포스트휴먼 시대, 리터러시 교육의 존재론적 재구성
Ontological Reconstruction of Literacy Education in the Posthuman Era
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본 연구는 행위자-네트워크 이론(ANT), 해체주의, 리좀 사유 등 포스트휴먼 이론을 비판적으로 재구성하여 리터러시 교육의 존재론적 지평을 확장하고, 포스트휴먼 시대의 리터러시 교육이 취해야 할 방향성과 실천 전략을 탐색한다. 리터러시 현상에 관여하는 인간-사물의 네트워크, 언어적 실천의 수행적이고 유희적인 본질, 주어진 문식 질서로부터 끊임없이 일탈하며 차이를 생성해 내는 리터러시 과정의 특징 등을 조명함으로써, 리터러시를 둘러싼 존재론적 전환을 시도하고 그것의 교육적 함의를 천착한다. 특히 기존 리터러시 교육 및 국어교육 담론과의 접점과 긴장, 그리고 한국적 교육 맥락에의 적용 가능성과 한계를 자세히 검토한다. 이를 통해 포스트휴먼 리터러시 교육론이 직면한 실천적 딜레마를 성찰하고, '우리는 왜 리터러시를 가르치고 배워야 하는가?'라는 규범적 질문에 대한 답변을 모색한다. 궁극적으로 본 연구는 급변하는 사회기술적 조건 속에서 리터러시의 의미를 성찰하고 교육의 존재 이유를 재점검하며 더 폭넓은 소통과 연대의 가능성을 탐색하는 철학적 모험을 시도한다.
Abstract
This study reconceptualizes literacy education through posthuman theories like Actor-Network Theory, deconstruction, and rhizomatic thinking. It explores the ontological shift in literacy and its educational implications in the posthuman era, examining human-nonhuman actor networks, performative linguistic practices, and deviant literacy processes. The research investigates the applicability of these theories in the Korean context and addresses practical challenges in the educational field. It highlights dilemmas faced by posthuman literacy education theories, including resistance to maintain human uniqueness, risks of aestheticizing difference, and value relativization. The study emphasizes the importance of addressing why literacy should be taught and learned, exploring education's human-centeredness, communication orientation, and social justice foundation. It calls for deconstructing the autonomous human subject while maintaining subjectification, acknowledging language's arbitrariness without abandoning mutual understanding, and resisting dominant literacy orders while preserving solidarity and practice. This work aims to inspire new perspectives on literacy education and encourage deeper exploration of human and educational values in the posthuman era.
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