여성의 문화활동유형과 평생교육요구에 관한 사례연구

서지정보

ㆍ발행기관 : 한국성인교육학회 ㆍ수록지정보 : Andragogy Today / 4권 / 2호
ㆍ저자명 : 곽삼근

목차

요약
연구방법과 연구범위
여성 문화활동의 유형
여성의 문화활동유형과 평생교육요구 사례분석
결론
참고문헌
Abstract

한국어 초록

본 연구는 여성들의 문화활동과 평생교육요구를 여성주의적 시각에서 분석한 것이다. 연구방법은 문헌과 인터뷰 자료의 분석으로써 여성들의 주체적 인식을 잘 나타낼 수 있도록 그들의 표현과 용어를 그대로 인용하였다. 정치적 경제적 파워에서 소외되고 있는 여성들에게 그들의 정체성을 확립하기 위한 활동은 다양한 문화활동으로 표출되고 있다. 연구자는 여성의 문화활동을 여성들의 일상적 생활에서 제기된 평생교육 요구에 기초하여 다섯 가지로 분류하였다. 첫째, 여성 자신의 개인적 문화 욕구의 발견 및 표현, 둘째, 여성주의적 주체적 사고 및 표현, 셋째, 합리적이고 풍요로운 생활능력의 발휘, 넷째, 여성적 공동체 문화 형성, 다섯째, 성차별 문제 해결을 위한 대안문화의 창출 등이다. 여성평생교육은 주체성과 생활향상지향 문화활동의 요구를 개발시켜야 하며, 개인적 관심에 치우친 생활중심에서 탈피하여 공동체성을 회복하도록 사회문화활동을 권장하는 실천적 평생교육 프로그램의 개발이 요구됨을 제시하였다.

영어 초록

The purpose of the study was to investigate women's cultural activities and their lifelong education needs. The methods of this study were analysis of documents and interview data. The researcher's data were presented qualitatively using the respondents' own words and
terms. The subjects of this study included several women who were in their 20s, 30s, 40s, and 50s.
Various studies in organization and lifelong education have been conducted from a male-oriented perspective which treats women as peripheral to their life-cycle. The standard was male, and females' traits were thought to be unacceptable, needing changed toward the standard male criteria. This study assumed that different approaches are needed to understand women's cultural activities and their educational needs, since women's emotions, personal relationships, and life experiences differ from those of their male counterparts.
Five major perspectives on women's cultural activities were used in analyzing women's lifelong education experiences and needs: (1) women as self-identity perceiving learners; (2) women as subjectivity conscious feminists; (3) women as coping with new economic roles; (4) women as community cultural leaders; (5) women as anti-sexiest.
The perspective of 'women as cultural feminist' was strongly supported by their lifelong education needs. Women emphasized patriarchical structure of social institutions and the family life. Strong desire to have female identity as a human being were identified in this study. The female respondents' gender specific experiences at home was identified as a negative factor in assessing their self-identity. Similarities were found among the women from different
socio-economic statuses and education in the relation to women's gender specific perceptions on their life experiences and the needs for lifelong education. Recommendations for further studies on women's cultural activities and lifelong education were suggested from a
gender-sensitive feminist perspective.
Lifelong education programs for women from a gender-sensitive approach may include the following elements; improving positive perspectives on female identity as a woman, social economic participation, cultural activities as feminist movement, women leadership for community cultural innovation, community involvement as lifelong learning process, and etc. Action research and participatory program development in lifelong education for women were suggested for the improvement of women's cultural activities.

참고 자료

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