모두에 의한 시, 모두를 위한 시 —‘ 느린 학습자’ 를 고려한 시 교육 사례를 중심으로

Abstract

This article argues that the creative writing curriculum should be designed in a way that integrates students with disabilities and students without disabilities through the case where the understanding of the concept of ‘lyricism’ was expanded when ‘slow learners’ were considered in the poetry reading class. For that, this article aims to think through the term ‘slow learner’ as a problem, examine the effectiveness of the curriculum design considering ‘slow learner’ and contribute to expanding the scope of thinking about the direction of creative education. ‘Slow learner’ is a broad concept that refers to all people who lack literacy, and is a term that encompasses all people with developmental disabilities or several types of borderline intelligence disorder and people with poor Korean language skills, such as immigrants or the elderly who have never experienced text learning. A university should specifically address concerns related to how to implement education that respects the citizenship of ‘slow learners’ as a place that should contribute to promoting the citizenship of an ‘all-inclusive society’ and is obliged to improve the democratization of knowledge. In addition to guaranteeing educational opportunities for ‘slow learners’, the university’s creative writing classes need to be designed considering ‘slow learners’ as the main actors in the actual educational content. Chapter 2 of this paper discusses the debate over the concept of ‘lyricism’ in the field of creative writing education, which has been centered on ‘non-slow learners’ and ‘non-disabled people’. This chapter also asks whether this debate has encouraged learners to approach poetry without the social context. Chapter 3 examines the case of expanding the understanding of the concept of ‘lyricism’ when considering ‘slow learners’ in the actual poetry reading class. Literature education that creates a community where anyone can read and write poetry leaves the expectation that it will contribute to activities that encourage the democratic participation of civil society. Whether or not literature itself can be an area that everyone can enjoy and share will be a challenge that needs to be actively addressed when designing a creative writing curriculum in the future.