중등학생의 중퇴 방지를 위한 사회 자본론적 접근에 대한 연구
A Study on the Social Capital Approach for the Prevention of Dropping out from Secondary School
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초록
본 연구에서는 지역사회와 학교에 내재된 사회자본을 중심으로 중퇴방지의 가능성을 검토해보고, 또한 그 한계를 밝히는데 목적을 두었다. 이를 위해 첫째, 사회자본이란 무엇이며, 사회자본의 교육적 의의는 무엇인가, 둘째, 사회자본에 따라 학교간의 중퇴율 차이는 어떻게 나타나는가? 셋째, 사회자본론적 중퇴 해결책은 무엇이며, 그 한계는 무엇인가 등을 밝혀보고자 하였다. 사회자본론적 접근은 지역사회, 학교에 내재된 사회적 자원의 활용하여 중퇴를 방지하고, 중퇴자를 도울 수 있는 가능성을 내포하고 있다. 하지만 가정, 지역사회, 학교의 사회적 관계망의 폐쇄성과 불평등으로 인해 사회자본론적 중퇴방지 방안에는 뚜렷한 한계가 있다. 뿐만 아니라 사회자본론은 관계망에만 초점을 두기 때문에 중퇴를 야기하는 학교교육의 재생산 시스템을 주어진 것으로 받아들인다는 한계가 있다.
Abstract
The purpose of this study is to discuss the possibilities and limitations of the social capital approach for preventing and solving the dropping out from secondary school by the means of the social resources embedded in the networks among family, school, and community. The conclusion of this study is that community-based and teacher-based forms of social capital could reduce the probability of dropping out. For at-risk students who has structural and functional deficiency of family, various forms of social capital are available, which are based on the social networks of the community such as youth-aid-organizations. In addition, the participation of parents or guardians in the schools should be encouraged, which could result in strengthening the social bond between parents and teachers. The school should actively seek to facilitate the trust and cooperation between at-risk students and the other students by fostering grouping activities such as extracurricular activities and cooperative learning. Furthermore, teachers's support and caring, which important source of social capital for at-risk students should be provided through the network between teachers and students. But this study shows that the approach of social capital has limitations in that networks has closure and inequality between groups such as students and parents according to their social class and geographical location. In addition, in the Korean context, it has failed to raise the problem of the internal process of schooling such as cramming education, uniform curriculum and evaluation, repressive school discipline, practices of punishment and surveillance.
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