기능주의 관점에서 본 2022 개정 고등학교 ‘통합사회Ⅰ’ 교육과정의 사회통합 기능 분석 = An Analysis of the Social Integration Function of the 2022 Revised High School Integrated Social Studies I Curriculum from a Functionalist Perspective

다국어 초록 (Multilingual Abstract)

This study examined the civic integration functions embedded in the 2022 Revised High School Integrated Social Studies I curriculum through the lens of functionalist sociology of education and explored how its institutional design is enacted and transformed in schools. Grounded in Durkheim’s concept of moral socialization and Parsons’s theory of social system integration, the study combined document analysis with focus group interviews with six teachers to investigate the correspondence between institutional design and classroom practice.
The findings revealed that the curriculum structures civic integration around four key components: internalization of norms and values, formation of community identity, conflict resolution and integration, and reinforcement of institutional legitimacy. However, teachers indicated that limited instructional time, rigid assessment systems, and a lack of collaborative culture restrict the full realization of these functions. By analyzing the dynamic interplay between institutional design and pedagogical practice, this study illustrates how the functionalist concept of integration can be reconstructed in contemporary schooling and clarifies the educational mechanisms through which schools foster civic cohesion.