잊고 있었던 진정한 자아를 찾다 - 70대 후반 여성노인 대학생에게 있어 교육의 의미
Finding the Forgotten True Self-The Meaning of Education for College Women in Her Late 70s
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70대 후반의 고령임에도 불구하고 4년제 정규 대학에 다니는 그녀는 어떤 남다른 동기와 성향, 생애 궤적을 가지고 있는 것일까? 본 연구는 이러한 의문에서 시작되었다. 이러한 질문을 탐색하기 위해 본 연구는Rosenthal(1995)의 내러티브-생애사분석을 활용하였다. 분석 결과 김영애에게 있어 고등교육을 받는다는것은 오랜 가족에 대한 책임에서 벗어나 비로소 자신에게 온전히 책임을 지는 행위였다. 또한 그녀의 고등교육 참여는 본인이 명확히 인지하고 있던, 아니건 간에 그녀의 삶에 꽤 오랫동안 각인된 중요한 숙제를 해냄과도 같은 의미였다. 모든 책임에서 벗어났을 때 비로소 베일이 벗겨진, 그리고 진정으로 그녀가 원했던것, 시간을 거슬러 그녀가 중요하게 여겼던 것이었으나 마무리하지 못했던 그 무엇이 다름 아닌 진학을 통한정규 교육이었던 것으로 보인다. 연구 결과를 토대로 노인의 교육 참여에 대한 관점의 재정립 필요성을 제안하였으며, 더불어 논의점과 시사점을 제시하였다.
Abstract
What unique motivations, tendencies, and life trajectories does the subject of this study, who attends a four-year university despite being in his late 70s, have? This study began with these questions. To explore these questions, this study utilized Rosenthal's(1995) narrative-life history analysis. As a result, for Kim Young-ae, the meaning of receiving higher education was an act of freeing herself from long-standing responsibilities to her family, and finally taking full responsibility for herself. Additionally, receiving higher education meant completing an important task that had been imprinted in her life for quite some time, whether she was clearly aware of it or not. It seems that the veil was finally lifted when she was free from all responsibilities, and what she truly wanted, what she considered important but could not complete, was none other than formal education through further advancement. Based on the research results, the need to redefine the perspective on the elderly's participation in education was suggested, and several discussion points and implications were presented
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