다문화교육의 비판적 관점이 지리교육에 주는 함의
The Implication Critical Perspective of Multicultural Education on Geography Education
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본 논문은 다문화교육의 비판적 관점이 지리교육에 줄 수 있는 실제적 함의를 분석하는데 목적이 있다. 이를 위하여 첫째, 다문화교육의 비판적 관점을 문화간교육의 관점과 비교하여 살펴보았다. 문화간교육이 소수집단에 대한 이해와 공존을 강조한 반면, 다문화교육은 차별을 야기하는 사회구조의 변화를 강조한다. 둘째, 다문화교육의 비판적 관점이 현대 사회에서 제기되는 여러 지리 문제에 대한 통찰력을 길러주는데 얼마나 유용한지를 고찰함으로써 다문화교육의 비판적 관점과 지리교육의 연계 가능성을 분석하였다. 마지막으로 다문화교육을 실행하는데 교사가 갖추어야 할 다문화 역량의 의미와 구성 요소를 정리하였다. 다문화역량은 자아정체성과 문화정체성을 이해하고 이를 규정하는 사회적·역사적 조건들을 성찰하며 이를 변화시키려는 의지와 능력으로 정의된다. 다문화역량은 의식, 지식, 기능으로 구성된다.
Abstract
This paper aims to analyze the implications that the critical perspective of multicultural educations can have on geography education. For this, the paper first compared the critical ideas of multicultural educations to intercultural education. Whereas the latter focuses on the understandings on and coexistence of different minority groups, the former emphasis on the social structural changes by which discrimination can be eliminated. Second, the paper examined the possibilities of how critical perspective of multicultural education is closely connected to geography education, and how far the multicultural education is useful for students obtaining the critical insights in observing and analyzing key geographical problems in contemporary society. Finally, this paper explained the meaning of multicultural competence and its components that teachers should be equipped with. The multicultural competence is defined as a willingness and capacity to understand the identity and cultural identity, to internalize social and historical conditions constraining these identities, and to change the identities. It is composed of awareness, knowledge, and skills.
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