어린이와 인권, 인권을 서사화하는 두 가지 방식

Abstract

In order to look at how children’s literature speak about human rights, this research paper reviewed the meaning of being a child, compared two contrasting ways of opening the categories of human rights books and writing down human rights issues. The place to think about the human rights issue of children begins with Bang Jung-hwan. Although Bang Jung-hwan recognized children as independent subjects with personalities, he ensured the rights of universal subjects represented in the name of ‘children’ rather than children as individual subjects living everyday life. Therefore, post-Bang Jung-hwan, children’s literature that recreates the human rights of children should pay attention to differences inherent in children as universal subjects. Texts conveying knowledge about human rights for the purpose of ‘education on human rights’ do not allow readers the possibility of free interpretation, repeating intentional intervention by the author and outright presentation of instructional messages. On the other hand, works that lead the world’s change show how literature can change the reality, even in the face of the unjust reality of human rights being violated. 『Mr. Mokgirin, Get On!』, 『Do Not Sell Weapons!』, and 『Shout Out, Playground』 are examples of the potential of utopian solidarity based on fairy tales of imagination, showing the possibility of creating a common world by politicizing everyday life. Literature for humans can exert its power when talking about the human rights of individuals whose conceptual words cannot be named, paying attention to the child’s’ that exist in reality, not a universal child.