학교 인권 교육 개선을 위한 중학교 사회교과서 분석 연구

Abstract

The purpose of this study is to analyze middle school social studies textbooks for improving human rights education and derive implications. For this purpose, this study developed the criterion of analyzing the textbooks through theoretical reviews and analyzed three kinds of middle school social studies textbooks according to 2009 revised curriculum. Analysis results and implications are summarized as follows. First, exploring the human rights related units, it is necessary to emphasize the natural human right and innocent characteristic of human rights in relation to the meaning and nature of human rights, and also to actively introduce applied examples of laws, institutions and organizations for human rights protection in conjunction with students’ experiences. In addition, as there is a lack of embossing the respect for diverse group identities, it is necessary to emphasize the importance of human rights- friendly values and attitudes. On the other hand, as presented here that the various kinds of learning activities that stimulate human rights-friendly thoughts are positive in general, but it is necessary to plan ways of encouraging in-depth critical thinking and discussion activities. Second, considering other units, there is a possibility of establishing stereotypes about specificity in terms of occupation and role, so careful consideration should be given to role allocation and placement in terms of gender equality. Also, a more careful approach is needed when choosing terms or expressions to avoid stereotypes about sex, race, region and people. Based on the results of the above analysis, suggestions for improving the human rights education at school are as follows. First, from a perspective of curriculum, it is necessary to strengthen and systematically organize contents of educational contents related to human rights when revising curriculum. Second, from a perspective of textbook development criteria, it is necessary to clarify matters to be considered from the perspectives of human rights when presenting textbooks' when presenting textbook editing notes and authorization criteria. Third, from a perspective of textbook writing, it is necessary to provide guidance and publicity for writing human rights friendly textbooks. Fourth, from a perspective of feedback on textbooks, it is necessary to continuously monitor the textbooks to ensure that they remain human rights-friendly after completing textbook development.