인권친화적 교과서 기술 방안 모색을 위한<사회> 교과서 분석 연구 - 2009 개정 교육과정에 따른 초등학교 <사회> 교과서를 중심으로 -

Abstract

The purpose of this study is to explore a basic direction for developing pro-human rights Social Studies textbooks by analyzing the elementary school Social Studies textbooks on the side of human rights, and presenting their desirable parts, problems, and suggestions for revision. For this purpose, analytical references have been developed via literature review, and used to analyze the 14 elementary school Social Studies textbooks based on the 2009 Revised Curriculum. As a result of the analysis, it has been first found that there are many cases where contents related to the meanings, history, and development of human rights, and characters and groups that can show our society’s various aspects are introduced in the human rights related units. On the other hand, various leaning activities for promoting pro-human rights thoughts and behavior are presented, but some activities are found to remain at the level of knowledge acquisition or basic explanation. Secondly, in the other units, efforts to balance the genders of characters in general, but male characters are relatively more prominent in some influential fields. Moreover, characters in a particular gender are seen to appear in most cases where some negative behavior or habits are described. Thirdly, textbooks for special education contain scenes in which disabled students are described as equal subjects in learning and school life. On the other hand, a particular gender and specific appearances tend to be emphasized with respect to some dangerous and negative behavior. Based on the results from the analysis, we can make the following suggestions for the development of pro-human rights Social Studies textbooks. First, a systematic structuring is necessary considering the relation between human rights related content factors and subject matters and the contexts of their appearance. Second, efforts should be made to construct contents that help human rights related issues to closer to learners’everyday life. Third, it is necessary to extend the range of contents related to the social minority and diversify methods of their presentation. Fourth, it is necessary to emphasize the enjoyment of rights and contexts of the protection of rights when particular discriminated groups are described. It is necessary to extend and systematically construct activities for pro-human rights thoughts and problem solving. Sixth, it is necessary to pursue quantitative and qualitative balances between male and female characters. Seventh, it is necessary to add friendly and neutral description of non-western areas. Eighth, commonness and harmony are needed to be emphasized in a way that disabled persons are shown in non-special curricular textbooks.