세계지리 교과서의 ‘이주’ 다시 읽기: 정의로운 글로벌 시민성을 향하여
Re-reading Migration in World Geography Textbook: Towards Just Global Citizenship
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본 연구에서는 학교 지리교육과정이 글로벌 시민으로서 성장할 학습자의 주체성 발달에 어떤 방식으로 관여할 수 있는지를 탐구한다. 필자는 Levinas의 ‘책임의 윤리로써의 주체성’, Standish의 ‘타자와의 관계의 장으로써 교육과정’ 개념을 이론적으로 차용하여, 2009 개정 세계지리교과서의 주요 주제 중 하나인 ‘이주’ 개념이 어떤 기제로 특정한 근대적 ‘주체성’ 발달과 긴밀하게 연결될 수 있는지를 분석한다. 분석 결과, 개정 세계지리교과서에서는 4가지 인식론적 프레임-일반화된 세계화, 이분법, 부정적 타자, 서구 근대화에 대한 낙관론-이 검토되었다. 분석 결과를 바탕으로, 글로벌 정의에 기여하는 시민으로서 성장할 학습자의 주체성 발달을 위해서는 학교 지리교육과정이 지리적 언어를 매개로 세계 ‘타자’의 무한한 타자성에 대면할 수 있는 개방성, 책임의 공간이 될 것을 제안한다.
Abstract
This study explores the ways in which school geography curriculum engages with the development of learners’ certain subjectivity towards global justice. With reference to Levinasian idea of ‘subjectivity as responsible ethics’ and Standishian notion of ‘school curriculum as one way of realizing the relation to the ‘Other’, the study analyzes the concept of migration in the 2009 Geography Curriculum Revision. To examine the close relationship between the language in school geography and modern subjectivity formation, four themes are analyzed: totalized notion of globalization, categorized world, negative images of the other and the Western idea of modernization. Based on these findings, for the encouragement of global citizenship for justice in the geography classroom, the study proposes that school geography should be an open and responsible space in which the ‘Other’’s infinite alterity is invited and dealt fairly.
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