그림책 속 장애아동의 기호 읽기 -Deleuze의 기호학을 중심으로-

다국어 초록 (Multilingual Abstract)

This study examined the meanings generated through encounters between children with disabilities and signs in picture books. To this end, four picture books were selected and analyzed based on Deleuze’s typology of signs(signs of the social world, signs of love, sensory signs, and artistic signs). The results revealed that behind the encounters with signs of the social world and sensory signs—where children with disabilities failed to generate their own meanings—there operated a dichotomous perception of disability. Adults such as parents and teachers, who emitted signs of love toward these children, were found to play a role in placing them within spaces where encounters with artistic signs could occur. Artistic signs were related to the formation of a post-signifying regime of signs concerning children with disabilities. Through this process, children with disabilities were interpreted as embodying the meaning of a ‘new becoming-child’, continuously generating differences as multiplicité with potentiality. These findings suggest the need to discuss what constitutes appropriate placement for children with disabilities and imply the importance of viewing them not as fixed in their disabilities but through an open and generative perspective.