Lortie의 ‘교직사회: 교직과 교사의 삶’ 재조명: 학교 변화 사례를 중심으로
Revisiting D. C. Lortie's 'School teacher: A sociological study': from a viewpoint of school change
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본 연구는 Lortie(1975)의 기념비적인 저작인 ‘교직사회’를 변화의 관점에서 재음미해 보려는 탐색적 시도이다. 본 연구는 Lortie가 ‘교직사회’에서 시사한 변화 가설을 실증적으로 검토해 보고, 이를 통해 그 변화 실행 이론을 심화, 발전시키는 데 그 목적이 있다. 질적 사례연구 기법을 통해 2001년부터 2010년까지 약 10여년에 걸쳐 자생적으로 학교 변화를 이룬 한 초등학교의 변화 과정을 추적하였다. 본 연구의 결과는 개인주의, 보수주의, 그리고 현재주의의 극복을 통해 학교 변화와 학교 개선이 가능하다는 Lortie의 변화 가설을 지지해주었다. 또한, 본 연구를 통해 기존의 기술-기능주의적 관점에 기반한 학교 변화 접근의 한계를 비판적으로 성찰하고, 그간 간과되어 온 정치적, 사회적 측면에도 주의를 기울임으로써 재문화화를 학교 변화의 가능성을 모색해 보고 그 변화 실행 전략의 재구성을 시도하였다.
Abstract
This study revisits Lortie's 'School teacher: A sociological study' in terms of a school change case. This study attempts to empirically examine the change thesis Lortie indicates in his classic School teacher and contribute to much needed theory building around school change under his legacy. The data came from a qualitative case study tracing of a school change over a decade since 2001. In consistent with the change thesis Lortie (1975) implies, the results show that school can become transformed by breaking the unholy trinity of presentism, individualism, and conservatism (See also, Hargreaves, 2010; Hargreaves & Shirley, 2009b). The findings also suggest that by overcoming the technically-driven interpretation of conservatism and incorporating the political and social meanings embedded in it more democratic and sustainable forms of school change can be more likely attained.
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