내러티브와 교육학의 만남
The Encounter of Narrative and Pedagogy
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최근 들어 다양한 앎의 방식과 다차원적인 삶의 측면들을 이해하는데 관심이 확대되면서 내러티브에 대한 관심이 증가하고 있다. 이에 따라 교육학에서도 내러티브와 관련된 다양한 연구물들의 축적되고 있지만 내러티브란 무엇인가에 대한 이론적, 개념적 탐구는 미약하다. 이에 본 연구에서는 다음과 같은 세 가지 질문을 탐색해보려고 한다. 첫째, 내러티브의 중요성을 뒷받침할 수 있는 인식론적 토대가 무엇인가를 살펴볼 것이다. 둘째, Rankin(2002)의 설명을 토대로 내러티브의 개념을 이야기의 결과물, 사고양상, 커뮤니케이션 수단이라는 측면에 비추어 살펴볼 것이다. 마지막으로 내러티브 관점이 교육현상을 연구하고 이해하는데 주는 시사점에 대해 논의해볼 것이다.
Abstract
Many studies have recently emphasized the use of narrative in education. Yet, still there is a need to clarify what‘narrative' refers to. Therefore, this study intends to clarify what the concept of narrative means. To approach this task, I investigate a body of research that prop the importance of narrative in education. Then I investigate the concept of narrative on the basis of the Rankin's framework of narrative as story, narrative as mode of consciousness, narrative as communication. I concluded with a discussions of how the conventional assumptions and expectations underlying education could be rethought if the narrative perspective is taken seriously.
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