합리적 대화'를 넘어 '차이 배우기'로: 후기구조주의 페미니즘의 교육학적 의미지평 탐색
The Meaning of Poststructural Feminism in Education
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후기구조주의 페미니즘은 ‘차이’에 주목한다. 차이는 분화된 개념으로 사태를 볼 수 있도록 해주는 개념적 도구이자 소외계층 안에서의 권력 문제를 민감하게 볼 수 있게 해 주는 지침어이다. 예컨대 여성에서 여성‘들’로, ‘자율적 나’에서 ‘주체위치의 결합’으로 나아감에 따라 우리는 보다 정교하게 자신-타자의 실천을 분석할 수 있게 된다. 이는 근대주의적 패러다임에서 벗어나고자 하는 교육학에도 동일하게 적용될 수 있다. 교수자나 학습자에 대한 일방적 강조에서 벗어나기 위해서는 교육자와 학습자는 자신의 위치성을 논의함으로써 비판적 성찰의 문화를 만들어 나갈 수 있다. 또한, 후기구조주의 페미니스트들은 그간 교육활동의 토대가 되어왔던 이성적 대화에 의해서가 아니라 차이간의 연합을 통해 서로를 이해하고자 한다. 억압의 공유와 차이의 명시화의 변증법적 과정을 통해 소외집단은 대화의 원래적 목표를 이루게 되는 것이다. 여성은 여성문제만이 아니라, 다층의 소외를 품어냄으로써 여성운동을 승리로 이끌 수 있다. 후기구조주의 페미니즘은 페미니즘과 페다고지의 결합을 자연스럽게 강조하며, 페미니즘이 일상적 의미전변을 위해서는 교육학적 기반을 경유해야 함을 밝혀주고 있는 것이다.
Abstract
Poststructural feminism focuses on the ‘difference’ which becomes an core issue of sexual identity. Difference is an conceptual instrument to analysis the structure of inequality. As a matter of fact, it is dangerous to simplify complex situation and reduce to single image of woman. The concept of ‘independant self’ have changed to ‘the position of the subject’ which makes us analyse ourselves in relationship. In our educational perspective, poststructural feminism is very suggestive to overcome the limitation of modernist paradigm and hold up the practice of educational movement. Through discussion of their own position, poststructural feminist educator can creat new culture of teaching. The relationship between teacher and student can be radically changed not in the respect of power- relationship but reason-oriented discourse. Because reason-oriented discourse have taken root in educational practice in a long period, it is prohibited to challenge the prestige of reason. Poststructural feminist suggest developing ‘coalition of difference’ to understand each other. Not emphasizing woman exclusively, poststructural feminist would establish new solidarity of alienated classes from ordinary life. The practice of poststructural feminism is always linked that of education.
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