신자유주의와 탄자니아의 영어조기교육

장용규(Yong-Kyu Chang) 한국외국어대학교 아프리카연구소 2011 Asian Journal of African Studies Vol.29 No.-

Although Tanzania is a multi-lingual country, two dominant languages, KiSwahili and English, have been widely spoken in public as well as private environment. Since its independent, Tanzanian government has gave a priority to KiSwahili as a national language, while English been used in the field of commerce and technology. Therefore, there is a consensus of KiSwahili for national unity and English for modern and global competitiveness. In the wake of Neo-liberalism and Globalization, language situation in Tanzania is drastically changing. Those who pros to neo-liberation argues that current English education is not enough to gain global competitiveness. They suggest that Tanzania government should introduce English medium curricula in Primary School in order to give students confidence for English in their early ages. They argue that early birds can catch worms. Nevertheless, there are cons against early English education. Two points are raised. One is that education infrastructure is not good enough to start early English education in Tanzania. As rural population is more than 70%, rural inhabitants have poor educational environments compare to urban areas. Therefore, early English education only will give a favour to urban students. Secondly, this will result a dichotomy of Tanzania: those who speak English and have all priority of social and economic resources and those who speak Swahili and have no these priorities. These arguments may will go as there are sharp division of opinion on this issue. Nevertheless, crucial questions should be raised. How does Tanzanian government supply qualified English medium teachers?; how does Tanzanian government make a proper educational program using English as an instruction language?; and how does Tanzanian government get enough budget for all these?

아프리카 인유학과 ‘전통종교’의 창조

장용규(Chang Yong-Kyu) 한국아프리카학회 2006 한국아프리카학회지 Vol.24 No.-

The paper pursues the inventive process of African 'traditional religions'. The term 'inventive' is employed here in order to connote some negative aspects of African traditional religions. It is manipulative and coercive in a sense that African traditional religions had been largely created by early 19th missionaries and anthropologists. Armed by romanticism, historical diffusionism or evolutionism, European missionaries had been long denied the religious nature of African belief systems. African belief systems had been not only marginalised, but also degenerated. Using derogative terms, such as, savage, barbarious and primitive, missionaries had negated the possibilities of African people created their own belief systems. As time passed and colonial rules had been, however, fmnly planted on African soil, missionaries understandings on African belief systems had been slowly changed: acknowledging the presence of African belief systems. Missionary-anthropologists like Callaway, H., Bryant, A. T., Junod, H., had published influential monography on Zulu and Thonga belief systems. But their understandings on African belief systems had been based on Christian hierarchies: the God on the top of the cosmology and the evil the bottom; the sharp contrast between the good and the evil. They were the scholars who had laid the firm foundation on the study of African religions. Heired from those missionary-anthropologists, modem anthropologists have intensively studied various African societies and tried to systemise African belief systems.

2007 개정 교육과정에 따른 초등 체육교과교육의 발전 방향

장용규 ( Yong Kyu Chang ) 서울敎育大學校 初等敎育硏究所 2008 한국초등교육 Vol.18 No.2

2007년 개정 체육과 교육과정은 내용체계에 있어서 신체활동 가치 중심의 내용체계로 전환하였을 뿐 아니라, 교사의 선택권을 최대한 보장하고 수업의 다양성과 깊이, 질적 측면 등을 극대화하려 했다는 점에서, 기존의 개정 교육과정과는 많은 차이를 보인다. 또한, 가치(주제) 중심의 체육교육을 통해 신체활동의 외현적 기능뿐 아니라 그 안에 내포된 의미를 이해함으로써, 학습자가 체육수업에 보다 능동적으로 참여하고 자신의 체육적 가능성을 확대해 가도록 유도하고 있다. 개정 체육과 교육과정의 이상을 초등체육 현장에서 효과적으로 구현하기 위해서는, 무엇보다도 개인의 질적 측면인 주체적 체험이나 이해를 강조하는 방향으로의 체육과교육을 모색해보는 일이 그 어느 때보다 필요하다. 또한, 바람직한 신체활동 지식의 습득을 위해서는 이해하기, 체험하기, 표현하기, 구성하기, 감상하기 등의 다양한 수행과정을 포함하는 통합적 체육교육이 전개되어야 하며, 체육활동의 문화적 측면들을 균형 있게 가르치고 초등교사의 체육교과 전문성 향상에 매진함으로써 체육활동 전체의 유기적인 모습을 회복시켜야 한다. The reason for this study is to propose the direction in development of elementary physical education according to the 2007 Revised Curriculum. For the successful study, the followings need to be understood. First, the main reason to revise physical education curriculum. Second, the 2007 revised curriculum, third, the direction in development of elementary physical education. Here is the summary of the study. First, the reasons to have revised curriculum are the requires for internal and external changes, and a certain limit of 7th physical education curriculum. The demands of internal and external change are reflecting changes in the concept of physical education from ``sports skill`` to ``skills for an active life``. Second, the details of 2007 revised curriculum are characteristics, goals, contents, teaching methods. The characteristics of revised curriculum includes the definition of physical education, traits for desirable human, outline of physical education curriculum, advisable direction of physical education for schools. Goals are integrative and comprehensive and it must propose participation of students, tactics, expression, creation, fitness, and composition. Contents include health activity, challenging, competition, expression, leisure for students from 3rd graders of elementary school to 10th graders. Third, the direction in development of elementary physical education suggests student`s qualitative experience, integrative physical education, cultural education, and improvement in teacher`s speciality in physical education. Qualitative experiences help change physical education from sports skill into physical activity knowledge. To acquire physical activity knowledge, there should be an integrative physical education with understanding, experiencing, expressing, composing and appreciating. Cultural education aims at understanding sports, doing it, and having some knowledge about it. Finally the improvement of speciality for teachers is about educating preliminary teachers in making full use of cognitive knowledge and having a view point of activism.

초등학교 체육과 주제통합 교육과정의 재구성 및 적용

장용규 ( Yong Kyu Chang ),고승은 ( Sung Eun Ko ) 서울敎育大學校 初等敎育硏究所 2008 한국초등교육 Vol.18 No.1

The purpose of this study is to analyze the participation attitude about the application of subject synthesis physical education curriculum based on competition in the elementary school. The qualitative research methods were employed and data were collected through various methods such as interviews and observations. Data were analyzed by using constant comparative methods and the trustworthiness of data was confirmed through member check, peer debriefing and triangulations. As a result, three styles of student participation were categorized: ``superior group``, `` normal group``, ``inferior group`` . Superior group had high physical abilities and sports functions level. They participated in all processes of physical educations positively and recognized their sports abilities high. Normal group had kind of good sports functions but they were so independent that their actions were like overaction, bragging themselves and self-intoxication. Inferior group were introverted independent and their actions were like hiding into a corner, escaping from a ball, sightseeing and helping from others. They were pertained to this type and they hoped to perch around the student whom the object of an interest became in group and preferred what the auxiliary role that didn`t look to a main interest object student did. The degree of class satisfaction is different from each other according to the student`s style about the application of subject synthesis physical education curriculum based on competition. Superior players are the most satisfied with application of physical education curriculum. Because they always effort to do something even though they face to new subject from the first. The superior player`s degree of class satisfaction is the most higher than other student` style. Competition was the main factor for the making the students participate the class especially to the introvert students who have low physical abilities. On the other hand, it did not effect to enthusiastic players who were competitive and normal players, when they were compared to the inferior player`s degree of class satisfaction. The degree of class satisfaction of three kinds of groups was changed according to their competition value-oriented attitude thru the subject synthesis education curriculum based on competition. Recognition of physical education class was also changed through positive interaction(encouragement, assistance, concession, compromise, giving concern). In case of superior group vs inferior group, both of them were changed into cooperation value-oriented attitude thru encouragement and assistance. In case of superior group vs normal group, normal group that was independent changed into cooperation-oriented attitude. In case of normal group vs inferior group, independent normal student was changed positive, value-oriented attitude thru giving concern and assistance. Instead of recognition based on exercise skill, almost student got recognition based on competition value in all domain after research. In general, the almost study participant students were satisfied by competition that teacher gave in the class.

아프리카 신앙과 문화 모빌리티(Mobility): 떠돌이 백인 혼령 은다오(Ndawo)와 토착 혼령 응고마(Ngoma)의 모빌리티와 의미 생산

장용규(Chang, Yong-Kyu) 한국아프리카학회 2021 한국아프리카학회지 Vol.62 No.-

모빌리티 연구는 빠른 속도로 변화하는 현대 사회에서 다양한 형태와 층위의 움직임에 대한 사회적 의미를 분석한다. 지리학에서 시작한 이 연구는 문학과 사회학, 정치학 등의 영역으로 확대되면서 현대 사회를 분석하는 틀로 자리 잡고 있다. 인류학계에서는 모빌리티라는 표현을 직접 사용하지는 않지만 모빌리티 연구가 꾸준히 진행되었다. 이 논문에서는 아프리카 접신(spirit possession)을 모빌리티의 관점에서 분석해 보았다. 일반적으로 접신은 특정 혼령이 인간의 육신을 강제 점유하고 통제하는 현상이라고 읽힌다. 하지만 이는 혼령과 인간의 쌍방 소통과 협상을 간과한 것이다. 실제로 혼령과 영매 사이에는 밀도 있는 밀고 당김이 발생한다. 본 연구의 은다오-응고마 결연은 떠돌이 외래(백인) 혼령이 지역 신앙체계에 포섭되고 새로운 의미를 생산하는 과정을 보여준다. 이 논문에서는 ‘문화 모빌리티’ 이론을 제시한 그린블라트(Greenblatt)와 크레스웰(Cresswell)의 연구를 소개하면서 이를 접신 현상에 접목했다. 이를 위해 두 학자가 제시한 모빌리티 속성을 현상적 모빌리티(epistemological mobility)와 의미론적 모빌리티(semantic mobility)로 재정의했다. 모빌리티는 외형으로 관찰할 수 있는 움직임(현상)과 그 이면에 움직임이 담고 있는 의미, 그 결과 생산되는 의미로 분류할 수 있다. 접신의 현상적 움직임과 그 이면에 담긴 의미론적 움직임을 통해 접신 현상을 분석했다. In this rapidly changing modern world, mobility studies gain academic attention in academic cycle. Established first in geography, mobility studies is now expanded into other academic disciplines, such as literature, sociology, politics, etc.. The core property of mobility theory is that every single mobility produces socio-cultural meanings. Without producing meaning, mobility is nothing but a ‘movement’. Based on this premise, the paper has endeavored to give a particular attention to the Zulu divination system, Ndawo-Ngoma Alliance. In KwaNgwanase, a particular divination system called Ndawo-Ngoma Alliance is widely practiced. It is a unique in a sense that Ndawo is foreign-white spirit, often pointed as the spirit from the dead Portuguese soldier in Mozambique that wandered foreign land and possessed local people. It is known as capricious and possessed magnificent supernatural power. The local Mozambican diviners, hence, converted this cranky wandering spirit into a divining spirit. As Mozambican diviners migrated into KwaNgwanase, they brought together Ndawo and it soon incorporated into the local KwaNgwanase divination system. All this process can be analyzed in terms of cultural mobility. The theory of cultural mobility is suitable to understand the meaning produced in the course of cultural interactions among diverse cultural elements.

16세기 이전 인도양 교역과 스와힐리 경제권의 형성

장용규(Chang, Yong-kyu) 한국아프리카학회 2014 한국아프리카학회지 Vol.43 No.-

Swahili civilization has long been a subject of interest to African history students. We all know that Swahili civilization is the product of creolization among heterogenous cultures in and out of East Africa since the advent of Christian era. The Indian Ocean as a crucial maritime trading network had played a vital role for the birth of Swahili civilization. Mainstream research on Swahili society has largely focused on the origin and identity of Swahili. This paper hypothesizes that the Indian Ocean, prior to 16th century, played a role of ‘world-systems’ and pursues the nature of Swahili civilization in connection with these world-systems. Egypt, Arabian peninsula, Persian Gulf, India and China were major economic powers then and maritime trade was a main traffic among them. These economic powers continuously looked for rare raw materials and African inlands which provided ivory, animal skin, slaves, gold and spices were very much attractive places for them. In exchange, overseas merchants brought cotton fabrics, silks, porcelain, and other luxuries. Swahili societies monopolized trade by intermediating between these two partners. Based on seashore and inland waterways, Swahili societies were ideal to import foreign cultural and economic advantages. Foreign traders were reluctant to venture into African inlands, therefore, naturally, that became the monopoly of Swahili merchants. Swahili merchants thus developed unique economic entities. This paper imports Wallenstine’s concept of ‘world-system’ and its concepts: ‘core’, ‘semi-periphery’ and ‘periphery’. The paper specially highlights ‘semi-periphery’ as the nature of Swahili which link African interlands ‘peripheries’ and overseas ‘cores’. Wallenstine’s concept, however, has a weak point by stressing ‘world-system’ as the product of European modernism. Abu-Lughod (1987-88; 2009) and Beaujard(2007) provide major references since they focuse on world-systems before European modernism (Abu-Lughod) and particularly on the role of Swahili societies in Indian Ocean world-systems (Beaujard). Overall, Swahili societies played as intermediary merchant networks as merchantile and cultural ‘brokers’ and comfortably positioned themselves as ‘semi-peripheries’ in Indian Ocean world-systems.

아프리카 디아스포라: 문헌고찰을 통한 비판적 유형분류

장용규 ( Yong Kyu Chang ) 韓國아프리카學會 韓國外國語大學校 아프리카연구소 공동 2008 한국아프리카학회지 Vol.28 No.-

초등 체육의 정당화 논의와 개정 교육과정의 의미

장용규 ( Yong Kyu Chang ) 서울敎育大學校 初等敎育硏究所 2011 한국초등교육 Vol.21 No.2

최근에는 과거 양적 성취지향의 사회 패러다임에서 강조되던 체육의 외재적 정당화 방식을 벗어나, 미래의 다원주의적 사회에서 요구되는 보편적 가치를 고양할 수 있는 문화교육으로서 초등체육을 정당화하려는 노력이 전개되고 있다. 체육을 문화유산으로 보고 그 ‘안’에 들어있는 문화적 의미, 또는 정신적 가치를 고양하고자 하는 것이 문화교육으로서 초등 체육을 정당화하려는 노력의 핵심이라 할 수 있다. 본고에서는 그동안 전개되어 온 건강교육으로서의 체육의 정당화와 문화교육으로서의 체육의 정당화 논의를 되짚어 봄으로써, 초등 체육의 정체성을 보다 강화하고 21세기에 걸맞은 초등 체육의 새로운 지향점을 모색하고자 하였다. 2007년 개정 체육과 교육과정은 전통적으로 강조되어 온 건강교육으로서의 체육의 정당화 논의와 미래사회의 새로운 비전으로 다가올 수 있는 문화교육으로서의 체육의 정당화 논의를 모두 포괄하려 했다는 점에서 그 의미를 찾을 수 있다. 앞으로 체육교육에서는 체육활동이 가진 전체적 모습을 다양한 경로를 통해서 모두 맛볼 수 있도록 통합적 체험의 기회를 늘려야 하며, 동시에 스포츠 문화의 관점에서 체육교육을 전개하려는 노력이 강화되어야 한다. Recently, the method of extrinsic justification emphasized in the society of quantitative achievement has faded away. The effort of justifying elementary physical education as cultural education that enhances universal value demanded in pluralistic society is now unfolding. The core of the effort justifying elementary physical education as cultural education is just considering physical education as cultural heritage and is raising cultural meaning or spiritual value in physical education. This study is will try to search for the aiming direction by retracting the justification of physical education as health care and cultural education suitable in the 21st century that strengthens the identity of elementary physical education. 2007 Revised Physical Education Curriculum is meaningful in ways that include the argument of justifying physical education as health care that has been emphasized traditionally, and the argument of justifying physical education as cultural education that can be the new vision in the society of the future. From now on, physical education should make more chances of integrated experiences for tasting all of the aspects of physical activities in various courses. Integrated physical education include of understanding, qualitative experiences, expressing, composing and appreciating. Furthermore, we make an effort to develop physical education from cultural point of view.

인성교육을 위한 초등학교 체육수업의 일상적 전개 구조 탐색

장용규 ( Chang Yong Kyu ),이정택 ( Lee Jung Taik ) 서울敎育大學校 初等敎育硏究所 2017 한국초등교육 Vol.28 No.2

본 연구는 인성교육을 위한 초등학교 체육수업의 일상적 전개 구조를 탐색하고 그 특징을 밝히고자 하는데 목적이 있다. 이를 위해 체육수업을 통해 인성교육을 직접적으로 실천한 연구나 인성교육을 실천하기 위해 구체적인 프로그램을 개발한 연구에서 강조하고 있는 체육수업 방법을 분석하여 일상적인 수업 절차인 계획, 도입, 전개, 정리의 과정에 따라 구조화하여 제시하고자 하였다. 그 결과, 계획 단계에서는 학습자 중심의 협력적 활동이 가능한 수업 내용과 방법 선정, 인성교육에 적합한 수업 모형의 선정, 학습 내용과 관련된 인성 요소의 선정을 강조하고 있었으며, 도입 단계에서는 정의적 요소를 고려한 동기유발, 가치를 강조하는 학습 목표 및 수업방법 안내, 협력 기반의 흥미를 유발하는 동기유발 도입을 강조하고 있었다. 전개 단계에서는 모둠 또는 팀 활동 중심의 수업 전개, 규칙준수나 공정한 경쟁의 의미를 강조하는 수업 전개, 간접체험 활동을 활용한 수업을 전개하고 있었으며, 정리 단계에서는 실천 반성 및 다짐 중심의 수업정리, 올바른 태도나 행위 변화 정도의 평가, 체육과 가치의 삶으로 전이를 강조하고 있었다. 앞으로 초등교사는 위에서 제시한 일련의 절차를 통해 일상적으로 진행되는 체육수업에서도 인성교육 중심의 체육수업을 보다 쉽게 전개할 수 있는 기회를 제공받게 될 것이다. The purpose of this study is to explore the ordinary development structure of elementary school physical education(PE) classes for character education and to identify its characteristics. For this purpose, the study analyzed PE methods that were implemented for character education through PE classes or emphasized in researches that developed concrete programs for that. The result were structured according to the ordinary teaching procedures of planning, introduction, development, closing. At the planning stage, Selecting contents and methods that enable learner-centered collaborative activities, Selection of instruction models suitable for character education, Selection of character factor related to learning contents were emphasized. At the introduction stage, Motivating factors that take into account affective component, Guided learning objectives and teaching methods that emphasize value, introduction of inducing interest of cooperation base were emphasized. At the development stage, Instruction development based on group or team activities, Instruction development that emphasizes compliance or fair competition, Instruction development using indirect experience activity were implemented. At the closing stage, Arrangement of practical reflection and promise, Assessment of correct attitudes and behavioral changes, Transition to the life of physical education`s value were emphasized. In the future, elementary school teachers will have the opportunity to develop PE classes based on character education more easily in ordinary PE classes through the above-mentioned procedure.

아프리카 점술 뼈의 상징, 논리와 사회적 의미

장용규(Chang Yong-Kyu) 비교민속학회 2001 비교민속학 Vol.21 No.-

Divining practice is found in every African societies. From Western Afric to Eastern, from Northern to Southern Africa, divining occupies the central attention of the people in order to measure socially crucial events and superantural happenings. In this paper, my aim is to study symbolism, logic and social function of divining device. For the purpose, I am going to analyse amathambo, divining bones, in Zulu divination. Amathambo have a number of elementary characteristics. (1) Theme bone mainly represents the patient or those who is troubled. (2) Protective bones invariably represent lineage ancestors. Also there are some bones representing luck, good wishes and benefaction. (3) Malevolent bones stand for witches or familiars. (4) Assistant bones construe relationships, such as, sickness, happiness, jealousy, death, among the three types of bones already mentioned. An individual divining bone is meaningless until it exhibits a structural relation to other divining bones. Therefore a diviner gives weight to the total configuration of divining bones during the divining consultation. Each divining bone holds meanings according to the position and direction in which it falls or points. Two pairs of binary opposition are employed to draw menaing from the configuration. One is a positive-negative polarity. A divining bone can come to rest either in a convex position (overturned) or in a concave (upright) position. The first carries a negative charge (-, death, sick), the second is viewed positively (+, live, active). The second binary pair of meanings has to do with the direction in which the bones point. A theme bone is always at the centre of a bone reading and the rest are read in relation to it. For instance, when a witch bone has its head towards the theme bone, it generally has a negative meaning (-) for the theme bone : i.e. it indicates sickness or declining health for the person it represents. If the witch bone points away from the theme bone, the meaning becomes positive (+) : getting better, becoming full and increasing in power. Each bone can display anyone of four possible qualitative meanings, emerging from the conjunction of its position and alignment. The divining set encompasses the range of social relationships in a community. As Junod declares, It is a resume of their whole social order, of all their institutions, and the bones, when they fall, provide them with an instantaneous picture of all that may befall them (Junod, 1927, Ⅱ : 571). In fact, it constitutes a symbolic map in miniature f the whole social and cosmological order.