다문화교육 정책과 실제를 위한세계주의(Cosmopolitanism) 철학 탐색
Visiting cosmopolitanism for multicultural education policies and their practices in Korea
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본 연구는 한국의 (유아)다문화교육정책이 지니는 이중적 태도와 동화주의적 접근을 비판하고 다문화교육의 여행자 교육과정에로의 구현에 문제를 제기하며, 이에 대한 철학적 대안으로 세계시민, 인간성(humanity)과 평등성 및 사회적 정의 구현 등을 강조하는 세계주의(Cosmopolitanism) 철학을 소개하고자 한다. 세계주의 철학은 한국이라는 국가 내에 공존하기 시작하는 타인과 그들의 다름을 이해하는 데 있어 하나의 중요한 인식 틀이 될 수 있을 것이다. 세계주의 철학이 다문화교육의 교육적 실제에 시사하는 바는 크게 두 가지이다: 1) “자신의 문화와 전통에 기꺼이 참여(a willingness to engage with their own culture and tradition)”과 2) “타인과 타인의 문화에 기꺼이 참여(a willingness to engage with other)”의 중요성이다(Hansen, 2011). 다문화ㆍ세계화 시대에 타인의 다름(others’ otherness)와 한국 고유의 전통문화가 동시에 환영받고 존중받아야함을 권고하는 세계주의는 한국의 다문화정책과 다문화교육정책, 그리고 실제구현에 있어 철학적 이념으로 심도 깊게 고려되어야 함을 제언한다.
Abstract
In the face of globalization and the influx of immigrants nationwide, Korea has experienced a new demographic composition. Reflecting such social change, the rhetoric of multicultural education is becoming more and more prominent in national welfare and education policies. While some Western education systems tended to withdraw from multicultural education in the mid-1980s, in Korea, multiculturalism did not become an educational issue until the late 1990s. In her insightful book, Multicultural Education as Social Activism(1996), C.E. Sleeter points out that late-adopters of multicultural education tend to see it as a means of reducing prejudices and stereotyping, or to take an assimilationist attitude. By problematizing assimilationist attitudes and reconsidering criticisms about multicultural education, this paper introduces cosmopolitanism as a philosophical alternative through reconceptualizing and reconstituting multicultural education within the tenets of the philosophy of cosmopolitanism. Cosmopolitanism, as an appropriate way of coexisting in a globalized world, should be considered in the rhetoric of multicultural educational policies and practices. It fosters a broader sense of belonging to the world by conceptualizing both others and us “citizens of the world.” Cosmopolitanism as a philosophy with an ethical vision, provides the reason why teachers should not regard multicultural education as a class for teaching specific cultural information based on tourist curriculum. Since the departure of their point is neither individual nor culture, that is, community, the orientation implies learning from rather than tolerating value differences. Therefore cosmopolitanism promotes both teachers and children to develop broad, deep, and rich understanding of self, community and the world. Teachers, educational policymakers, and teacher educators may need to consider this new cosmopolitan consciousness to deal with others and reflect ourselves.
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