‘영재’라는 기표의 사회적 구성: 초등학생의 시각적·언어적 재현을 통한 또래 인식 분석 – 호명과 타자화의 교육학 관점에서 = The Social Construction of 'Giftedness' as a Signifier: An Analysis of Peer Perceptions Through Elementary Students’ Visual and Linguistic Representations – A Pedagogical Perspective on Interpellation and Othering

다국어 초록 (Multilingual Abstract)

This study explores the representations of gifted students as perceived by elementary school students, using both visual and linguistic data, and analyzes how these representations are associated with the formation of social relationships among peers. Unlike previous studies that have predominantly reconstructed images of giftedness from the perspectives of parents, teachers, or the general public, this research examines how the signifier "gifted" is constructed from the viewpoint of elementary school peers who share daily life with gifted students. To this end, general elementary students were asked to draw images that came to mind when thinking of gifted students, and both the visual symbolic elements and the accompanying written explanations were analyzed. The analysis revealed recurring images, including descriptions of appearance (glasses, school uniforms, neat looks), study-related expressions (books, passion, flaming headbands), symbols of excellence (perfect scores, A+, trophies), educational spaces (private after-school academies [hagwon], gifted education centers and schools), and captions (e.g., "I'm smart," "Hmph"). These visual symbols reflect a stereotyped perception of giftedness and were linked to emotional responses such as social distance, intimidation, and caution. Furthermore, media experiences—such as exposure to TV programs, YouTube videos, and other media—were found to significantly influence the formation of these images. This study views giftedness not merely as an educational category but as a symbolic entity with sociocultural meaning, and it discusses how peer-constructed images of giftedness affect friendships and identity formation. Based on these findings, the study emphasizes the need for emotional and relational approaches to gifted education that consider the broader sociocultural context.