국제공동수업을 통한 세계시민교육 실현방안 탐색 : 서울시교육청 사례를 중심으로 = A study on the Implementation of Global Citizenship Education through International Joint Classes: A Case Study of the Seoul Metropolitan Office of Education

다국어 초록 (Multilingual Abstract)

This study aims to analyze the International Joint Class (IJC) program implemented by the Seoul Metropolitan Office of Education (SMOE) from the perspective of Global Citizenship Education (GCE) and to examine its educational meanings and limitations. The International Joint Class is a curriculum-based exchange program in which students from Seoul and partner schools abroad collaborate through online and face-to-face platforms to learn languages and cultures while jointly exploring global issues such as environmental sustainability, peace, and human rights. Moving beyond foreign language learning or cultural exchange, the program functions as a practical space for the enactment of global citizenship education in school contexts. In particular, this study explores how the International Joint Class embodies the philosophical principles and pedagogical orientations of Post-critical Global Citizenship Education (Post-critical GCE) in educational practice.
The research questions guiding this study are as follows:
(1) How are the operational structures and practices of the SMOE International Joint Class manifested from a post-critical GCE perspective?
(2) How does participation in the International Joint Class influence students’ global citizenship competencies, including knowledge, skills, attitudes, and practices?
(3) What educational characteristics and limitations does the International Joint Class reveal from a GCE perspective, and what policy and practical improvements are necessary to enhance its effectiveness and sustainability?
This study is grounded in Post-critical Global Citizenship Education (Post-critical GCE), which understands global citizenship not as a fixed set of competencies or moral ideals but as a relational and process-oriented practice shaped through encounters with difference, conflict, and uncertainty. From this perspective, post-critical GCE reflexively reconfigures the limitations of both soft and critical approaches to global citizenship education, emphasizing that learners are already implicated in global issues and are called to explore ethical forms of response.
This study adopts a qualitative case study approach. Data were collected through in-depth interviews with 22 participants involved in the International Joint Class program between 2021 and 2024, including nine teachers, eleven students, and two policy administrators. The interview data were analyzed using a post-critical GCE analytical framework encompassing five dimensions: ① approaches to global issues, ② constructions of civic subjectivity, ③ structures and modes of educational practice, ④ recognition and transformation of conflict and complicity, and ⑤ orientations of citizen formation.
The findings indicate that the International Joint Class functions as a relational learning space in which teachers, students, and policymakers engage as co-learners rather than as hierarchical actors. Teachers designed instructional practices that expanded students’ engagement with global issues from emotional empathy to ethical responsibility, deliberately rejecting charitable or paternalistic approaches to ‘helping others’ and instead reconstructing others as co-existing partners in a shared world. Through this process, students came to perceive global issues not as distant external problems but as relational challenges requiring their own ethical responses and actions. Policymakers, in turn, redefined the role of educational administration from a provider of standardized directives to that of an open and collaborative partner, establishing policy structures that support school autonomy and pedagogical diversity.
Nevertheless, several limitations were identified. In some schools, the program remained short-term or event-based and relied heavily on individual teachers’ personal commitment. Instructional themes tended to focus on relatively ‘safe’ topics such as culture and the environment, while structurally complex issues—such as inequality, refugees, gender, and historical conflicts—were insufficiently addressed. Furthermore, the absence of institutionalized long-term partnerships, frequent teacher transfers, and fluctuations in funding posed significant challenges to the sustainability of the program.
Despite these limitations, this study highlights the International Joint Class as a meaningful educational practice that shifts global citizenship education from ‘learning about others’ toward ‘learning to live with others.’ The findings underscore the academic and policy significance of the program as an experimental model of post-critical GCE that fosters ontological reflection and ethical responsiveness beyond cognitive learning. As such, the International Joint Class represents a concrete example of how relational learning and responsive ethics can be enacted within everyday school practices.
Based on the analysis and implications of this study, the following recommendations are proposed. To ensure the sustainable expansion of the International Joint Class, policy support is required to reduce participation gaps across schools, regions, and socioeconomic groups and to secure equity in learning experiences. This includes closer alignment with the core curriculum, greater flexibility in timetable organization, and strengthened support for schools with limited infrastructure. In addition, for the International Joint Class to move beyond simple exchange toward critical reflection and action, systematic educational support is needed, including professional development that enhances teachers’ capacity for critical engagement, structured support for addressing conflict, and practice-oriented instructional models that connect students’ reflection to action. Furthermore, to improve program structures that rely heavily on individual teachers’ commitment, it is necessary to establish dedicated support systems and adopt more flexible personnel policies for teachers responsible for International Joint Classes.

Keywords: International Joint Class, Global Citizenship Education, Post-critical GCE, relational learning, ethics of responsiveness, Seoul Metropolitan Office of Education.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구문제 4
• 3. 논문의 구성과 전개 5
• Ⅱ. 이론적 검토 6
• 1. 세계시민교육의 이론과 실제 6
• 2. 국제교류 학습과 세계시민교육 22
• 3. 서울시교육청 ‘국제공동수업’ 현황 분석 28
• 4. 선행연구 분석54
• Ⅲ. 연구 방법 및 분석틀 58
• 1. 연구 방법과 데이터 수집 58
• 2. 세계시민교육 관점의 국제공동수업 분석틀 62
• Ⅳ. 심층 면담 결과 분석 66
• 1. 교사 면담 결과 분석 66
• 2. 학생 면담 결과 분석 96
• 3. 정책담당자 면담 결과 분석 109
• 4. 논의 116
• Ⅴ. 결론 및 제언 127
• 1. 요약 및 결론 127
• 2. 제언 133
• 참고문헌 136
• ABSTRACT 141
• 부록146