2009 개정 교육과정에 따른 중학교 ‘사회’ 교과서의 인권교육 내용분석

Abstract

This article analyzes middle school textbooks on Social Studies with the emphasis on their relation with the actual daily lives of students. The analysis shows the following: First, only about 11～21% of the textbook is dedicated to introducing the cases of human rights violation in the four major textbooks, except for textbook A and D, meaning that students have difficulty understanding what constitute human rights violation in their everyday lives. Second, all of the six kinds of textbooks cover ‘the laws and systems on human rights’. In the textbooks in which ‘the significance of history of human rights’ is covered intensively, the actual cases of human rights violation are relatively poorly covered. Third, most textbooks don’t include the cases of human rights violation at home and the cases of human rights violation at school introduced in the textbooks are mostly confined to the relationship between students and school. Fourth, only one case of solving human rights issues, which can encourage students to take action in case of human rights violation, is introduced in textbook A, B and C. In order for school education on human rights to be provided from the perspective of human rights education, we should introduce more cases of human rights violation in the textbooks that students may face in their daily lives.