사회과 교육과정 패러다임의 전환을 위하여: 쟁점 중심 사회과 교육과정 담론에 대한 이론적 고찰 = Toward paradigm shift in the social studies curriculum: A theoretical analysis of the issues-centered social studies curriculum discourses

다국어 초록 (Multilingual Abstract)

This paper investigates the issues-centered social studies tradition in terms of social studies curriculum. The purpose of this study is to systematically analyze the discourses on ``the issues-centered social studies curriculum`` as an alternative curriculum paradigm to ``the discipline-based social studies curriculum``, which is currently dominant in both South Korea and United States. For this purpose, this paper selects and analyzes four representative models of issues-centered social studies curriculum. The issues-centered social studies curriculum is constructed of knowledge and experiences only directly related to social issues inquiry instead of listing the concepts, generalizations or theories, and research methods from history and social sciences chronologically and/or encyclopedically whose relationship is not evident. The proponents of issues-centered social studies curriculum insist that the social studies curriculum organized around social issues inquiry is able to foster competent democratic citizens who could overcome a social crisis so that it has the potential to realize a better democratic society. The traditional discipline-based social studies curriculum has various limitations considering the goal of social studies education, which is the cultivation of a competent democratic citizen. The issues-centered social studies curricula discourses in this study imply that when we think over the crisis of our country it is necessary to reform our current discipline-based social studies curriculum into the issues-centered curriculum.

참고문헌 (Reference)

1 노경주, "초등 사회과에서 쟁점중심교육" 31 : 83-107, 2000

2 구정화, "쟁점 중심 사회과교육 관련 연구의 동향 -2000년대 ‘시민교육연구’와 ‘사회과교육’ 학회지를 중심으로-" 한국사회과교육학회 41 (41): 1-20, 2009

3 손병노, "미국 사회과교육계의 근황:교육과정 논쟁" 9 : 23-36, 1997

4 이태진, "공정사회를 위한 친서민 정책 개선 방안" 한국보건사회연구원 2011

5 Evans, R.W., "Thesocialstudieswars:whatshouldweteachthe children" TeachersCollegePress 2004

6 Massialas,B.G., "Theinevitabilityofissue-centereddiscourseinthe classroom" 80 (80): 173-175, 1989

7 Evans, R.W., "ThehopeforAmericanschoolreform:Thecoldwar pursuit of inquiry learning in social studies" Palgrave Macmillan 2011

8 Nelson,J., "Thehistoricimperativeforissues-centered education, In Handbook on teaching social issues" NationalCouncilfortheSoci Studies 14-24, 1996

9 Evans,R.W., "The tragedy of American schoolreform: How curriculum politics have diverted us from democracy" PalgraveMacmillan 2011

10 Hunt,M.P., "Teachinghighschoolsocialstudies: problemsin reflectivethinking and socialunderstanding(2nd ed.)" Harper& Row 1968

11 Evans, R. W., "Teaching social issues: Implementing an issues-centered curriculum, In The social studies curriculum: purposes,problems,and possibilities" StateUniversityofNew YorkPress 197-212, 1997

12 Oliver,D.W., "Teaching public issuesin the high school" HoughtonMifflin 1966

13 Kahne, J., "Teaching democracy: Whatschool needtodo, In Thesocialstudiescurriculum: purposes, problems, and possibilities" State UniversityofNew YorkPress 297-316, 2006

14 Totten,S., "Teaching and studying social issues:Majorprogramsandapproaches" InformationAge 2011

15 Totten,S., "Researchingandteachingsocial issues: The personalstories and pedagogicalefforts of professors of education" LexingtonBooks 2006

16 Ross,E.W., "Introduction:Socialstudiesteachersandcurriculum, In The socialstudies curriculum: purposes,problems, possibilities" StateUniversityofNew YorkPress 1-14, 2006

17 Massialas,B.G., "Inquiry in the socialstudies" McGraw-Hill 1966

18 Ochoa-Becker,A.S., "Democratic education forsocialstudies: An issues-centered decision making curriculum" Information Age 2007

19 Evans, R. W., "Defining issues-centered education, In Handbook on teaching socialIssues" National CouncilfortheSocialStudies 2-5, 1996

20 Schiro,M.S., "Curriculum theory:Conflicting visionsand enduring concerns" Sage 2008

21 Stanley,W.B., "Curriculum forutopia:socialreconstructionism and criticalpedagogy in the postmodern era" State University of New YorkPress 1992

22 Hess,D.E., "Controversyintheclassroom:thedemocraticpowerof discussion" Routledge 2009

23 McNeil,J.D., "Contemporary curriculum: In thought and action" JohnWiley& SonsInc 2009

24 Newmann,F.M., "Clarifying publiccontroversy: Anapproachtosocialstudies" Little,Brown,andCompany 1970

25 Thornton, S. J., "Can history stand alone? Drawbacks and blind spots of a “Disciplinary” curriculum" 112 (112): 2471-2495, 2010

26 Newmann,F.M., "Can depth replace coveragein the high school curriculum" 69 (69): 345-348, 1988

27 최항섭, "2020년 한국사회의 질적수준 제고를 위한 미래연구" 기획재정부 2011