한국 학교 미술교육의 사회문화적 담론 분석

서지정보

ㆍ발행기관 : 한국조형교육학회 ㆍ수록지정보 : 조형교육 / 36권
ㆍ저자명 : 정옥희

목차

Ⅰ. 서론
Ⅱ. 이론적 배경
1. 문화와 담론
2. 담론과 이데올로기
3. 교육 이데올로기와 문화 재생산
Ⅲ. 연구 방법
1. 연구 설계
2. 자료 수집 방법
3. 자료 분석 방법
Ⅳ. 연구 결과
1. 자본주의 이데올로기 담론
2. 불안정한 교사 정체성 담론
3. 교육과정 이데올로기 담론
Ⅴ. 연구의 시사점 및 결론
※ 참고문헌
※ ABSTRACT

한국어 초록

일제 식민지배, 분단, 전쟁, 군사독재, 세계화로의 도약, IMF구조 조정 등 한국의 근대화 이후 겪어왔던 사회, 문화, 경제, 정치적인 현상들은 우리의 일상 속에서 격렬한 문화적 변동을 가져왔을 뿐만 아니라 학교 미술교육의 형성과 변화에도 많은 영향을 주었다. 또한 21세기 현재 한국 사회에서 일어나고 사회문화적 현상들도 여전히 변화무쌍하고 한국의 근대 이후 지속적으로 변화해온 한국의 학교 미술교육에 절대적인 영향을 미치고 있다.

영어 초록

This study aims to gain critical insights into how institutionalized school art
education could be considered as a process of social and cultural transformation or
reproduction. This research examines and analyses critically the discourses and
practices produced by the institutionalized education.
This research began with the question: how have Korean art educators
perceived the school art education institutionalized in the Korean sociocultural
context since modern times, and what discourses and practices have been produced
by the educational context? In order to answer these questions, this research used
qualitative methodological approaches such as cultural studies, ethnography and
critical discourse analysis. The research data was collected by interviewing eight
research participants selected as Korean art educators who have experience in the
Korean school art education field. The research data was analyzed by critical
insights into the ideological power and cultural hegemony embedded in the
institutionalized art education, focusing on the function of cultural reproduction.
The research data are categorized with three discourses: (1) capital ideology;
(2) unstable teacher identity; and (3) curriculum ideology. These discourses revealed
as habitus producing cultural capital, in Bourdieu’s terminology within the institutional
practices in Korean school art education. The results of critical discourse analysis
implicate that art education approaches establish subjectivities beyond the institutional
limits around social equality. According to these results, we can see the requirement
of reconsidering the processes of sociocultural discourses being formed within a
particular educational context and deconstructing the educational discourses constructed
by ideological power and institutional practices embedded in school art education.

참고 자료

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