한국 선교사 자녀교육에 대한 인식 개선의 다문화 교육적 고찰

Abstract

When it comes to the parent education of missionaries, the concept of ‘TCK“(third culture kid) which was developed by Ruth Useem, an American sociologist has been the base for on going discussion. A TCK is a person who spent significant part of his or her developmental years outside the parents’ culture. Since the TCKs are often defined according to the Erickson’s developmental identity theory and Cultural fundamentalism, many other social variables were often eliminated from the discussion. And traditional understanding of the children is based upon the psychological theory that parents can take full control of the children, and even that is only limited to developmental years. In this paper, authors criticize that the traditional understanding of Korean missionary kids were too much focused on missionary strategy and efficiency rather than theoretical insights. Through sociological perspectives, authors examined the complexity and variety of the modern society and mutuality and mobility that influenced the traditional understanding of parenting, and suggested how to apply identity transition and multicultural educational approach to parenting education for the missionaries. Multicultural understanding of the missionary kids can be a base for considering the missionary kids as Korean citizens and the global citizens at the same time. As the perspectives of understanding the missionary kids get broadened, we can have better prediction for how to approach to the TCK problems, what kind of activities are needed, and what would be the results of those process.