접촉 가설에 근거한 반편견 교수 방법
Teaching Methods for Anti-Bias Education based on Contact Hypothesis
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초록
접촉 가설은 집단 간 편견을 감소시키기 위해 가장 포괄적으로 연구되어 온 대표적인 이론적 틀 가운데 하나다. 접촉 가설에 의하면, 접촉은 외집단에 대한 지식을 고양시켜 주고, 외집단 접촉에 대한 불안감을 감소시키며, 공감과 역할채택 능력을 제고하여 줌으로써 편견 감소에 기여한다. 그럼에도 불구하고, 접촉 가설 자체에 대한 국내의 연구는 매우 미진하다. 이에 이 글에서는 접촉 가설의 개념과 발전 과정을 살펴보고, 접촉 가설에 근거한 도덕 교과에서의 반편견 교수 방법을 탐색하였다. 이 글에서는 접촉 가설에 근거한 도덕 교과에서의 반편견 교수 방법으로서 협동학습의 활용, 문화 동화물의 활용, 대리 경험의 확대, 다문화 봉사학습 기회 제공, 다양한 사회적 기능 훈련 실시 등 다섯 가지 방안을 제시하고 그것을 정당화하였다. 다문화 사회에서 도덕 교사는 수업을 통해 학생들에게 다양한 직접적 혹은 간접적 접촉의 기회를 제공하거나 혹은 접촉에 필요한 사회적 기능들을 체계적ㆍ지속적으로 훈련시킴으로써 학생들의 편견 감소 및 집단 간 관계 개선을 위한 다문화 역량 제고에 기여해야 한다.
Abstract
Psychologists have long been understood that properly structured intergroup contact offers substantial potential for ameliorating intergroup tension, promoting prejudice reduction, and improving intergroup relation. Contact hypothesis is one of the most extensively researched framework for reducing intergroup prejudice. But it has gained little attention from domestic researchers. The purpose of this paper was to delve into the implications of contact hypothesis to teaching methodologies in moral education. According to the results of contact theories, intergroup contact is helpful for improving intergroup relations and reducing bias and conflicts. The empirical focus of the early works on contact hypothesis was specifically on the direct, personal experience of intergroup contact. But, as the end of the 20th century approached, a new perspective was introduced. Recently, many researchers on contact hypothesis have emphasized the importance of indirect contact. Indirect contact includes a range of different types of activities. It involves an extended contact, a parasocial contact, a vicarious contact, and an imagined contact. Based on a careful analysis of literature on contact hypothesis, I proposed the five teaching methods for anti-bias education. Utilizing cooperative learning, Using a cultural assimilator, providing students with opportunities for vicarious contact, providing multicultural service learning, and teaching various social skills required for the future contact.
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