한국 고등교육 맥락에서의 사회정의교육 실천과 갈등의 교육적 의미: 두 대학 교수자의 협력적 자문화기술지 = Enacting Social Justice Education Through Understanding the Educational Meanings of Conflict in Higher Education: A Collaborative Autoethnography of Two Instructors

다국어 초록 (Multilingual Abstract)

This study examines how Social Justice Education is enacted and experienced in Korean higher education through a collaborative autoethnography conducted by two university instructors. Against the backdrop of deepening inequality and discrimination across multiple social dimensions, the instructors reflected on their pedagogical practices while teaching Social Justice Education–oriented courses in graduate programs with different student profiles. Using classroom discussion records, reflective journals, online exchanges, and instructional materials, their joint inquiry yielded three central insights. First, Social Justice Education operated not merely as content delivery but as a process in which the ignorance, privilege, and biases of both instructors and students became visible, prompting shifts in how inequality is understood. Second, recurring tensions—such as denial of discrimination statistics, defensive responses to gender inequality, narrow interpretations of positionality, and the impulse to recognize only “clear victims”—highlighted the challenges of fostering meaningful critical engagement, yet also enabled deeper recognition of structural discrimination. Third, variation in students’ positionalities, the temporal constraints of a single semester, and paradoxes in minority-related policies revealed that effective Social Justice Education requires institutional support beyond individual pedagogical efforts. The study concludes that discomfort and conflict are not indicators of failure but essential learning moments that broaden the horizons of Social Justice Education.