교육과정을 통해 본 한국화교의 학교교육 : 1995년과 2007년, 한성화교소학교를 중심으로

서지정보

ㆍ발행기관 : 한국국제이해교육학회 ㆍ수록지정보 : 국제이해교육연구 / 3권 / 1호
ㆍ저자명 : 나여훈

목차

Ⅰ. 들어가며
Ⅱ. 한국 화교소학교 교육과정의 변화
Ⅲ. 결론 및 제언
참고문헌

한국어 초록

본 연구의 목적은 한국사회에서 소수자집단인 한국화교가 정체성을 생산하고 유지하는 도구로서 화교학교의 교육과정이 어떻게 변화하고 있는지 살펴보는 데 있다.
한국사회에서 100년이 넘는 시간을 함께 살아온 소수자집단인 화교는 한국의 배제적인 사회정책과 무관심한 교육정책으로 화교학교 교육을 통해 정체성을 형성하고 재생산해왔다. 1999년 외국인 등록단체에서 각종학교로 인가 받게 된 화교학교 교육은 국제정세와 한국의 정책과 시각의 변화, 대만의 정체성과 교육의 변화, 그들 내부에서 진행되는 한국사회로의 동화 등의 이유로 인해 그에 알맞게 변화하고 있다. 그들이 여전히 학교교육을 통해 자신들의 ethnic group으로서의 정체성을 유지하기 위해서 노력하고 있음은 화교소학교에서 실시되는 교육과정을 통해 알 수 있다.
1995년과 2007년의 화교소학교 교육과정을 비교함으로써 화교사회를 둘러싼 변화를 엿볼 수 있었으며, 이러한 변화가 교육과정에서 어떻게 나타나고 그들의 정체성을 유지시키는 장치로서 교육이 어떤 역할을 하는지 알 수 있었다. 화교학교 교육과정은 대만의 것을 기본으로 하므로 대만의 교육과정은 어떠한지 알아보고 현재 화교소학교에서는 어떻게 적용하고 있는지 살펴보았다.

영어 초록

This research aims to investigate how the curricula in the overseas Chinese schools in Korea, which are designed to reproduce and maintain the identity of a minor ethnic group, have changed.
The overseas Chinese society in Korea has been faced with several factors that demand it to change: the rapidly changing world situation, the changing policies in Korea, the change of the
identity and educational policy in Taiwan, the influx of the new generation of overseas Chinese, and its effort to be assimilated in the Korean society. In order to respond to various demands of change, the overseas Chinese schools in Korea transformed their curricula. To demonstrate the aspects of change, this research made a comparison between the curriculum in 1995 and that in 2007 at Hansung Overseas Chinese Primary School.
The curricula in the overseas Chinese schools show that the overseas Chinese try to maintain their ethnic identity. Primarily based on the educational system in Taiwan, the curricula admit
nevertheless variations appropriate to the actual situation of overseas Chinese in Korea.
Below are some methods that the overseas Chinese schools take to maintain the ethnic identity.
Reinforcing Chinese courses: 10-14 hours per week are allotted to Chinese courses. As children are likely to speak Korean more and more in everyday life, speaking Chinese at school is accordingly being reinforced, and the education of Korean and English is relatively neglected. Due to the curriculum focusing on learning Chinese, the overall course hours has been also increased.
Teaching National Martial Art: All children from the first to the sixth grade learn Chinese traditional martial art.
These are several problems in the education of overseas Chinese and proposals to solve them. Firstly, the overseas Chinese schools do not have the curricula in a written form. They would need to provide the more systematic and official conditions of education.
Secondly, while they make their best efforts to teaching Chinese, the overseas Chinese schools might also have to offer effective Korean courses.
Thirdly, the social studies courses offered in the overseas Chinese school do not deal with the local and actual characteristics of the society that children currently live in and must thereby learn. What is needed is not only the education for the understanding of society
and culture in general but also that for the understanding of the local society to which children belong. The discussions might have to be preceded on the levels of the social studies education for overseas Chinese children, and then, Korean educators would also have to show their concerns for this matter in order to develop the adequate curriculum.
We should acknowledge and even encourage overseas Chinese, who contribute to the diversity of the Korean society, to preserve their identity and to claim rights. The overseas Chinese in Korea have formed their own identity, which is neither same as that of Korean in the main stream society, nor that of Chinese in the main land and that of Taiwanese. They are continuing to form their identity and will continue to. The overseas Chinese schools must
continuously transform themselves through more practices and researches.
Key words: overseas Chinese, identity, education

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