초록 ▼

연구 목적과 필요성
본 연구는 ‘100세 시대 평생교육의 국가적 비전’과 누구도 소외되지 않는 평생학습사회 실현을 위해 다문화사회로의 전환기에 다문화배경 청년들의 학습권과 역량 개발의 중요성을 드러내고자 기획되었다. 그동안 다문화 정책이 결혼이주민과 다문화가정의 ‘학생’ 및 ‘청소년’에 초점을 맞추었다면 성인 초기에 진입한 다문화 시민 2세대인 청년들에 대한 평생교육 연구는 거의 전무했고 그 중요성이 간과되어 왔다. 한국 사회의 구성원으로서 살아가고 있는 다문화배경 청년들 역시 평생교육을 통해 자기 성장을 도모하고 시민적 참여

연구 목적과 필요성
본 연구는 ‘100세 시대 평생교육의 국가적 비전’과 누구도 소외되지 않는 평생학습사회 실현을 위해 다문화사회로의 전환기에 다문화배경 청년들의 학습권과 역량 개발의 중요성을 드러내고자 기획되었다. 그동안 다문화 정책이 결혼이주민과 다문화가정의 ‘학생’ 및 ‘청소년’에 초점을 맞추었다면 성인 초기에 진입한 다문화 시민 2세대인 청년들에 대한 평생교육 연구는 거의 전무했고 그 중요성이 간과되어 왔다. 한국 사회의 구성원으로서 살아가고 있는 다문화배경 청년들 역시 평생교육을 통해 자기 성장을 도모하고 시민적 참여를 견인할 수 있도록 이들의 생애발달 단계에 맞는 평생교육 지원 체제를 구축해야 한다. 그런 점에서 이 연구는 선제적인 정책연구의 성격을 지닌다.

연구의 범위와 방법
연구의 이론적 범위와 실천적 범위는 연결될 수밖에 없다. 본 연구는 7개월 동안 이루어진 질적 연구이자 현장 조사연구로서, 연구 기간의 제약과 코로나19(COVID-19) 팬데믹 상황의 한계 속에서도 관련된 정책연구 자료들과 지역의 현장 데이터를 수집하기 위해 다양한 연구 방법을 활용하였다. 우선 문헌 분석을 통해 다문화, 이주 담론과 철학, 평생교육과 청년 정책을 폭넓게 분석하고, 수도권, 경상권, 충청권, 전라권의 필드 리서치(field research)를 통해 심층면담법과 포커스그룹 면담법을 활용하였다. 본 연구의 면담 참여자는 총 32명(다문화배경 청년 20명, 지역 현장활동가 12명)으로 이들을 통해 당사자와 현장의 목소리를 듣고 연구진은 이를 사회과학적 방법론으로 분석하였다. 아울러 정책방안의 실효성과 적절성을 검토하기 위해서 각계각층의 전문가 그룹과 네 차례에 걸친 정책 개발 자문협의회를 실시하였다.

본 연구의 ‘다문화배경 청년’은 평생교육학의 정책 철학과 실천 과제를 고려하고 국제결혼으로 이루어진 ‘다문화가정의 구성원 출신’ 배경을 가진 19세 이상 34세 이하의 사람으로 규정하고자 한다. 평생교육이 인간의 수평적, 수직적 교육 경험의 결합을 의미하는 광의의 개념으로 활용되기에, 본 연구에서 정책 연구의 초점과 정책 실천의 효율성을 살리기 위해서 평생교육 6진 분류 체계와 UNESCO 195개국의 성인학습 및 평생교육의 정책 틀을 활용하여 4개의 영역(➀자기 정체성과 삶의 질, ➁학습 생활과 교육적 요구, ➂ 일과 직업, 진로(고용), ➃사회적 관계와 시민참여)을 분석 틀을 설정하였고, 분석과 해석의 일관성을 위해서 정책 방안과 전략도 이 프레임을 활용하여서 종합적으로 제시하였다.

연구의 주요 내용과 결과
본 연구에서는 청년기에 입문한 다문화배경 청년에게 부모 혹은 본인의 ‘이주’경험이 생애 발달 단계에서 미치는 영향을 분석하고, 평생교육의 참여 실제와 요구도를 탐색하였다. 핵심적인 연구의 결과는 정책 방안과 세부 전략에 도출되었다.

(출처 : 연구요약 7p)

Abstract ▼

■ Research Purpose and Significance of the Study
As Korea transitions to a multicultural society, it possesses the national vision of “lifelong education in the homo-hundred era” and a “lifelong learning society where no one is alienated.” In line with these visions, this study emphasizes the imp

■ Research Purpose and Significance of the Study
As Korea transitions to a multicultural society, it possesses the national vision of “lifelong education in the homo-hundred era” and a “lifelong learning society where no one is alienated.” In line with these visions, this study emphasizes the importance of the right to education and the capacity building of young adults with an immigrant background (“Young Immigrants”). Multicultural policies have focused on marriage immigrants and “students” and “youth” with an immigrant background. However, there is a gap in the research on lifelong education related to the members of second-generation multicultural families who are entering adulthood, and their value has been overlooked. Young Immigrants, who are members of Korean society, also need to be embraced under a lifelong education support system tailored to their life-span development to promote their self-growth and citizen participation. In this respect, this research is characterized as preemptive policy research.

■ Research Scope and Method
The theoretical and practical scopes of any research are bound to be connected.
The present study is a qualitative (field) research conducted in seven months.
Despite the limitations of the research period and the COVID-19 pandemic, various research methods were used to collect relevant policy research materials and local field data. First, multiculturalism, the discourse on and philosophy of immigration, lifelong education, and youth policies were extensively analyzed through a literature review. Afterward, field research was conducted in the metropolitan area, Gyeongsang area, Chungcheong area, and Jeolla area through in-depth and focus group interviews. A total of 32 people (20 Young Immigrants and 12 local activists) participated in the interview. The research team analyzed their insights using a social science methodology. Four policy development advisory meetings were also held with expert groups from different fields to review the policy measures’ effectiveness and appropriateness.

In this study, “young adults with an immigrant background (Young Immigrants)” was defined as “members of multicultural families aged 19 to 34,” taking into account the policy philosophy and practical tasks of lifelong education. The concept of lifelong education is broad, as it combines humans’ horizontal and vertical educational experiences. Accordingly, this study focused on the significance of “policy research” and the effectiveness of policy implementation. To this end, it applied the “six classification scheme” for lifelong education and the policy framework of adult education and lifelong learning adopted by 195 UNESCO member states to four areas: (1) identity and quality of life; (2) learning conditions and educational needs; (3) jobs, occupations, and careers (employment); and (4) social relationships and community. For consistency in the analysis and interpretation, the framework was also applied to the proposed policy plans and strategies.

■ Main Content and Research Results
The present study examined how the “immigration” experience of the children entering adulthood (i.e., Young Immigrants) or their parents has influenced the Young Immigrants’ life-span development. The study also analyzed their participation in and their demand for lifelong education. From the resulting key research findings, policy plans and detailed strategies were formulated.

(Chapter III) Chapter III specifically identifies the size, demographic features, and the Young Immigrants’ key aspects (e.g., origin, time of entry into Korea, characteristics of educational experience, etc.). This serves as an important foundation because such a topic has never been addressed in prior research or policies. In the absence of aggregated data on the Young Immigrant population aged 19 to 34, their characteristics were analyzed using the “2018 National Survey of Multicultural Families,” a sample survey of the nationally approved statistics.

In the analysis, 58.2% of the Young Immigrants were revealed to have been born in Korea, while 41.8% were born abroad. Meanwhile, 75.9% of them have Korean nationality, while 24.1% have a foreign nationality. The majority of those who were born abroad came to Korea in their mid- to late teens. The study on their educational attainment showed that most of them had no learning experience in Korea.

Given that the foreign-born Young Immigrants account for a significant portion of Korea’s population, lifelong education policies reflecting their characteristics may be necessary. Moreover, the study suggests that a flexible and long-term policy plan for lifelong education is needed to embrace them as essential members of Korean society, as changes in their demographic structure are highly likely in the long run.

(Chapter IV) In this study, the Young Immigrants’ participation in lifelong education and cases by region were analyzed in detail. The results are summarized as follows:

Metropolitan Area: The metropolitan area is home to extensive areas of foreign residences. Young Immigrants have complex and diverse identities and are struggling to lead their lives while being psychologically independent of their parents. Most of them had participated in the education provided to foreigners.
Although they are passionate about education and learning for a better future instead of the current situation, their education is usually self-financed or takes the form of self-study. In particular, they are not connected to any educational or learning network. Some are employed in simple low-wage labor jobs, and some are still attending universities. All of them have work experience, and economic independence through employment is their immediate life goal.
Foreign-born Young Immigrants are keen to get a job to make the most of their bilingual and cultural skills, but finding such a job is difficult. In terms of the community, they are sensitively aware that they are minorities. Having experienced various discrimination, they desire that discrimination against migrants no longer exist in Korean society. Their social relations are characterized by the belief that there is “nowhere to turn to,” especially for advice. They have a narrow range of social activities and weak social relationships.

Gyeongsang Area: The Gyeongsang area has many industrial complexes, and various industries, such as agriculture and fishing, have been developed in this area. Moreover, numerous multicultural migrants are found in this region.
However, multicultural policies, the infrastructure, and the community’s perception of “multiculturalism” are insufficient for this particular population.
The area’s Young Immigrants experience issues in identity and quality of life.
However, the severity of these issues varies depending on their family environment, educational background, and supporters’ presence or absence.
Young Immigrants want to live as “Koreans” while keeping their multicultural identities intact despite their different individual circumstances. In terms of educational needs, Young Immigrants need to acquire linguistic and cultural communication skills, form social relationships, explore career paths, develop vocational skills, and cultivate a healthy identity and resilience. However, opportunities for lifelong learning that fit their needs are minimal. In particular, opportunities for basic literacy education, schooling-complementary education, and vocational training are significantly needed for those born abroad and who did not have educational opportunities in Korea. For them, the economic need for a livelihood is a priority over education or their potential development.
In terms of job and career paths, Young Immigrants wish to gain experience and develop specialized skills in a field that suits their aptitude. However, opportunities for them to explore and develop careers are limited. They have a limited social network and a narrow range of social activities. In particular, the network of the foreign-born Young Immigrants is limited to their mother, the mother’s relatives, teachers, and a small number of friends they met at multicultural schools.

Chungcheong Area: The foreign population in Chungcheong exceeds the national average. Young Immigrants have different backgrounds to be grouped into a single “multicultural people.” However, they shared some commonalities.
First, Young Immigrants recognized their “difference” in Korean society during their childhood or adolescence. They experienced identity confusion, regardless of whether they were born in Korea or abroad. While some were able to rid themselves of such confusion with the help of their support system, others were still experiencing identity confusion even after they entered adulthood.
Second, the demand for learning was relatively high, even after entering adulthood. However, their reasons for learning, such as following a career path, pursuing a better job, and self-growth, varied. In particular, Young Immigrants were most concerned about their career path. Whether attending school or at work, young immigrants wish for stable and decent jobs, but specific information is scarce. Third, many Young Immigrants had relatively narrow interpersonal relationships. They struggled in their youth because they were viewed as “different” or “difficult” by others. It is necessary to identify their needs and provide systematic support in their lifelong education.

Jeolla Area: Jeolla has been seeing a decline in the population and the emergence of an aging society. As such, Young Immigrants in this area should be regarded as new growth potential in the region. However, the local community is reluctant to acknowledge them or invite them into the community. A Young Immigrant, who was experiencing great difficulty, described his life as “poverty in the early life stages.” Despite the efforts of their parents, their quality of life does not improve quickly. Residents familiar with traditional communities unconsciously repeat discrimination and distinction rather than the recognition and inclusion of multicultural families. As a result, “multiculturalism” became a trauma for many Young Immigrants, negatively affecting identity formation and preventing them from expanding their presence in the community.
Compared to locals, they experience vast differentiation in their education, job, and career paths. In general, they have no parental support or a social network to aid them in pursuing their career paths. Foreign-born Young Immigrants are not familiar with the Korean language. Thus, they often choose simple labor jobs to fulfill their immediate economic needs rather than completing the learning process at college or after work. It is difficult to leave the unstable labor market because they have no financial means to complete education and training. Only a few Young Immigrants have participated in multicultural programs since childhood and use their multicultural backgrounds as their strength. A majority of the Young Immigrants remain as “aliens” in the community because they remain in a narrow social network without a sense of belonging or attachment to the local community.

Ultimately, in the metropolitan, Gyeongsang, Chungcheong, and Jeolla areas, the participation of Young Immigrants in lifelong education is examined and discussed. Through these field research findings, policy implications are formulated and suggested as well.

(Chapter V) As a policy study, this study presented various perspectives and directions for lifelong education policies for Young Immigrants in this chapter.
The first perspective is that “educational justice” must be realized to guarantee equal rights to learn. Next, the second perspective is that Young Immigrants may serve as “human resources” that address the crisis of low birth rates and the aging Korean society. The third perspective is that youth with multicultural backgrounds take on the role of “democratic citizens” along with migrants in the transition to a multicultural society. The fourth perspective is that “global citizens” are becoming a bridge in the global society, and last, the fifth perspective is that “diversity management” is significant in response to the Fourth Industrial Revolution.

A lifelong education policy paradigm that considers the Young Immigrants’ experiences is presented in this study, along with its vision, goals, and approaches. In this discussion, Young Immigrants were redefined as “people who demonstrate their capacity for a better quality of life and freedom.” The “social safety net that enables the Young Immigrants to demonstrate their capacity for a better quality of life and freedom” is presented as the ultimate goal.

(Chapter VI) The research team presented a policy philosophy for lifelong education for Young Immigrants residing in Korea. Equal opportunities shall be guaranteed throughout the life of Young Immigrants under the principle of the universal right to education. The values of dignity, potential, and happiness from leisure activities that anyone can dream of should be applied to them as well. According to the analysis framework described in this study, 19 policy plans are proposed in four different areas. The detailed strategies, the subject of implementation, and each policy plan’s implementation period are also presented in detail.

(출처 : Abstract 399p)

목차 Contents

• 표지 ... 1
• 머리말 ... 5
• 연구요약 ... 7
• 목차 ... 19
• 표목차 ... 21
• 그림목차 ... 23
• Ⅰ. 서론 ... 25
• 1. 연구의 필요성 및 목적 ... 27
• 2. 연구 내용 ... 31
• 3. 연구의 범위와 분석틀 ... 32
• 4. 연구 방법 ... 36
• Ⅱ. 다문화배경 청년에 관한 이론적 이해와 평생교육 정책 기반 ... 47
• 1. 다문화배경 청년의 개념과 사회적 위치 ... 49
• 2. 다문화배경 청년과 평생교육 정책 토대 검토 ... 61
• 3. 평생교육지원체제에서 다문화 정책･사업 현황 ... 75
• Ⅲ. 다문화배경 청년의 인구통계학적 특성과 규모 추정 ... 87
• 1. 다문화배경 청년 관련 통계 개요 ... 89
• 2. 통계로 살펴보는 다문화배경 청년 관련 기초 분석 ... 94
• 3. 다문화배경 청년 현황 및 특성 ... 103
• 4. 다문화배경 청년 통계 분석의 시사점과 과제 ... 112
• Ⅳ. 지역별 다문화배경 청년의 삶과 평생교육 현장 사례 ... 117
• 1. 서울 및 수도권 ... 119
• 2. 경상권 ... 155
• 3. 충청권 ... 201
• 4. 전라권 ... 251
• 5. 종합 논의 및 시사점 ... 289
• Ⅴ. 다문화배경 청년의 평생교육 정책 방향 ... 299
• 1. 다문화배경 청년을 위한 평생교육 정책 관점 및 목표 ... 301
• 2. 정책 기조 및 정책 접근 전략 ... 310
• Ⅵ. 다문화배경 청년의 평생교육 지원을 위한 정책 추진 방안 및 제언 ... 321
• 1. 다문화배경 청년 지원정책 추진과제 및 실행 방안 ... 323
• 2. 종합 정책 제언 ... 382
• 참고문헌 ... 389
• Abstract ... 399
• 부록 ... 409
• 부록1. 심층면담 질문지 개발 ... 409
• 부록2. 현장조사 연구자노트 ... 413
• 끝페이지 ... 416