사진 분야 문화예술교육사의 장애학생 사진교육 경험에 관한 내러티브 탐구

Abstract

This study aims to explore meaning of three art and culture education instructor’s experiences in their photo education for students with disabilities which has not been fully addressed in the arts and culture education so far and thus, the narrative inquiry is carried out in this study as it’s qualitative research method. Research puzzles based on the researcher’s experience are as follows: first, how does photo education for students with disabilities begin and what makes it continue or get interrupted in the special education field? Second, what are the concerns in photo education for students with disabilities and how do they change in the process of discovery and development? Thirdly, what can be expected from this class from the perspective of the students with disabilities? Those questions set standards for the research. As a result: First, dismantling and assembling limitation and possibility; second, competency improvement and self-examination; and third, communication through the rest and experience. It turns out the photo education for the students with disability by the art and culture education instructor through narrative inquiry means getting through endless questions and objective exploration to recognize each other as ‘us’ and carry on together in the space of life that extends to the society beyond the education space. It's expected that this study could help explore to fully understand the arts and culture education for the disabilities and the photo education.