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2024 Vol.32, Issue 4 Preview Page

Special Issue

Reframing Geography Education in Schools within a Geopolitical Context
- Shifting from Geography’s ‘Power’ to the ‘Freedom’ of Geography -

지정학의 시대 지리교육의 새 방향
- 지리의 ‘힘’에서 지리의 ‘자유’로 -

김갑철

Gapcheol Kim

대구교육대학교 사회과교육과 조교수
Assistant Professor, Department of Social Studies Education, Daegu National University of Education
30 November 2024. pp. 47~62
PDF Citation
Abstract
The recent surge in geopolitical publications, characterized by clear reasoning and engaging narratives, has sparked a global rise in public interest in geopolitics. With the 2022 Revised Geography Curriculum in South Korea newly incorporating geopolitics, questions about how to effectively teach this subject in schools have become a central concern for geography educators. Critics warn, however, that this new content risks falling into the trap of ‘learnification,’ prioritizing curricular efficiency over addressing educational purposes. This study examines what constitutes an educationally meaningful approach to teaching geopolitics in school geography and proposes specific strategies for its implementation. Drawing from educational philosophy, curriculum studies, and geography education literature, the study conceptualizes geopolitics lessons as fostering students’ subjectification within a framework of epistemic justice. It also emphasizes critical inquiry as a practical approach and presents a case study titled ‘Rewriting the Power of Geography’. Ultimately, the study advocates for a paradigm shift from focusing on geography’s ‘power’ to exploring its ‘freedom,’ offering a foundation for teaching geopolitics in ways that align with educational purposes.
Keywords
Geopolitics lesson
subjectification
geography education
rewriting the Power of Geography
critical inquiry
최근 국제 사회의 다양한 지정학적 이슈를 설명해 주는 지정학 출판물이 급증하면서 전세계적으로 지정학에 대한 대중의 관심이 증가하고 있다. 이러한 맥락에서, 한국의 2022 개정 지리교육과정은 지정학과 관련된 내용을 새롭게 강조하고 있으며, 지정학을 학교지리에서 어떻게 접근할 것인가는 한국의 지리교육 관련 전문가들 사이의 주요 관심사로 급부상하고 있다. 하지만, 많은 비판 교육학자들은 지정학과 같은 새로운 교육 내용의 도입이 본질적인 교육 질문들에 대한 고려보다는, 주어진 교육과정 내용 및 이에 대한 학생들의 학습 효율성 향상 자체에만 매몰된 이른바, ‘학습주의’는 아닌지를 우려한다. 이에, 본 연구의 목적은 학교 지리교실에서 ‘교육적’으로 의미있는 지정학 수업의 의미와 방향성은 무엇이며 나아가, 이러한 새로운 지정학적 수업을 지리교실에서 실천할 수 있는 구체적 방안을 제시하는 데 있다. 교육철학, 교육과정, 지리교육 분야의 연구를 참고하여 본 연구는 우선, 인식론적으로 정의로운 지리교육 환경에서 학생들의 주체되기를 고무시키는 지정학 수업을 교육적인 것으로 개념화한다. 이어서, 교육적 지정학 수업을 지원할 방법으로 비판적 탐구에 주목하고, 이를 적용한 설계 사례인 ‘지리의 힘 다시 쓰기’를 소개한다. 끝으로, 본 연구는 교육적 지정학 수업은 대중적 담론인 지리의 ‘힘’에서 지리의 ‘자유’로의 전환을 통해 가능함을 강조하면서 끝맺는다.
키워드
지정학 수업
주체화
지리교육
지리의 힘 다시 쓰기
비판적 탐구
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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 : 32
  • No :4
  • Pages :47~62
  • DOI :https://doi.org/10.17279/jkagee.2024.32.4.47
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