성소수자 친화적 다문화 교사교육을 통한 예비교사의 인식 변화에 관한 연구
Including LGBT issues into teacher education programs based on MTE
0
조회
0
다운로드
8
인용
0
참고문헌
키워드
초록
우리 사회에는 기존의 세대, 지역, 이념 갈등에 더해 새로운 긴장 요소들이 등장하고 있다. 성소수자 문제는 최근 우리 사회의 긴장요소 중 하나로 자리 잡고 있다. 본 연구는 예비교사들이 성소수자들이 겪는 편견과 차별을 이해하고 학교라는 공간이 이를 재생산하는 과정을 이해하고 스스로를 변화의 주체로서 이해하고 소수자 중의 소수자로 알려진 성소수자들이 소외되지 않을 수 있는 교육환경을 주도적으로 만들어나가는 인식변화과정을 탐구한다. 본 연구는 상대적으로 미흡했던 성소수자에 대한 논의를 예비교사교육에 포함시켜 예비교사들이 교실 내에서 성소수자에 대한 자신의 교수적 태도에 대한 자기반성적인 성찰이 드러나도록 하고 있다는데 의의가 있다. 따라서 성소수자에 대한 교육 담론이 나아가야 할 방향과 내용구성, 접근방법에 대한 연구담론을 활성화하는데 기여할 것이다. 본 연구는 다문화 교사교육을 바탕으로 예비교사들이 성소수자에 관한 관련 자료 읽기, 토론 및 성소수자 면담으로 이루어진 성소수자 친화적 활동 프로그램에 참여하게 함으로써 예비교사들이 성소수자들에 대한 자신의 생각을 반성적으로 검토해 보고, 학교 조직 내 편견에 대항하는 변화의 주체 역할을 담당하도록 한다.
Abstract
The purpose of this study is to explore how prospective teachers perceive their own prejudices toward sexual minorities and whether they decide to implement LGBT (Lesbian, Gay, Bisexual, and Trans)-inclusive education. The twelve prospective teachers participated in a LGBT-inclusive project, which comprises of three-step self-reflective writings. I took a narrative inquiry as a research method in order to show how individual prospective teachers are challenged and changed for sexual minorities. As the prospective teachers are involved in a program consisting of self-reflective writing consisting of reading, discussing, and interviewing with sexual minorities, they have an opportunity to reflect on their identity and their thoughts about sexual minorities. Through this process, this study focuses on analyzing the past experiences of the prospective teachers and their future changes in the classroom by approaching them as active agents of change rather than passive deliverers of norms and knowledge in our existing society.
참고문헌 (37)
- 강명숙, "학생인권 보장 어떻게 한 단계 높일 것인가", 교육비평, 31, pp.134~153 (2013)
- 성적 지향 성별정체성에 따른 차별 실태조사, "국가인권위원회", 재단법인공익인권법재단 공감, ~ (2014)
- 김영천, "질적 연구에서의 글쓰기 : 다양한 접근들의 이해", 열린교육연구, 18(1), pp.155~183 (2010), 한국열린교육학회
- 김영천, "자문화기술지의 이론적 관점과 방법론적 특성에 대한 고찰", 열린교육연구, 19(4), pp.1~27 (2011), 한국열린교육학회
- 오동석, "학생인권조례의 현황과 쟁점", 월간 복지동향, 157, pp.42~46 (2011)
- 유네스코 한국 위원회, "동성애혐오성 괴롭힘 없는 학교" (2013), 유네스코 한국위원회
- 한국게이인권운동단체 친구사이, "청소년 동성애자 인권을 위한 교사지침", 한국게이인권운동단체 친구사이, ~ (2005)
- Adams, M., "Teaching for diversity and social justice" (2016), Routledge
- Apple, M. W., "Official knowledge" (2000), Routledge
- Butler, J., "Gender Trouble" (1999), Routledge
- Clandinin, D. J., "Narrative inquiry: Experience and story in qualitative research" (2000), Jossey-Bass
- Cutri, M., "Narrative inquiries into curriculum making in teacher education", pp.195~216 (2011), Emerald Group Publishing Limited
- Derman-Sparks, L., "What if all the kids are white?:Anti-bias multicultural education with young children and families" (2011), Teachers College Press
- Garrahy, D. A., "Three third-grade teachers' gender-related beliefs and behavior", The Elementary School Journal, 102(1), pp.81~94 (2001)
- Goldstein, T., "Anti-homophobia education in public schooling: A Canadian case study of policy implementation", Journal of gay & lesbian social services, 19(3-4), pp.47~66 (2007)
- Gorski, P. C., "An examination of the(in)visibility of sexual orientation, heterosexism, homophobia, and other LGBTQ concerns in US multicultural teacher education coursework", Journal of LGBT Youth, 10(3), pp.224~248 (2013)
- Heaphy, B., "Gay identities and the culture of class", Sexualities, 14(1), pp.42~62 (2011)
- Herdt, G. H., "Something to tell you: The road families travel when a child is gay" (2000), Columbia University Press
- Herek, G. M., "Heterosexuals' attitudes toward bisexual men and women in the United States", Journal of sex research, 39(4), pp.264~274 (2002)
- Hulsebosch, P., "What Does Cultural Identity Have To Do with the Preparation of Teachers? Case Studies of "Culturally-Aware"Teachers", ERIC Document No. 403553, ~ (1993)
- Josselson, R., "Handbook of narrative inquiry: Mapping a methodology" (2007), SAGE
- Kintner-Duffy, V. L., ""The changers and the changed" : Preparing early childhood teachers to work with lesbian, gay, bisexual, and transgender families", Journal of Early Childhood Teacher Education, 33(3), pp.208~223 (2012)
- Kitchen, J., "Narrative inquiries into curriculum making in teacher education" (2011), Emerald Group Publishing Limited
- Kumashiro, K., "Against common sense : Teaching and learning toward social justice" (2010), Taylor and Francis
- Kumashiro, K. K., "Six lenses for anti-oppressive education:Partial stories, improbable conversations" (2007), Peter Lang
- Leonard, A., "Homosexuality and the Constitution: Homosexual conduct and state regulation" (1997), Taylor & Francis
- Linville, D., "Beyond progress and marginalization: LGBTQ youth in educational contexts", pp.89~109 (2010), Peter Lang
- Lyons, N., "Narrative inquiry in practice:Advancing the knowledge of teaching" (2002), Teachers College Press
- Mahalik, J. R., "Contributions of gender role conflict to men's cognitive distortions: Implications for treatment of depression" (1997), Boston College
- Marinoble, R., "Overcoming heterosexism and homophobia:Strategies that work" (1997), University of London
- Martinsson, L., "Norm-struggles: Sexualities in contentions" (2010), Cambridge Scholars Publishing
- Morin, S. F., "Male homophobia", Journal of Social Issues, 34(1), pp.29~47 (1978)
- Murray, O. J., "Queer inclusion in teacher education: Bridging theory, research, and practice" (2014), Routledge
- Sears, J. T., "Overcoming heterosexism and homophobia: Strategies that work" (1997), Columbia University Press
- Silin, J., "Critical issues in early childhood education", pp.81~95 (2005), Open University Press
- Sleeter, C. E., "Multicultural education as social activism" (1996), SUNY Press
- Vavrus, M., "Sexuality, schooling, and teacher identity formation : A critical pedagogy for teacher education", Teaching and Teacher Education, 25(3), pp.383~390 (2009)