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신자유주의적 교육 거버넌스의 탄생과 확산: 스웨덴, 영국, 핀란드의 국가교육과정 비교분석

The Emergence of Neoliberal Educational Governance: Analysis of National Curriculums of Sweden, England, and Finland

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키워드

주제분류교육학

초록

본고는 21세기를 전후하여 뚜렷이 부각되어온 신자유주의적 세계화의 흐름에 동승하여 국가교육과정 담론에도 신자유주의적 교육 거버넌스가 급속히 확산되고 있음에 주목하고, 그러한 신자유주의적 교육 거버넌스의 유래와 성격을 이해함으로써, 우리나라의 국가교육과정의 방향을 위한 시사점으로 삼고자 하였다. 이를 위해 OECD 국가들 중에서도 세계적 교육담론을 선도해온 스웨덴, 영국, 그리고 핀란드 3 개국의 국가교육과정을 분석하고, 각각의 국가교육과정에서 신자유주의적 교육 거버넌스가 어떻게 자리매김하고 있는지를 비교 분석하였다. 이 분석을 바탕으로 본고는 크게 세 가지 논점, 즉 i) 전통적 공동체주의에서 신자유주의적 공동체주의로 변화하게 된 과정과 그 성격은 무엇인지(스웨덴의 사례), ii) 국가주도형 신자유주의적 교육 거버넌스가 갖는 딜레마가 무엇이며, 그로 인해 어떤 문제점이 발생하고 있는지(영국의 사례), 그리고 iii) 이러한 국가주도형 신자유주의적 교육 거버넌스의 한계를 극복하기 위한 대안은 무엇인지(핀란드의 사례)를 논의하였다. 본고에서 분석한 유럽의 3개국은 세계의 교육담론을 주도하고 있다는 점에서, 향후 국가주도형 교육 거버넌스의 위상과 역할에 대한 연구와 논의에 시사점을 제공해줄 수 있을 것이다.

Abstract

The purpose of this paper is to call attention to the rapid and worldwide expansion of the neoliberal educational governance in the discourses of national curriculums, riding with the recent neoliberal globalization trends. To investigate this phenomenon, this paper analyzes the changes of agenda in the national curriculum 'reform' of four leading OECD countries―Sweden, England, and Finland. Based on this analysis, this paper highlights three major points of argument: i) how do the neoliberal ideologies take the place of the conventional values of communitarianism (in Sweden's case), ii) what are the dilemmas of nation-driven neoliberal educational governance and what are the problems of such discrepancy between national and local curricula (in England case), and iii) how can the identities and roles of national and local curriculum be overcomed, to seek an alternative model of nation-driven educational governance (in Finland case). Since those three OECD countries are leading educational agenda worldwide, the analysis of this paper could evoke significant insights to pose critical understanding on the future role of nation-driven educational governance.

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