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丁慶姬(Chung Kyung-Hee) 역사교육연구회 2004 역사교육 Vol.89 No.-
This paper tries to expose the ideological conflict that underlay the development of the National History Standards by analyzing the intellectual and political contexts in which the controversy surrounding the creation of the Standards. Backed by national political leaders in the Bush Administration and funded by NEH, the National History Standards Project was launched in 1991. To seek consensus on the teaching of history, the professors and the teachers involved in the project debated some fundamental issues such as the issue of multiculturalism and the primacy of the Western Civilization in the world history. Eventually the National History Standards they proposed were a compromise on the issues of the inclusion of minority contributions in the U. S. history and the place of western civilization in the teaching of world history. Yet before the Standards were released in October 1994, Lynne Cheney, the former director of NEH, denounced the Standards as the product of an academic establishment that rebels in politicized history. She charged the authors of the Standards with political correctness, excessive multiculturalism, and neglecting America"s many heroes and triumphs. For the next eighteen months, the controversy over America"s past raged in the national press, over the airwaves, and in the Congress. With the help of conservative media, and the new Republican majority in the Congress, the conservatives led by Cheney portrayed the writers of the Standards as a band of left-leaning professors with the aim of perverting the minds of America"s youth. To refute this allegation, the NCHS did their best, including to stress that the Standards had emerged through an admirable process of open debate. However, their response was too late and too weak to reverse the damage done by Cheney"s domination of the debate early on. In this analysis both sides which were involved in the Standards controversy were found to have politicized the debate, and as a result, they did a real disservice to the nation. The conservatives claimed that the authors of the Standards politicized history through the Standards. The NCHS made a response that the conservatives had an intention to make the Standards debate a political issue, questioning the timing of Cheney"s attack which was launched just two weeks before the election of November 1994. Regardless of political inclination, both sides believed that the other side is acting according to the political motivation only. Now the battle over the Standards in the ongoing culture wars is over. Neither side achieved victory. The conservatives did not succeed in implementing their reform agenda, and the liberal content of the Standards was repudiated by Congress. The Standards controversy demonstrated that school reform is too important to be made a hostage to the culture wars.
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초등교사의 정서지도 실행 경험과 어려움에 관한 FGI 연구
고경희(Ko, Kyeonghui),정여주(Chung, Yeoju) 학습자중심교과교육학회 2021 학습자중심교과교육연구 Vol.21 No.24
목적 본 연구에서는 초등교사의 정서지도가 어떻게 이루어지고 있는지, 실행 과정에서의 걸림돌은 무엇인지 탐색하고자 하였다. 방법 이를 위하여 학급 담임으로서 생활지도 경험이 있는 초등교사 14명을 대상으로 FGI(Focus Group Interview)를 실시하였다. 4-5명씩 세 집단으로 나누어 한 집단 당 90-120분 정도 인터뷰를 진행하였고, FGI 과정에서 얻어진 자료를 질적으로 분석하였다. 결과 본 연구의 결과로 2개의 대주제, 6개의 중주제, 20개의 소주제를 도출하였다. 정리하면 초등교사는 기대를 가지고 자발적으로 정서지도를 시작하고 있으며 대상과 상황을 고려하여 다양한 활동을 적용하였다. 이러한 정서지도는 정해진 내용과 방법이 없어 적용 상의 불확실성을 안고 있으며 이 과정에서 교사는 시행착오를 겪고 교육과정 계획과 다르게 실행하기도 하였다. 교사들은 그동안의 정서지도 활동을 돌아보며 실행 효과나 활동들에 대해 반성적으로 평가하였다. 실행의 걸림돌로는 시간부족, 학생⋅학부모 비협조 등으로 인한 실행의 어려움, 프레임만 남는 활동, 계획부족, 연속적인 활동 어려움 등의 문제가 있었다. 결론 본 연구에서는 초등교사의 정서지도가 어떻게 이루어지고 있는지를 알아보고 정서지도를 실시할 때 어려움이 무엇인지를 밝혔다. 본 연구에서 드러난 초등교사의 정서지도의 실행 모습, 어려움과 문제 등은 초등교사가 아동의 정서발달을 위한 생활지도나 인성교육을 위한 참고자료로 활용될 수 있으며 초등학교의 정서지도 관련 정책을 구상하는데 기초자료로 활용될 수 있을 것이다. Objectives The purpose of this study was to find out how the emotional guidance of elementary school teachers is being carried out and what are the obstacles in the implementation process. Methods To this purpose, FGI(Focus Group Interview) was conducted for 14 elementary school teachers with experience in guidance as class homeroom teachers. The teachers were divided into three groups of 4-5 teachers. The interview was conducted for about 90-120 minutes, and the data obtained in the FGI process were qualitatively analyzed. Results As a result of this study, 2 major themes, 6 mid-themes, and 21 sub-themes were derived. In summary, elementary school teachers voluntarily start emotional guidance with expectations, and apply various activities in consideration of subjects and situations. Such emotional guidance does not have a set content and method, so there is uncertainty in its application. The teachers looked back on the emotional guidance activities so far and reflectively evaluated the execution effects or activities. As obstacles to engagement, there were problems such as lack of time, difficulties in engagement due to the non-cooperation of students and parents, pretentious activities, lack of planning, and difficulties in continuous activities. Conclusions In this study, we found out how elementary school teachers emotional guidance is being carried out, and revealed what difficulties are encountered when conducting emotional guidance.
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고령화에 관한 마드리드 국제행동계획(MIPAA)과 제2차 저출산ㆍ고령사회기본계획의 비교분석
정경희(Kyunghee Chung) 한양대학교 고령사회연구원 2011 한양고령사회논집 Vol.2 No.1
2002년에 발표된 UN의 고령화에 관한 마드리드 국제행동계획(MIPAA: Madrid International Plan of Action on Ageing, 이하 ‘마드리드 국제행동계획’으로 언급)은 전지구적 현상인 고령화에 대한 국가별 정책적 대응을 마련함에 있어 준거틀을 제공하고 있다. 마드리드 국제행동계획이 제시하고 있는 기본방향과 행동목표 뿐만 아니라 이에 기초하여 지역별로 마련되고 있는 이행전략은 개별국가가 국가별 특성을 반영함에 있어 출발점이 되고 있다. 따라서 국제동향과 지향성에 공유한다는 점에서 우리나라의 고령화에 대한 국가차원의 정책적 대응인 『제2차 저출산ㆍ고령사회기본계획(2011~2016)(이하 제2차 기본계획)』 이 마드리드 국제행동계획과 우리나라가 속해있는 UN-ESCAP에서 제시한 이행전략과의 정합성을 갖고 있는가를 검토하는 것은 의미있는 작업이 될 것이다. 이에 본고에서는 2차 기본계획 중 고령화 관련 주요 내용을 살펴본 후 마드리드 국제행동계획과 UN-ESCAP에서 제시한 이행전략과의 정합성을 검토함으로써 향후 고령화 대응전략을 마련함에 있어 수정ㆍ보완해야 할 점을 도출해보고자 한다. From increasing social and policy concerns on the aging population, the government of Korea in September 2005 enacted Basic Law on Low Fertility and Aged Society Policy. And, based on the law, “Plan for Aging Society and population Policy” for every 5 years are made both at central governmental level and local level. Implementation of the plans of central government and local governments are evaluated annually. However, these attempts are mainly conducted by the examination of national situation and lack international point of view. Therefore, this study aims to review of the 2nd Plan for Ageing Society and Population with the reference of Madrid International Plan of Action on Ageing(MIPAA) This study consists of four parts. The first part summarizes the 2nd Plan for Ageing Society and Population. The second part reviews MIPAA, guidelines for the national implementation of MIPAA, and UN-ESCAP strategy for MIPAA. In the third part, based on the examination of the 2nd Plan for Ageing Society and Population, reviews of the implementation of MIPAA in Korea in terms of policy are conducted. In the forth and last part, implications are suggested.
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정경희(Kyung-Hee Chung) 한국아메리카학회 2008 美國學論集 Vol.40 No.3
The controversy over the Natinal History Standards in America during 1994-5 and the controversy over Korean modern history textbooks in Korea since 2004 assume a very similar aspect in spite of almost a decade's time difference. This study aims to analyze and compare in derail the history education debates in the two countries. First of all, both in America and in Korea the controversy was stimulated by the media, not by the academics Soon, the controversy extended to the legislative body of each country, and sparked intense poltical debates over history education. In January 1995 the United States Senate passed a resolution condemning the National Standards for History as un-American, and the authors of the standards were forced to revise them. In 2004 Korea National Assembly, too moch swayed by the party interests, did not do anything but further polarized the bitter dispute when a conservative Congressman insisted that the narrative of the Korean modern history textbook is overly anti-American and Pro-North Korean Textbook Forum, a group of intellectuals held symposia and published several books including korean Modern History an Alternative Textbook as a counter to the existing Korean modern history textbooks, which were deemed to be left-leaning by the group. However, it was not until the new conservative administration was launched in early 2008 that the revision of korean modern history textbooks saw any progress. Conservatives led by Lynne Cheney criticized the Standards for describing American past "too grim and gloomy" In Korea its modern history textbooks were blamed for narrating Korea's history of recent sixty from negative perspective, while writing that of North Korea as positively as possible. In both countries it was the main issue of the debates that the national history, especially the stories of nation building and the founding fathers were depicted too negatively in the Standards and history textbooks. It is also similar that during the debates both sides condemned that the other sides are politicizing history. Peoples involved in the Standards controversy and Korean modern history textbooks controversy charged that the opposing sides are politically motivated. As a result, the history education became the arena for the ideological controversy. Thus, ironically teachers and students who are directly involved in the issue of teaching and learning were excluded from the debates in both countries. It is noteworthy that the long ideological controversy in both Korea and in America was pressed by the extreme difference of historical recognition between the traditionalists and the revisionists.
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재미한인의 사회경제적 성장 - 그 연구를 위한 이론적 고찰
정경희(Kyung-Hee Chung),이인표(Inpyo Lee) 한국아메리카학회 2004 美國學論集 Vol.36 No.3
For the last forty years Korean-Americans achieved an outstanding socioeconomic development. This paper is an attempt to find theoretical perspectives which can explain the development more properly.<BR> One major approach which analyses Korean immigrants" socioeconomic adjustments to the host society is middleman minority theory. In spite of much criticism against the theory it is still helpful to understand Korean immigrants" concentration in small business and their involvement in racial conflicts with minority customers.<BR> Another useful approach for an analysis of Korean immigrants is the ethnic enclave hypothesis. Several researchers argued that the term ethnic enclave should not be used because of the difficulty of definition and measurement, They overlook the original insights of the hypothesis. The ethnic enclave economies enhance opportunities of ethnic groups within. Also the structuring and impact of ethnic enclaves constitute a core part of the study of the incorporation of immigrant groups.<BR> The middleman minority theory and the ethnic enclave hypothesis, recast to theorise the invisible networks of object/persons expanding across space will be the basis for the research of Korean-American society.
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일본어가 능숙해지는 것」을 목표로 하는 교육으로부터「자신의일본어」를 육성하는 교육에 -수업 실천을 통해서 보여진 학습자의 「일본어」관의 변화로부터
정경희 ( Kyung Hee Chung ) 한국일어교육학회 2011 일본어교육연구 Vol.0 No.20
本稿は、學習者が「自分の日本語」をどのように捉えているのかが見られ、なおかつ、その「日本語」についての學習者各各の意識の變化が見られた實踐の報告から、「日本語が上手になる」ことの意味、日本語敎育の目指すこととは何かを論じたものである。從來の日本語敎育においては、日本語敎育の中心課題は「日本語を敎えること」にあり、何をどう敎えるかという議論が多くなされてきた。また、「日本語が上手になること」とは、コミュニケ―ション能力の育成であり、そのために社會文化能力を育てればいい、自然なコミュニケ―ション、円滑なコミュニケ―ションとはこういうものなのだという常識化された考えであるといえよう。しかし、學習者が見出した「日本語が上手になること」には、學習者が感じる「成長」の意味が語られていた。また、日本語學習者には、あるときは「外國語としての自分の日本語」、あるときは自分の氣持ちを表せる「自分だけの日本語」が混在していることが明らかになった。そして、「自分の日本語」を育める日本語敎育の必要性が示唆されている。人が考え、話すことが「生きること」に繫がっているように、日本語を通して考え、話すときもまた、彼らにとって自らの「生きる力」に繫がるものでなくてはならない。その日本語を筆者は「自分の日本語」であると言いたい。
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