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포스트휴먼 유아 리터러시: 이론적 기반, 핵심 원리, 실천적 함의

Posthuman children’s literacies: Theoretical foundations, core principles, and practical considerations

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이화어린이연구원|2022.12|영유아교육: 이론과 실천 (Educational Theory and Practice for Infants and Young Children)|제7권 제3호|pp. 5-40|DOI https://doi.org/10.20926/ETPIYC.2022.7.3.1

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참고문헌

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modalitymateriality물질성vitality포스트휴머니즘posthumanism양식성생동성유아 리터러시children’s literacy

초록

최근 정보통신의 발달과 기술적 환경의 변화는 유아 리터러시 교육의 형태와 내용에도 큰 변화를 가져오고 있다. 본고는 포스트휴머니즘이 이러한 변화에 부응하는 리터러시 교육의 이론적 기반이라고 보고, 포스트휴먼 유아 리터러시의 개념, 핵심 원리, 그리고 실천적 방향에 대해 논의하였다. 본고의 핵심 질문 세 가지는 다음과 같다. 첫째, 포스트휴먼 유아 리터러시의 개념과 필요성, 그리고 중심주제는 무엇인가? 둘째, 포스트휴먼 유아 리터러시의 핵심 원리에는 어떤 것들이 있는가? 그리고 셋째, 포스트휴먼 유아 리터러시의 실천에서 고려해야 할 핵심 원리는 무엇인가? 본고는 이 질문들에 대한 탐구방법으로서 최신 해외 문헌들에 대한 이론적 리뷰와 국내 유아 그림책들에 대한 사례 분석을 실행하였다. 이 분석을 통한 본고의 핵심 주장을 정리하면 다음과 같다. 포스트휴먼 리터러시는 첫째, 인본주의적이고 이성 중심적인 리터러시에서 벗어나서, 세상 모든 존재들 간의 수평적이고 상호의존적 관계성을 수립하기 위한 리터러시이다. 둘째, 포스트휴먼 리터러시는 발달주의적 유아관의 한계성을 극복하고, 물질의 시대에 대한 이해를 높여 인간-너머의 세계에 대한 관심을 확장시켜 준다. 셋째, 오늘날 생태적 및 기술적 환경의 변화에 부응하기 위해 사물-언어의 일원론적 관계성, 물질의 생동성, 그리고 신체성과 정동성을 강조하는 포스트휴먼 유아 리터러시가 필요하다. 마지막으로, 포스트휴먼 유아 리터러시의 실천적 함의로서 주체성, 양식성, 책무성을 고려할 필요가 있다. 포스트휴머니즘에 기반한 유아 리터러시에 대한 이러한 논의는 우리나라 유아 리터러시 교육의 방향성에 대한 학계의 논의를 촉발할 수 있을 것이다.

Abstract

Recent development of info-communication and the sheer shift of technological advancement have given significant impacts on the modes and contents of children’s literacy education. Given such trends, this paper regards posthumansim as an alternative theoretical background of literacy education, and discusses the concepts, core principles, and the practical considerations of, arguably, posthuman children’s literacy. The kernel research questions are tri-fold: First, what are the notions, necessities, and major themes of posthuman children’s literacy?; Second, what can be core principles of posthuman children’s literacy?; and Third, what should be considered to practice posthuman children’s literacy? To discuss these questions, this paper reviewed upto- date relevant literatures in the abroad and analyzed domestic picture books for children, containing the related posthuman themes. The main results are as follow: First, Posthuman literacy grounds on objective-oriented ontology that projects assemblage relationship among all things; Second, it tried to overcome the ideology of developmentalism, and broadens its thematic scopes to the ‘more-than-human’ world; Third, posthuman children’s literacy focuses on the concepts of thing-language, vitality, and the materiality of the body and affect. Lastly, posthuman children’s literacy should consider the issues of subjectivity, modality, and responsibility as for the practical implication. This paper’s proposition may entice the academy to discuss the theoretical foundations and directions of literacy education in the posthuman era.

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