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편견 이론에 근거한 반편견 교수 전략

Anti-bias teaching strategies based on the theories of prejudices

추병완
한국교육과정평가원 (Korea Institute for Curriculum and Evaluation)|2012.03|교육과정평가연구 (The Journal of Curriculum and Evaluation)|제15권 제1호|pp. 127-156

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참고문헌

키워드

편견차별discrimination다문화 사회multicultural societyprejudice고정관념stereotyping반편견 교수 전략편견 이론anti-bias teaching strategiestheories of prejudice
주제분류교육학

초록

다문화 사회는 그 구성원들이 서로의 인권과 다양성을 존중하면서 다양성 안에서 통일성을 추구하는 사회이다. 이러한 사회가 구현되기 위해서는 인종ㆍ민족 등에 대한 편견을 감소시켜 조화로운 집단 간 관계를 발전시키려는 반편견교육이 필수적이다. 편견 감소의 효과는 편견의 근본 원인을 치유하기 위한 교육적 처방에 의해 극대화될 수 있다. 그러나 지금까지 국내외에 소개된 반편견 교수 기법이나 전략들은 편견 형성 이론과의 직접적인 연계성이 매우 취약하였다. 편견 형성에 관한 연구자들과 편견 감소를 위한 실천자들 간의 서로에 대한 지식과 접촉의 결여는 편견 형성 이론에 근거한 반편견 교수 전략의 개발을 방해하는 주된 요인으로 작용하였다. 이에 이 논문에서는 편견의 개념과 편견 연구의 역사적 전개 과정을 살펴보고, 편견의 형성 및 발달ㆍ표현에 관한 대표적 이론들이 반편견 교수 전략에 주는 시사점이 무엇인지를 분석하였다. 이를 토대로 인지적, 동기적, 행동적 차원의 반편견 교수 전략 16가지를 제시하였다.

Abstract

Multicultural society is a society that its members respect their own human rights and cultural diversity one another while they try to keep a balance between unity and diversity. Such a society is realistically possible only when educational efforts for reducing intergroup prejudices are throughly utilized across the whole schools. Despite more than 60 years of systematic researches in the development of prejudice in children, very few scholars have translated their theories and research findings into the design of educational interventions to reduce intergroup prejudices. We cannot reduce racial and ethnic prejudice unless we acquire an clear understanding of its causes. Nevertheless, previous anti-bias teaching strategies have little relevance to the very causes of prejudices provided by theories of prejudices. In this article, I described clear-cut definitions & expressions of prejudice among peoples and furthermore traced research trends on intergroup prejudices among scholars. Then I analyzed six different theories on the causes of intergroup prejudices with focusing on anti-bias educational implications. Based on this analysis, I constructed anti-bias teaching strategies consisted of three dimensions such as cognitive, motivational, and conative dimension. Each dimension has four specific anti-bias teaching strategies. To maximize the effects on reducing prejudices among children, these strategies must be utilized in a comprehensive and complementary fashion.

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