외국인 유학생의 학문공동체 참여에 관한 내러티브 연구
Understanding international students' participation in academic communities through narrative inquiry
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본 연구의 목적은 국내 외국인 유학생들이 한국의 학문공동체에 어떻게 참여하고 있는지에 관해 내러티브(narrative) 자료를 기반으로 이해하는 것이다. 본 연구에서는 Lave와 Wenger(1991)의 실행공동체 이론을 토대로 학습을 공동체 안팎의 참여와 구성원들과의 상호작용을 통한 사회화 과정으로 전제했다. 연구 자료는 약 8개월에 걸쳐 심층면담, 연구자 일지, 교실 관찰, 학생들의 과제를 통해 수집되었다. 본 연구에서는 참여자들의 내러티브를 통해 외국인 유학생들이 한국어 원어민 화자와의 불평등한 권력 관계뿐만 아니라 모국어, 인종, 성, 경제적 위상과 같은 개인적, 사회문화적 배경으로 인해 학문공동체에서 합법적인 일원으로 참여하는 것에 어려움을 겪고 있음을 확인하였다. 그러나 그들은 비록 공동체의 주변부에 위치하고 있지만 교실 내에서 비참여와 침묵과 같은 자신의 전략과 학습 스타일을 사용해 자신의 위치와 멤버십을 협상하고 재구성하려 시도하였다. 지금까지 ‘들리지 않았던’ 외국인 유학생들의 목소리는 그들 스스로에게 권력을 위임함으로써 학문공동체 내에서 합법적인 일원으로 재위치시켜 줄 뿐 아니라 언어, 문화적으로 혼종적으로 변화하는 학문공동체의 변형과 재구성을 촉구한다. 학문공동체의 제도적, 교육적, 사회적 변화와 후속 연구에 대한 필요성이 요구된다.
Abstract
This article explores international students' participation in academic communities through narrative inquiry. Drawing on the notion of community of practice (Lave & Wenger, 1991), this study examined how four Asian students enrolled in graduate programs at a Korean university negotiate the sense of membership by participating in different (academic) communities. Data were collected over eight months mainly through in-depth interviews, research journals, classroom observations and students' materials. Narratives collected and analysed in this study illustrated that international students struggled with full participation as a legitimate member into mainstream communities not only due to unequal power relations between Korean native speakers and themselves, but also because of their personal and sociocultural background such as mother tongue, ethnicity, gender and economic status. Even though they were mostly situated at the periphery of community, they also attempted to negotiate and reconstruct their positions and meaningful membership by using their own strategies and learning styles, such as non-participation and silence in classroom. The voice of students enables them to empower and be re-situated as legitimate members within academic communities. It also demands Korean universities to change into linguistically and culturally hybrid academic environments. Implications for institutional and social changes of academic communities, and future research are discussed also discussed in the article.
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