의 한계는? | 이제봉(2001), 신현석 외(2013)는 한국의 교육과정이 오랫동안 제한된 네트워크-예를 들어 정치인, 정책 전문가, 교과 전문가 등-에 의해 하향식으로 개발되어 왔음을 지적한다. 이 말은 앞서 제안한 해체적 사고만으로는 세계 ‘타자’에 대한 획일적, 전체주의적 틀을 벗어나 보다 정의로운 지리교육과정을 구성하는데 한계가 있을 수 있음을 의미한다. 비록 해체적 접근을 통해 새로운 지리교육과정이 세계 ‘타자’에 대한 교육 내용과 관련하여 과거보다 유연적, 개방적 공간을 제공한다 하더라도 지리교육과정 개발에 있어 의사소통이 폐쇄적이라면 또 다른 비정치적, 비윤리적 지리교육과정으로 환원될 가능성을 배제할 수 없다. |
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