사회·문화’ 교육과정과 교과서의 인권교육 내용 분석 - 인권 감수성을 중심으로 -

Abstract

The purpose of this study is to analyze the Society and Culture’s curriculum and textbooks and then make some suggestions for cultivating the sensitivity of human rights in order to extend and redeem the discussion of human rights concentrated in the existing educations on law and politics. For that purpose, this study explored the meaning of human rights in the Society and Culture, presenting the importance of the sensitivity of human rights to the education of human rights. In addition, an analytic framework for the cultivation of the sensitivity of human rights was made to scrutinize four textbooks of the Society and Culture published in line with the curriculum revised in 2015. The results of analysis and suggestions are as follows. First, four textbooks kept a relatively balanced stance by referring to various social categories as social minorities and disabled persons. Yet, conscientious objectors to military service and sexual minorities are to be included, who have had no space in the four textbooks. Second, while gender inequality was dealt with in many ways, poverty and social minorities were not. The part that presented cases of gender inequality only in terms of the discrimination experienced by women must be revised from a gender equality perspective. And the human rights situation should be directly described from a human rights perspective, beyond which the issues of human rights and social integration must be interpreted and analyzed in a comprehensive way. Third, although social minorities, gender inequality, and the causes and solutions of poverty differ in the degree of concreteness, they need to be approached from not only individual but also social and institutional aspects. It is necessary to state in the main body of the text that prejudice and stereotypes exist at the root of discrimination and that differences act as a mechanism to justify the discriminated distribution of social values. Fourth, it was found that a variety of narratives were constructed for students to take the positions of social minorities. However, concrete questions need to be directly raised for thinking over their positions. Fifth, while the contents were not enough for students to identify their roles within social relationships in solving problems, activities were found for keeping students informed of the aspects of discrimination and for encouraging their participation in various ways that would improve them. Sixth, there were many social issues appropriate to the learners’ level, but the presentation of social issues including the dilemma situations were insufficient. One needs to develop various issues that could highlight the value dilemma and ‘사회·문화’ 교육과정과 교과서의 인권교육 내용 분석 • 59 capture them as educational content. Finally, the contents proposed to eliminate the stereotype of gender roles were rather feared to strengthen prejudices. Thus contents or frameworks must be examined and enhanced in terms of sensitivity.