다문화 멘토링에 관한 질적 연구
A qualitative study of cross-cultural mentoring : Mentoring as the everyday practice of multiculturalism
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초록
본 연구는 서울의 ○○시민단체에 의해 운영되고 있는 다문화가정 아동 멘토링 프로그램에 참여한 대학생 자원봉사자들의 멘토로서의 다문화 경험을 질적 연구방법을 통해 밝혀보고자 하였다. 연구 결과, 대학생 멘토들이 체험하는 멘토링의 문화적 과정은 다음과 같은 특징을 보였다. 첫째, 멘토링은 멘토와 멘티 간 문화적 근접성을 확인하고 이질감이나 고정관념을 약화시키는 역할을 했다. 둘째, 멘토링은 멘토가 멘티 아동과 유사-가족적인 관계를 형성하는 정서적 과정이기도 했다. 셋째, 멘토링에서 학습 활동이 큰 비중을 차지하는 경향이 있었는데, 이는 학교교육에의 적응과 학업성취 촉진을 다문화가정 아동들이 처한 사회적 모순에 대한 해결책으로 인식하는 멘토들의 태도에 부분적으로 기인했다. 넷째, 멘토링은 문화적 차이를 이해하려는 멘토들의 노력을 포함하고 있었으나, 이주민에 대한 동화주의적 태도가 견지되기도 했다.
Abstract
This qualitative research aims to explore the experience of youth volunteers who have taken part in a cross-cultural child mentoring program in Seoul. South Korea. For the purpose of the provision of educational and emotional support to immigrant children, young people’s participation in the program shows us the detailed picture of everyday multicultural experiences between residents and immigrants. The research finds that mentors tend to experience a few similar features through the progression of the mentoring program. First, the mentoring enables the participants to acknowledge cultural proximity between the mentors and the mentees. Second, the mentoring includes emotional processes in which mentors build semi-familial relationships with mentees. Third, educational activities are inclined to play a key role in the mentoring program, reflecting the mentor's attitude to education as a solution to the social contradiction which migrant children encounter. Fourth, the act of mentoring involves mentors' effort to understand other cultures and cultural differences; however, the cultural awareness may develop into ‘assimilationist’ attitudes that assume cultural hierarchy between resident adult mentors and migrant child mentees.
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