청소년 이행(transition)과 ‘위기 청소년’ 담론에 대한 분석
The analysis on the transition of youth and 'youth at-risk' discourse
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이 연구는 ‘위기청소년’ 담론을 중심으로 청소년 이행에 대한 사회적 불안이 어떻게 그들을 관리해왔는가를 분석하는데 목적이 있다. 청소년(기)의 등장은 근대가족의 등장, 아동노동 금지, 중등교육의 의무교육화 같은 사회경제적 변화의 결과였다. 청소년이 성인기를 준비하는 이행기라는 사고는 발달심리학의 지식을 통해 체계화되면서 이행기 불안정성에 대한 사회적 불안을 형성하였다. 특히 사회제도(학교교육과 노동시장의 규율) 어디에도 속하지 못한 노동계급 청소년들은 ‘사회적 무질서’를 유발하는 ‘위험한’ ‘문제 청소년’으로 간주되었고, 국가는 직업교육을 통하여 사회적 규율을 내면화시키고자 하였다. 이후 성인(기)로의 이행의 어려움에 처한 청소년에 대한 관리는 ‘위기청소년’ 정책으로 나타났다. 이는 한편으로는 위기요인분석을 통하여 ‘위기청소년’을 조기 발견하여 제도적으로 개입하는 방식으로, 다른 한편으로는 위기에 대한 ‘자기관리’, ‘자기계발’라는 개인적 차원으로 나타났다. ‘위기청소년’ 담론은 미래의 불확실성에 대한 위기의식을 증폭시키고, 이를 통하여 국가는 특정 청소년과 그의 가족을 타자화하는 배제의 전략을 작동시켰으며, 다른 한편으로 신직업주의의 자기계발의 담론을 통하여 청소년이 자신의 삶을 스스로 선택하고 책임지도록 하였다. 이러한 개인의 자율성과 책임감을 강조하는 포섭의 전략은 사회구조적 변화로 인한 청소년 이행의 문제를 개인적 차원에서 책임지도록 하는 것에 다름 아니다.
Abstract
The purpose of this study is to examine how young people have been managed through analysis of 'youth at-risk' discourse. Youth was defined by developmental psychology as the stage of transition(a moratorium) in modern society. And they were considered unstable stage, the so-called 'the storm and stress' period. It was the adults' anxiety to undiscipline of young peoples to be found in policy discourse. Young peoples were considered to be managed by social institutions like the family, the school and the judical system. The state have categorized the jobless young peoples as dangerous youth and provided vocational programs in the school to them. The young peoples had to learn vocational attitudes and norms through the educational institutions. It is management of conformity through excluding deviant young peoples as the otherness. Youth transition has been delayed and fractured for economic depressions from 1980's. The uncertainty of futures augment the anxiety to young peoples' transition. The state managed young peoples through the policy of 'youth at-risk'. The new policy has emerged that not only supports existing policy but also encourages the development of new policy that are preventatives. On the one hand, the policy creates 'others', marginalized groups of young people who are perceived as dangerous and in need of greater control(exclusionary strategy). On the other, the state governed young people to produce subjectivity of self-discipline, self- management(inclusive strategy).
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