Cross-cultural Analysis of the Discourse of Lifelong Learning
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이 글은 국가 단위의 학습 정책을 근간으로 하는 현재 평생학습의 패러다임이 세계 각국의 이주노동자를 비롯한 적지 않은 다문화적 상태의 성인학습자들을 평생학습의 장으로부터 유리시키고 있다는 문제의식에서 출발한다. 연구자는 평생학습의 패러다임이 이런 성인학습자들을 의미 있게 포함시킬 수 있는 새로운 접근을 제시한다. 타국에서 현지의 국적을 취득하지 못한 상태로 한정된 기간 동안 노동을 제공하고 본국으로 혹은 또 다른 사회로 이동하는 이주노동자들은 그 정의가 의미하듯 동시에 다수의 사회에 걸쳐 존재하는 성인학습자들이다. 이 논문에서는 평생학습에 관한 정책적 문헌들을 대상으로 초국적 주의에 근거하여 비판적 분석을 수행하였다. 이주노동이라는 쉽지 않은 삶의 조건을 가진 이들에게 평생학습 패러다임이 커다란 지원체계가 될 수 있음에도 불구하고 실제적으로 이들 노동자들에게 제대로 적용이 되지 않고 있는 원인을 다각도에서 분석하였다. 여러 원인 가운데 평생학습의 실제 수행 기반이 국가를 단위로 이루어진다는 점과 실행과정에 있어서도 국적, 계급, 인종, 문화, 성별 등에 따라 복합적인 경계를 이룬다는 점을 간과함으로 인해 그들이 평생학습에서 배제되는 현상을 지적하였다.
Abstract
A new approach to the lifelong learning paradigm is required to include cross-cultural learners. This paper argues for an expanded understanding of the notion of lifelong learning as it relates to migrant workers who by definition belong to multiple communities. Through critical analysis of the discourses of lifelong learning from a cross-cultural perspective, this paper spotlights both the importance of the lifelong learning paradigm for migrant workers and critically analyzes the paradigm’s waning relevance in its present form. Despite the holistic attitudes toward learning that most of lifelong learning policies claim, the lifelong learning apparatus for actual facilitation is based on nation-based systems which creates multiple boundaries with citizenship, class, race, culture, and gender that keeps migrant workers out. This presents a critical need to open up for dialogue on the right to lifelong learning for "all."
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