Teaching for social justice: Voices from prospective South Korean elementary teachers

Hyunhee Cho,Jinyoung Choi 한국교육개발원 2016 KEDI Journal of Educational Policy Vol.13 No.2

Throughout the world, issues of social justice and equity are becoming a significant part of everyday discourse in teacher education. This qualitative study extends North’s (2009a) theory of teaching for social justice by illuminating prospective South Korean teachers’ conceptions of teaching for social justice in relation to their prior learning experiences and the national context. A total of three prospective teachers participated in in-depth interviews regarding how they made sense of what elementary students should know and be able to do to promote social justice and equity. Four major themes emerged from the data: the coexistence of contradictory beliefs; discontinued views on teaching critical literacy; the distinction between prospective teachers’ own critical literacy and their commitment to teaching critical literacy; and obstacles to teaching critical literacy. By connecting these results to existing scholarship, we suggest practical implications for teacher education.

Dialogic Space in I-R-E Discourse: Teacher Talk in Storytelling in Elementary English Lessons

Hyunhee Cho 한국초등영어교육학회 2015 KAPEE International Conference Vol.2015 No.-

Navigating social justice literacies: the dynamics of teacher beliefs in teaching for social justice

Hyunhee Cho 서울대학교 교육연구소 2018 Asia Pacific Education Review Vol.19 No.4

Social justice and equity have become indispensable to the critical lexicon of education scholars around the globe. By combining a theory of teaching for social justice with complexity theory perspectives, this study explores South Korean elementary teachers’ beliefs about social justice teaching in relation to practices and contexts. By analyzing the data collected from interviews and observations, the findings illuminate the dynamics of teachers’ beliefs in social justice teaching, with focus on dilemmas caused by (1) tensions within the individual teachers’ beliefs about what one should know and be able to do to promote social justice and (2) tensions between the teachers’ beliefs in social justice teaching and the given contexts. The findings also suggest that a democratic school context and teacher reflections collectively contribute to building a more integrative view on social justice teaching. By connecting the teachers’ unique experiences of being involved in social justice teaching with existing scholarship across nations, recommendations for teacher education, national curriculum, and education policies are provided.

Bridging social justice literacies: Elementary teachers’ beliefs about the goals of multicultural education

Hyunhee Cho,Jinyoung Choi 한국교육개발원 2018 KEDI Journal of Educational Policy Vol.15 No.2

Although there is a consensus on core ideas of multicultural education, goals that scholars discuss vary. This qualitative study examined nine South Korean elementary teachers’ beliefs about different goals of multicultural education in relation to their prior experiences of multicultural teacher education in formal and/or informal settings. A synthesis of findings from in-depth interviews indicated that these teachers generally endorsed teaching of functional and relational literacies while they had discontinued views on teaching of critical literacy. The findings also suggested that teachers’ experiences of becoming numerically and/or culturally marginalized within ethnic minority communities in conjunction with their reflective efforts to integrate knowledge from multicultural education into the national curriculum served as a powerful means to enhance their commitment to the teaching of critical literacy. Based on these findings, implications for teacher education and school system were provided.

초등 예비교사의 영어 언어유희 텍스트에 대한 반응과 인식

조현희(Cho, Hyunhee) 언어과학회 2021 언어과학연구 Vol.- No.99

This study inquired about primary pre-service teachers" responses to reading children"s English language play texts and explored the implications for teaching English in primary classrooms. Seven primary pre-service teachers attending an educational university participated in the study. A group interview and an individual interview with each of them comprised the data source. The analysis of the interview data revealed that first, the participants" recognition of the playful features of language was secondary to their comprehension of the literal meaning of words and sentences. Second, the forms of language play that the participants were most familiar to was rhyme and rhythm. Third, the participants" responses to language play texts were found to be somewhat related to their English learning experiences. The findings of the study has implications for English education and teacher education.

예비 초등영어교사들의 영어학습 전략체계의 구성과 사용

조현희(Cho, Hyunhee) 한국초등영어교육학회 2011 초등영어교육 Vol.17 No.1

This study aimed at discovering how preservice primary English teachers systematically constructed and used metacognitive knowledge, metacognitive strategies, and cognitive strategies and what contexts came into play in their use of strategy systems. Four teachers college students in an English education program participated in this study. Their English-learning journals and a group interview comprised the data of the study. Analysis of the data revealed that the participants showed both differences and commonalities in the way they formed and used their strategy systems. In a highly organized learner, metacognitive knowledge, metacognitive strategies, and cognitive strategies were found to be linked together and used coherently, consistently, and reflectively; in the less organized learners, the three components were found to be used less so. It was also found that examining the social contexts surrounding the learners could give a better understanding of their construction and use of strategy systems. This study has a few implications for teaching and future research into strategies.

Transnational Funds of Knowledge: A New Line of Inquiry into the Experience of Migrant Workers in South Korea

조현희(Hyunhee Cho) 학습자중심교과교육학회 2021 학습자중심교과교육연구 Vol.21 No.7

세계화의 확산과 함께 국경 너머의 새로운 삶을 추구하며 이동하는 초국적 이주노동자들이 증가하고 있다. 이와 같은 이주노동자들의 삶에 깃든 경험과 지식은 초중고 학생들이 이주노동의 의미와 관련 이슈들을 보다 심층적이고 실질적인 수준에서 학습하도록 돕는 유용한 교수학습 자원으로 활용될 수 있다. 그럼에도 불구하고 이주노동자들의 이러한 경험과 삶이 학교교육과정 및 수업의 실질적인 자원으로 활용되는 경우는 매우 드물다. 이에 본 연구에서는 국내 이주노동자들에 관한 선행연구들을 지식자본(funds of knowledge)의 관점에서 종합, 분석함으로써, 이들 지식과 경험이 지닌 교수학습적 가치를 고찰해보고자 하였다. 이러한 연구목적을 달성하기 위해 국내 이주노동자의 삶을 분석한 11편의 선행연구를 통합적 문헌분석(integrative literature review)의 방법과 절차에 따라 질적으로 분석하였다. 주요 연구결과를 제시하면 다음과 같다. 이주노동자들은 이들이 처한 경제적, 사회정치적 현실과 협상하는 과정에서 초국적 경험과 지식을 축적해왔으며, 이러한 경험과 지식은 ‘이주노동의 구조적 환경’, ‘개인-가족-구조 간 역학’, ‘다문화적 감수성 및 역량’ 등 이주노동과 관련하여 그간 학계에서 논의되어 온 다양한 현안과 개념, 견해 등과 긴밀히 연계되어있는 것으로 나타났다. 이와 같은 연구결과를 바탕으로 본 연구에서는 국내 이주배경 학생들의 학습 기회와 결과의 향상을 즉각적으로 도모하고, 세계화 시대를 살아가는 모든 학생에게 필요한 지식, 태도, 기술 등을 함양하기 위해 국내 이주노동자들의 지식, 경험, 관점 등이 어떻게 활용될 수 있는지를 교육과정과 수업 측면에서 제시하였다. More people than ever are crossing international borders, pursuing employment outside their home countries. Though the lived experience of international migrant workers is a great resource for engaging K-12 students in an authentic and deeper understanding of international labour migration and related issues, it is rarely recognized as such, even in countries with a large and rapidly growing migrant worker population. Focusing on the context of South Korea, this study sought to understand the knowledge and experiences of international migrant workers by integrating existing literature from the funds of knowledge perspective. The integrative literature review supported by a basic qualitative study approach was used in collecting and analyzing eleven empirical studies on foreign workers in South Korea. The findings reveal that the migrant workers’ transnational experiences of dealing with economic and sociopolitical realities involve diverse issues, concepts, and ideas that have been broadly discussed in the academic world, such as structure-level conditions of labour migration, the dynamics of individual, family, and structure, and multicultural sensitivity and competency. The discussion highlights the potential for using the knowledge, experiences, and perspectives of migrant workers as instructional resources to promote migrant students’ learning opportunities and outcomes, and to help all students acquire more knowledge, attitudes, and skills needed to live in the age of globalization.

통합교과 교육과정에 관한 논의 및 개선 방향 탐색

조현희(Hyunhee Cho) 학습자중심교과교육학회 2018 학습자중심교과교육연구 Vol.18 No.16

본 논문은 통합교과 교육과정에 관한 국내 선행연구들과 2015개정 통합교과 교육 과정이 학습자들의 집단 간 문화다양성을 반영하고 있는지 비판적으로 검토하고, 모든 학습자에게 평등하고 유의미한 학습경험을 제공하는 통합교과 교육과정 설계 방향을 탐색하는 데 목적이 있다. 이를 위하여 본 논문은 첫째, 집단 간 문화다양성에 대한 인정이 정의롭고 평등한 교육을 실현하는 데 필수불가결한 원리임을 설명하였다. 둘째, 집단 간 문화다양성을 중심으로 제4차 교육과정부터 2011개정 교육과정까지 지속된 통합교과 교육과정에 관한 주요 논의들과 2015개정 통합교과 교육과정을 검토하였으며, 그 결과 (1) 통합교과 교육과정에 관한 논의에서 학습자들의 집단 간 문화다양성에 관한 논의가 간과되어 왔으며 (2) 2015개정 통합교과 교육과정의 성격, 목표, 내용체계 및 성취기준, 교수학습 및 평가 방향 전반에 걸쳐 집단 간 문화다양 성이 표면적인 수준에서 다루어지고 있는 것으로 나타났다. 마지막으로 본 논문은 문화감응교육(culturally responsive teaching)과 지식자본(funds of knowledge) 이론을 기반으로 학습자들의 집단 간 문화다양성을 섬세하게 고려한 통합교과 교육과정 설계 방안을 제안하였다. 본 논문이 ‘모든 학습자를 위한 통합교과 교육과정’ 개발 및 실행에 관한 후속 논의들을 확장하고 지속하는 촉진제가 될 수 있기를 기대한다. The integrated curriculum which has made progress in a dialectical relationship between the leaner discourse and the discipline discourse with continuous efforts for defining its identity for the last three decades currently encounters another issue: What should an integrated curriculum for all students look like? Located in the context of education efforts for multicultural democratic society, this study begins with the assumption that recognizing cultural differences among people from diverse groups is a key for promoting social justice and equity in education. Second, based on the concept of group differences, this study critically analyzed existing studies on the integrated curriculum, and found that issues of cultural differences have been at the margin of the existing studies. In addition, this study found that the 2015 nation-level integrated curriculum dealt with the concept of cultural diversity at a superficial level. Finally, based upon major principles of culturally responsive teaching and funds of knowledge this study suggested strategies for creating a culturally relevant integrated curriculum in which cultural diversities among different groups of people composing South Korean society are deeply recognized throughout its nature, goals, content, standards, instruction, and evaluation. This study will contribute to extending conversations and scholarship regarding the development of integrated curriculum for all students.

다문화가정학생 지도에 나타난 타자윤리

조현희(Cho, Hyunhee) 학습자중심교과교육학회 2017 학습자중심교과교육연구 Vol.17 No.14

With a growing demographic diversity, an increasing influx of postmodernism has contributed to created and continued conversation and scholarship regarding an ethics of difference in South Korea. This study unravels how the ethics of difference is embedded in teachers’ perceptions of and interactions with culturally marginalized students. Through a qualitative content analysis of 34 exemplary mulicultural education cases selected by Korean Ministry of Education and the National Center for Multicultural Education over three years (2014-2016), this study illuminates that the teachers’ guiding strategies for culturally marginalized students were dependent upon their beliefs toward universalism, toleration, or recognition. Each ethics of difference was incorporated into racing to the mainstream; engaging the students with a tourist curriculum and individualized instructions; or making the students’ cultural identity development more cental in the overall process of teaching and guiding, respectively. Implications and recommendations for teacher education were also provided. 국내 인구다양성이 증가함에 따라 타자 혹은 타집단을 어떻게 이해하고 대할 것인지에 관한 학문적 논의가 활발히 이루어지고 있다. 본 연구는 다문화가정학생에대한 교사들의 인식이 어떠한 타자윤리관에 기반하고 있으며, 교사들이 가진 타자윤 리관이 다문화가정학생을 지도하는 데 어떠한 모습으로 구현되는지 실제 다문화가정학생을 지도한 교사들의 사례를 통해 이해하고자 하였다. 이를 위해 최근 3년간교육부와 중앙다문화교육센터의 주관으로 이루어진 다문화교육 우수사례 공모전에 당선된 34개 사례의 수기들을 질적 내용분석의 방법과 절차에 따라 분석하였다. 연구 결과, 다문화가정학생들에 대한 교사들의 인식은 한국인중심주의와 탈한국인중심주의, 그리고 결핍지향관점와 차이지향관점 사이에서 보편주의(universialism), 관 용(tolerance), 인정(recognition)의 윤리관으로 구별되어 나타났으며, 각 윤리관에서의 다문화생활지도는 ‘따라잡기식 교육’, ‘여행자 교육과 개별화 교육’, ‘문화적 정체성 계발을 중심으로 한 총체적인 교육’이라는 모습으로 구현되었다. 이와 같은 결과 들을 바탕으로 향후 다문화 교사교육을 개선하기 위한 방안들을 제안하였다.

고정관념과 편견의 근원을 찾아서

조현희(Cho, Hyunhee) 학습자중심교과교육학회 2017 학습자중심교과교육연구 Vol.17 No.18

본 연구는 자신이 가진 고정관념과 편견의 근원에 대한 예비교사들의 인식과 경험을 통해 문화적비판의식의 발달 양상 및 관련 요인들을 탐구하는 데 목적이 있다. 수도권 지역 K대학에 개설된 다문화교육 강의에 참여한 예비교사 31명의 자기성찰 보고서를 내러티브 탐구의 절차와 방법에 따라 수집, 분석한 결과는 다음과 같다. 첫째, 예비교사들이 인식한 고정관념과 편견의 근원은 (1) 타인과의 직접적인 만남과 경험, (2) 가정, 학교, 지역사회 등 자신이 속한 집단이나 미디어를 통한 학습, (3) 고정관념과 편견을 생산, 유통한 주류집단 등 개인적, 사회적인 수준에 걸쳐 다양하게 나타났으며, 이러한 근원에 대한 예비교사들의 인식을 유형화함으로써 문화적비판 의식 발달 양상이 도출되었다. 둘째, 가정, 학교, 미디어 등을 통해 기존의 고정관념과 편견에 도전하는 정보나 사례를 접한 경험, 역위치성(소수화)의 경험, 자기성찰 경험 등은 고정관념과 편견의 근원에 대한 예비교사들의 인식을 확장시키며 이들의 문화적비판의식 발달을 촉진하였다. 연구 결과들을 토대로 향후 다문화교사교육을 위한 시사점을 제안하였다. This study sheds light on South Korean prospective teachers’ cultural critical consciousness by exploring how they perceive origins of their stereotypes and biases and how these conception are related to their prior experiences. Guided by narrative inquiry, I analyzed data collected from 31 prospective teachers’ self-reflection notes. The findings highlight that the prospective teachers attributed their stereotypes and biases to (1) their face-to-face experiences with others, (2) the sites or paths of socialization such as home, school, community, and mass media, and/or (3) the agents of socialization; and by combining each of the different attributions three patterns of cultural critical consciousness were emerged. The findings also revealed three interconnected experiences that had a significant impact on deepening the prospective teachers’ cultural critical consciousness: facing counter-cases within/through home, school, and/or mass media; experiencing reversed power dynamics (being marginalized); and being involved in self-reflections. Recommendations for teacher education were also provided.