영국 지리교육계의 포스트모더니즘 도입 논쟁과 그 함의
The Debates on Postmodernism and Geography Education in the Britain
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초록
본 연구는 1990년대 이후 영국 지리교육계에서 활발하게 논의되고 있는 포스트모던 지리교육의 도입에 대한 논의를 검토하여 그 함의를 찾는데 있다. 영국 지리교육계에서는 미래의 지리교육에 대한 예측을 하면서 모던적 관점과 포스트모던적 관점 간에 논쟁이 있었다. 포스트모던 지리교육을 지지하는 일련의 학자들의 관점은 지리적 지식이 세계에 대한 진실한 설명을 제공할 수 있다는 사고를 거부하는 반정초주의에 기초하고 있다. 따라서 포스트모던 지리교육은 다양성과 다원론에 기초하여 다양한 차이의 공간이 어떻게 사회적으로 구성되는가를 탐구하는데 초점을 두게 된다. 공간을 객관적인 실체로 보는 것이 아니라 하나의 텍스트로 파악함으로써, 학습을 이에 내재된 상징, 표상, 가치를 읽고 해석하는 이른바 ‘의미의 지도’를 만드는 과정으로 이해한다. 이와 같이 포스트모던 지리교육은 학습자들이 놓여 있는 삶의 세계로서의 대중소비문화에 관심을 가지게 할 뿐만 아니라, 몸에서 글로벌에 이르는 다양한 스케일의 공간에서 권력과 이데올로기가 어떻게 작용하는지를 비판적으로 탐구하도록 한다. 결론적으로 포스트모던 지리교육은 다양성에 기초한 가치 및 도덕교육, 시민성교육, 환경교육 등으로의 관심을 전환하게 하는 것으로, 비판적 지리교육학의 도입을 강력하게 지지한다.
Abstract
This paper examines discussion to introduction of the post-modern geography education that actively was discussed in the British geography education after the 1990s. In the British geography education, there had been debates between the modern viewpoint and the post-modern viewpoint, with carrying out prediction to the geography education of the future. The viewpoint of scholars who is supporting post-modern geography education is based on anti-foundation that refuses the thought which geographical knowledge can offer the true explanation to the world. The post-modern geography education based on diversity and pluralism puts a focus to examine how spaces of various differences is socially constituted. Space is not seen with objective substance but it is understanded in text, thus learning is understanded in the process which makes so-called ?mapping of meanings? through reading and interpretation of the symbol, representation, and value which was inherent in space. Thus, post-modern geography education not only gets interested in the mass consumption culture as the life world where students are placed, but is made to inquire critically how power and ideology acts in the space of the various scales from the body to the global. Conclusively, post-modern geography education strongly supports introduction of critical geography pedagogy by concerning in the value and moral education, citizenship education, and environmental education based on diversity.
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