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2021 Vol.29, Issue 2 Preview Page

Research Article

May 2021. pp. 19-32
Abstract
The South Korean government has recently announced a policy agenda in which democratic citizenship education newly emerged as a vehicle for Korean society to become more inclusive. This study theoretically examines the meaning of inclusive geography education for democratic citizenship in schools. The approaches to the assumption, the subject, and the direction of inclusion are particularly examined for this inquiry. By drawing on literature on political philosophy, citizenship education, and geography education, this study critically problematizes whether the traditional understanding of inclusion in school geography may impair the development of students’ democratic citizenship. Instead, this paper argues that, by underpinning the premise of inclusion as a political process, inclusive school geography should become a political stage in which the existing orders of the world can be critically disrupted. For re-inventing inclusive school geography, this study ends by suggesting some concrete curricular ideas.
최근 한국 정부는 보다 포용적인 한국 사회로의 이행을 위해 학교 민주시민교육의 활성화를 국정 과제로 선정하였다. 본 연구는 민주 시민성을 지지할 수 있는 포용적 학교 지리교육의 의미를 이론적으로 탐색하는데 있다. 이를 위해 본 연구는 민주주의의 핵심 가치로서 평등의 실질적 실현 여부에 주목한다. 평등의 전제, 대상 및 방향이라는 측면에서 정치철학, 시민교육 및 지리교육 연구에 대한 검토를 바탕으로, 본 연구는 기존의 학교지리가 ‘나’ 중심의 구심성을 전제로 한 동화적 포용을 통해 포스트 민주주의 질서를 강화할 가능성을 제기한다. 그 대신 필자는 정치성, 혁신성의 공간으로서 포용적 지리교육으로의 전환을 주장한다. 끝으로, 본 연구는 새로운 지리교육을 위해 교육과정 개정 시 고려할 몇 가지 요소들을 제안한다.
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Information
  • Publisher :The Korean Association Of Geographic And Environmental Education
  • Publisher(Ko) :한국지리환경교육학회
  • Journal Title :The Journal of The Korean Association of Geographic and Environmental Education
  • Journal Title(Ko) :한국지리환경교육학회지
  • Volume : 29
  • No :2
  • Pages :19-32
Journal Informaiton The Journal of The Korean Association of Geographic and Environmental Education The Journal of The Korean Association of Geographic and Environmental Education
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