표적 중심 반편견교육의 모색
Searching for anti-bias education from the target's perspective
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초록
편견은 병리적인 현상이 아니라 정상적인 인간 경험의 한 부분이다. 편견 감소와 관련한 대부분의 이론과 연구들은 편견을 지각하고 있는 사람들의 편견을 감소시키는 방안을 모색하는 데에만 초점을 맞추었을 뿐, 정작 편견의 표적이 자신에 대한 편견에 맞서 싸울 수 있는 방안이 무엇인지를 제시해 주는 데에는 매우 소홀하였다. 이에 이 연구에서는 편견 형성과 관련된 연구들이 공통적으로 제시하는 기본 원리로부터 표적이 편견이 개재된 상호작용에서 활용할 수 있는 대응 전략이 무엇인지를 밝히고, 그것을 초등 도덕과교육에 구체적으로 적용할 수 있는 방안을 제시하고자 하였다. 교사는 초등 도덕과교육을 통해 보편적 가치에 대한 심층적 이해를 조장하고, 범주화 과정의 변화를 유도하며, 협동학습을 적극적으로 활용하고, 집단 간 유사성을 긍정적 맥락에서 강조함으로써 잠재적인 표적 대상으로서의 학생들의 반편견 대응 능력을 발달시켜 주어야 한다.
Abstract
Virtually all existing research and practice on reducing prejudice has focused on the people who hold prejudiced beliefs. Theory and research addressing the role that the stigmatized themselves may play in reducing prejudice are almost nonexistent. The purpose of this article ventured into this uncharted territory by considering prejudice reduction from the perspective of the target. Different theories of the origins of prejudice lead to different recommendations for ways that a target might destroy or deter prejudice in others. My intent here has been to outline what social psychological theories predict that targets can do to combat prejudice in prejudicial interactions, rather than to endorse a particular type or set of strategies. The risks and benefits of these various approaches to prejudice are ultimately borne by the target. In applying these strategies to elementary moral education, it is desirable that teachers provide students with in-depth understanding of universal values, teach students new ways of categorization, utilize cooperative learning, and highlight intergroup similarities in positive contexts.
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