한국 학교 미술교육의 사회문화적 담론 분석

• 영문명: An Analysis of the Sociocultural Discourses Formed in Korean School Art Education
• 발행기관: 한국조형교육학회
• 저자명: 정옥희
• 간행물 정보: 『조형교육』제36호, 323~352쪽, 전체 30쪽
• 주제분류: 예술체육 > 미술
• 파일형태: PDF
• 발행일자: 2010.01.01

국문 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.

영문 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.

키워드

문화, culture, 담론, discourse, 교육이데올로기, educational ideology, 제도화된 미술교육, institutionalized art education, 정체성, identity, 문화재생산, cultural reproduction