SHERP

소수자의 자기 존중 교육 방안 - 다수자 관점의 '관용'에서 소수자 관점의 '자기 이해'로
Self-respect Character Education for Minority Students : From 'Tolerance' by the Majority to 'Self-comprehension' by the Minority

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Authors
황정숙
Issue Date
2016-09
Publisher
서울대학교 교육종합연구원
Citation
SNU Journal of Education Research, vol.25 no.1, pp. 247-265
Keywords
identityself-respectbeing-for-otherstolerance educationself-comprehension education정체성자기 존중대타존재관용 교육자기이해 교육
Abstract
본 연구는 정체성 형성에 있어서 ‘나’를 바라보는 시선의 주체에 중점을 두고 부정적인 인식과 편견 하에 놓인 소수자가 자기 존중에 이르는 방안을 모색하고자 한다. 이를 위해 주체로서의 자아(I)와 객체로서의 자아(Me)를 중심으로 정체성 형성 과정을 살펴보고, 자기의식의 주체와 상태에 따라 소수자의 정체성을 구분하였다. 특히 자신을 바라보는 사회의 시선에 매몰된 대타 존재의 문제에 주목하여, 현재 다문화교육에서 강조하는 다수자 관점의 관용 교육이 이러한 대타 존재의 자기 존중에 적절하지 않음을 밝히고, 그 대안으로서 소수자 관점의 자기이해 교육을 제시한다. This study proposes self-comprehension as an alternative to tolerance in order for social minority students to gain self-respect. This study is especially focused on the ‘eyes’ that see me as a social minority and examines how this affects the identity formation process of a subjective self (I) and an objective self (Me). If one is caught up in the ‘I’, the person is likely to be self-centered. In contrast, if someone is caught up in the ‘Me’, the person is likely to be nervous and anxious about how others see him/her. The latter form of self is usually seen in the social minorities, and J. P. Sartre called this kind of person ‘Being-for-Others’. Then, how can we convince them to respect themselves even when society views them negatively? Currently multicultural education is focused on the majorities’ tolerance, but this is not appropriate to foster self-respect in minorities. It is in the process of self-comprehension that the minority can face their identity and finally respect themselves as beings who have their own eyes and life stories.
ISSN
1225-5335
Language
Korean
URI
http://hdl.handle.net/10371/98811
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College of Education (사범대학)Center for Educational Research (교육종합연구원)SNU Journal of Education ResearchSNU Journal of Education Research vol.25 (2016)
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