공교육 정상화 정책의 통치성 연구：권력, 지식, 주체의 계보
A Study on the Governmentality of the Policy of Normalizing Public Education: A genealogy of power knowledge, and subjectivity
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초록
이 연구는 공교육 정상화 정책이 국가의 다양한 통치기술과 지식을 활용 하여 학생과 교사의 주체성을 형성하고 있으며, 이를 통해 한국교육의 현재를 구성하고 있음을 밝히고자 하였다. 공교육 정상화 정책은 사법권력, 규율권력, 생명권력 등의 통치기술을 사용하고, 통계자료와 다양한 학문적 지식을 통해 정책을 합리화하였다. 또한, 정책 형성과정에 정부 기관뿐 아니라 전문가, 시민단체, 학부모 등 다양한 집단의 참여를 통해 정책의 정당성을 확보하였다. 공교육 정상화 정책은 학생과 교사를 공교육 내에서 능동적으로 학습하고 경쟁하는 주체로 규정하며, 정상과 비정상이라는 이분법적 담론을 통해 교육 주체를 분류하고 표준화하였다. 공교육 정상화는 사교육 억제와 능력주의 사회로의 전환을 목표로 하였지만, 공교육의 영역을 확대하고 학업성취 중심의 경쟁을 심화시켜 사교육 의존을 증가시키는 역설적 결과를 낳았다. 결국 공교육 정상화 정책은 공교육의 권력을 강화하는 동시에, 능력주의를 기반으로 교육주체를 통제하고 규율하는 통치수단으로 기능하고 있다.
Abstract
The study aims to reveal that the policy of normalizing public education utilizes various government technologies and forms of knowledge to shape the subjectivities of students and teachers, thereby constituting the present state of education in South Korea. The study employs Foucault’s concept of governmentality of normalizing power and the genealogical method of analysis. The policies analyzed include: 1) Measures for the Normalization of Education and the Elimination of Overheated Private Tutoring announced on July 30, 1980; 2) Measures to Reduce Private Education Expenses through the Normalization of Public Education announced on February 17, 2004; 3) Special Act on the Promotion of Public Education Normalization and Regulation of Preemptive Education enacted on March 11, 2014; 4) Measures to Reduce Private Education and Normalize Public Education announced on December 18, 2014. The policy of normalizing public education employed governmental technologies such as juridical power, disciplinary power, and biopower, and rationalized itself through statistical data and various forms of academic knowledge. Furthermore, the legitimacy of the policy was secured through the participation of diverse groups in the policy formation process, including government agencies, experts, civil society organizations, and parents. The policy defined students and teachers as active subjects who learn and compete within the public education system, and categorized and standardized educational subjects through a binary discourse of normal and abnormal. Although the policy aimed to suppress private education, it paradoxically intensified competition centered on academic achievement and increased dependence on private tutoring. The significance of this study lies in its use of Foucault's concepts of normalizing power and governmentality to reveal that the policy of normalizing public education functions as a means of governance that not only strengthens the power of public education but also controls and disciplines educational subjects.