성평등교육 정책에 대한 인식과 개선 방향 -서울시교육청 사례를 중심으로-

Abstract

This study was intended to analyze perception and needs of interested parties related to the Gender Equality education policy of the Seoul Metropolitan Office of Education to diagnose current policies and suggest implications for future policies. To that end, a group of primary and secondary school teachers (subject, health), former and incumbent officials of the Seoul Metropolitan Office of Education, and activists from social organizations were interviewed. According to the study, various criticisms and expectations of the Seoul Metropolitan Office of Education's Gender Equality Education policy were analyzed into: 1) leading schools that started in a weird way: for a gender culture of equality and respect, 2) very ordinary and minor gender equality education week: but a powerful device only for existence, and 3) a teacher learning community blocked by layers of walls: but a resonant field of experience, 4) crumbling and faltering gender equality training: the key to the growth of educational subjects, 5) content for gender equality education trapped in standards: but, necessary and sufficient conditions for implementing education, 6) “school me too” floating without direction: but, a black box depending on the school's will and competence. For the improvement of the Gender Equality Education policy by the Seoul Metropolitan Office of Education suggestions include: 1) clarifying support for the Gender Equality Education policy, 2) establishing an organic work system among task personnel, 3) reducing the work of teachers in charge of gender equality education, 4) supporting the professional improvement of gender equality education personnel, and 5) clearing the responsibilities and authority of institutions in charge of gender equality education.