“교실붕괴” 이후 신자유주의 교육담론의 형성과 그 저항 - 홈스쿨링에 관한 담론분석을 중심으로 -

다국어 초록 (Multilingual Abstract)

This research aims to analyze homeschooling reports in main newspapers for revealing how
'education' discourse has been formed in the aftermath of 'Classroom Collapse', and what its
formation has meant in this particular historical juncture of Korean society. For this purpose, I
adopted Fairclough's method of Critical Discourse Analysis, with a viewpoint of Wittgenstein's
Sprachspiel and Foucault's discourse. The research result is as follows: After homeschooling discourse
obtained its semantic space as 'getting out of prison' with 'Classroom Collapse' discourse, it has
been bifurcated into 'Individual's right to choose education' and 'Communitarian social movement'.
Through differences in their contents and in the discursive devices of grammar and register, the
former has been specified as a professional-centered liberal movement, whereas the latter as a
layman-centered new social movement. Intertextually, the former has been connected with a diversity
of methods for 'excellence', but the latter with a diversity of values for 'autonomy' and 'community'.
Also, through the difference in genre and style, the readers of the former has been positioned as
'clients' who choose and consume the given 'prescriptions', while those of the latter as 'participants'
who are invited to the struggle and conflict in the 'reflexive' narrative. The formation of these
contrasting discourses reveals how liberal educational fever has been in danger of being encompassed
into neoliberal power and discourse, and in what form the resistance has been made against this.