교육정책 분석을 위한 방법론 탐색: Fairclough의 비판적 담론분석

손흥숙 한국교육학회 2013 敎育學硏究 Vol.51 No.1

Fairclough의 비판적 담론분석 기법은 교육정책의 담론과 사회와의 관계를 보다 구체적이고 상세하게 읽어내는 데 유용한 연구방법론이다. 그럼에도 불구하고 국내 교육정책 분석에서 Fairclough의 비판적 담론분석 방법이 활발하게 활용되지 않고 있다. 그것은 Fairclough의 비판적 담론분석 방법이 교육정책을 분석하기 위한 도구로서 체계적으로 소개되지 않았기 때문이다. 따라서 이 연구는 한국 교육정책의 비판적 담론분석의 활성화를 위한 하나의 일환으로서, 정책 텍스트 분석 사례를 바탕으로, Fairclough의 비판적 담론분석 방법의 체계적인 분석 단계를 상세하게 소개하는 것을 목적으로 하였다. Fairclough의 비판적 담론분석은 비판적 담론분석의 한 갈래이며, 1990년대 이래로 발전해 오고 있다. 2000년대에 들어, Fairclough는 1단계 기호학적 사회문제 찾기, 2단계 사회문제 분석, 3단계 사회문제와 사회체제와의 관계 분석, 4단계 정책의 긴장, 모순, 간격 분석, 그리고 5단계 연구의 비판적 숙고 등의 5단계의 분석틀을 제시하였다. Fairclough의 비판적 담론분석은 한국 교육정책의 담론과 사회적 의미 사이의 관계뿐만 아니라 교육정책에서의 권력관계와 이데올로기의 영향을 밝히고자 할 때, 그리고 궁극적으로 진보적 사회변화를 위한 과학적 근거를 모색하고자 할 때 유용하게 활용될 수 있다. 한국의 교육정책 연구가 ‘정책을 위한 연구’에 집중되어 있는 실정에서, 한국 교육정책의 비판적 담론분석의 활성화는 ‘교육정책에 대한 연구’의 활성화에도 중요한 역할을 할 것으로 기대한다. 다만, Fairclough의 비판적 담론분석의 한계를 극복하려는 노력도 함께 이루어져야 한다. Fairclough’s critical discourse analysis is useful to explain and interpret the relationships between education policy discourse to the social meanings. Nevertheless, Fairclough‘s critical discourse analysis has not been actually vastly underutilized in Korean education policy analysis. This study starts in the critical mind that Fairclough‘s critical discourse analysis has not been introduced as research method of education policy. Thus this study is focus on the introduction of Fairclough's critical discourse analysis as one of the research methods of education policy. Fairclough's critical discourse analysis has developed as one of the critical discourse analysis approaches since 1990s. By 2000s, Fairclough introduced an analytical framework of 5 stages: stage 1: A social problem in its semiotic aspect, stage 2: Identify obstacles to it being tackled, stage 3: Does the social order 'need' the problem? stage 4: Possible ways past the obstacles, stage 5: Reflection on the analysis. Fairclough analysed the Green Paper on Welfare Reform to show how to use this analytical framework. Fairclough's critical discourse analysis is appropriate for critical policy analysis because it allows a detailed investigation of the relationships of policy discourse to social processes, power and ideology. Education policy analysis has been concentrated in 'the study for policy' in Korea. I expect that Fairclough‘s critical discourse analysis plays a role stimulating 'the study of policy'. But we also must try to get over limits of Fairclough‘s critical discourse analysis.

비판적 담화분석을 활용한 읽기 교육 연구

김유미 ( You Mi Kim ) 한국독서학회 2014 독서연구 Vol.0 No.33

본 연구의 목적은 고등학생 학습자의 기능적 문식성(functional literacy)과 비 판적 문식성(critical literacy)을 균형 있게 신장할 수 있는 비판적 읽기 교육의 내용 및 방법을 고안하는 것이다. 현재의 비판적 읽기 교육은 국어교육 초기 에 비해 외연이 확대되었음에도 불구하고 여전히 글을 읽고 내용의 타당성 이나 표현의 효과성, 자료의 적절성 등을 평가하는 기능 중심의 활동이 주된 교수.학습 내용으로 다루어지고 있다. 최근 들어 비판적 문식성 교육을 위한 연구가 활발하게 이루어지고 있으나 연구의 결과가 원리나 방향 제시 수준 에 머물러 있으며 체계적이고 구체적인 교육 내용 및 방법은 제시되지 못하 고 있는 실정이다. 본 연구에서는 이러한 문제점을 해결하기 위하여 비판적 담화분석(Critical Discourse Analysis)의 관점과 방법을 읽기 교육에 활용할 것을 제안하였다. 비판적 담화분석은 담화분석 연구의 한 유형으로서 사회적 권력 남용, 지배, 불평등이 사회.정치적 맥락 속에서 말이나 글에 의해 구현되고 재생산 되고 저항되는 방식을 연구하는, 비판적 사회학의 접근법 중 하나이다. 비판 적 담화분석은 텍스트의 언어적 실현 양상과 사회.문화적 맥락을 관련지어 이해하게 하고 그 속에 담긴 공동체의 가치관이나 사회적 신념 등을 인식하 고 비판하게 함으로써 텍스트와 독자의 인지적 작용에 초점이 맞추어져 있던 비판적 읽기 교육의 내용과 방법을 확대하는 데 도움이 될 수 있다. 이에 연구자는 비판적 담화분석의 개념, 원리, 방법 등을 이론적으로 고찰하 고 이것을 국어교육에서 학습자의 비판적 읽기 능력 향상을 위하여 교육적으로 활용할 수 있는 방안을 모색하였다. 본 연구에서는 비판적 담화분석을 활용한 읽기 교육의 절차를 ‘인식 확장’, ‘비판적 담화분석 실행’, ‘확인 및 내면화’의 3단계로 구안하였다. ‘인식 확장’ 단계에는 ‘언어 사용(읽기)에 대한 인식’과 ‘자기반성적 점검’을, ‘비판적 담화 분석 실행’ 단계에는 ‘언어적 실현 분석’, ‘사회적 맥락 분석’, ‘언어적 실현과 사회적 실재의 연관성 해석 및 문제점 비판’을, ‘확인 및 내면화’에는 ‘분석 결과의 표현 및 확인’과 ‘학습 내용 내면화’를 세부 내용으로 구성하고 각각 에 적합한 교육 방법을 제시하였다. 고안한 교육 내용 및 방법의 효과를 검증하기 위하여 예비 연구에 참가한 81명의 학생들 중 61명을 재선정하여 그들을 대상으로 실험을 수행하였다. 검증을 위한 실험은 61명의 학생들을 세 집단으로 나누어 각기 다른 내용의 수업을 수행하고 그들의 비판적 읽기 결과를 비교하는 방식으로 진행되었 다. 첫 번째 집단에는 비판적 담화분석을 활용한 비판적 읽기 수업을, 두 번째 집단에는 기존의 학습방식에 따른 비판적 읽기 수업을, 세 번째 집단에 는 비판적 읽기와 무관한 외래어 표기법 수업을 수행하였다. 총 3차시에 걸쳐 수업을 진행한 후 학생들에게 동일한 논평을 읽고 분석하고 평가하는 과제를 부여하였다. 그리고 과제 수행 결과에 대한 통계적 분석과 내용 분석 을 하여 비판적 담화분석 활용 학습의 교육적 효과를 검증하였다. The purpose of this study is to devise new contents and methods of critical reading education so that high school students can improve their critical literacy. At present, the critical reading education has mainly centered on those activities aimed at evaluating the validity of contents, effectiveness of expression, appropriateness of materials, etc., while putting a less focus on the context of texts or their ideological characteristics. In this study, however, it is suggested that a principle and method of critical discourse analysis should be also applied to reading education in order to overcome such bias in the current reading education and keep a balance between functional literacy and critical literacy education. In this study, the procedure of such reading education consists of three stages; “expanding recognition”, “practicing critical discourse analysis”, and “ascertainment and internalization” In more detail, the stage of expanding recognition includes “recognition on language use (reading)” and “self-reflective monitoring”. The next stage of practicing critical discourse analysis is composed of “analysis of linguistic realization”, “analysis of social contexts” and “interpretation of connection between linguistic realization and social reality”. And, the last stage of ascertainment and internalization consists of “expression and ascertainment of analysis results” and “internalization of learning contents”. In order to verify the effect of newly devised educational contents and methods, 61 students were selected out of 81 ones who participated in the preliminary study,and the critical reading classes were carried out for them. This test for verification was performed in such a way that those 61 students were divided into three groups to receive different classes from each other. The first group was involved in a reading class using the critical discourse analysis, the second group was placed in a critical reading class according to an existing learning method, and the third group took a spelling class, having nothing to do with the critical reading. After those classes were performed a total of three times, 61 students were given the same articles and asked to analyze and evaluate them. Then, we came to verify the educational effect of using the critical discourse analysis exhibited an educational effect by performing statistical analysis and content analysis on task performance results. As a result of analysis, when reading the article, those students who took the class using the critical discourse analysis were characterized by evaluating the contents, expressions and structures of the article in an overall aspect and criticizing it based on logical and objective grounds. They went so far as to figure out even social cognition embedded in texts by understanding them in social contexts, and express meaning construction in a more logical and systematic way after critical reading. This study is meaningful in that it suggests a detailed method for critical literacy education, which has been actively discussed in recent times. It also has significance in that it analyzed students`` critical reading performance aspects empirically, find out problems, and prepare educational contents based on results. Furthermore, it examined the possibility of using the critical discourse analysis in actual classes, which has emerged as a relatively new field of interest in the Korean language education circles, and applied it to teaching and learning areas, as well.

‘비판적 담화분석’의 국어교육적 적용 - <언어와 매체>의 통합 단원 구성 -

김규훈 ( Kim Kyoohoon ) 한국문법교육학회 2018 문법 교육 Vol.33 No.-

The purpose of this study is to re-conceptualize Korean educational contents based on “critical discourse analysis”, and to make a way to construct an integrated unit of the < Language and Media >. To re-conceptualize Korean educational contents based on critical discourse analysis, this study defines a relativity between critical discourse analysis and Korean education. Critical discourse analysis is a mechanism for securing the “domains integration of the critical acceptance” which is the core thesis of Korean education. So domains integrated contents of the critical acceptance are explored by three elements of critical discourse analysis, “text, discourse practice, sociocultural practice”. As a result, the integrated contents of Korean education based on critical discourse analysis could be set through these three categories, “Inquiring grammatical features constructing meanings of a text”, “Acknowledging text acceptance’s characteristic with intentions of a text producer”, and “Understanding sociocultural contexts mutual building up a text”. On a basis of these arguments, this study constructs an integrated unit of the < Language and Media > applied by critical discourse analysis. First of all, it is revealed that critical discourse analysis and the < Language and Media > share the similar academic character. Especially the fact that a study of critical discourse analysis are accrued from the mass media materials could make the unit construction of the < Language and Media > possible. This study suggests those way on a theme of “critical acceptance of news comments” following by the requirement of the unit construction. Concretely the teaching-learning contents which could do critical acceptance of the public consciousness focusing on the integration of grammar and figuring out the intentions of the comments.

위험사회속 자살기사에 대한 비판적 담론분석: 페어클로(Fairclough)의 비판적 담론분석을 중심으로

조진옥 한국심리학회 2016 한국심리학회지 일반 Vol.35 No.2

This study is an analysis of the present state of affairs about the suicide to be developed and to be carried out to the public induced by the major news media, occurring in present-day society called risk society. Research purpose is to suggest the development of the healthy discourse through an interdisciplinary approach and the establishment of the suicide prevention policy. For the purpose of the analysis, Suicide related articles through the five major daily newspapers were chosen. Text analysis, discourse analysis, and social analysis by the critical discourse analysis of the Fairclough were used. The results indicated that first, discourse on medicine including mental health and treatment for depression was the main issue of the production of discourse by using the text and discourse analysis. As time goes on, policies for social security and suicide occurred with the Social Implication simultaneously. Second, the social analysis showed that monopolistic discourse on medicine without any introspection about the medical problem made the suicide discourses to be fragment. Third, although the changes of government policy and frequent mention of social safety is noted, practical measures for suicide are lacking. And finally, discourse on medicine had a negative impact on the public and social integration through the citizenship investigation for the suicide 본 연구는 위험사회라 불리는 현 사회 속에서 일어나는 자살이 주요 매체를 통해 대중에게 담론으로 형성되고 실천되는 현상을 분석하였다. 이러한 분석은 자살예방과 실질적인 자살 대책 수립을 위한 담론 검토와, 학제 간 건강한 담론 모색을 제안하는데 의의가 있다. 분석을 위해 5개의 주요일간지를 선정하였으며, 이를 통해 검색된 ‘자살’ 관련 기사를 페어클로의 비판적 담론분석의 방법과 과정에 의하여 텍스트 분석, 담론분석, 사회적 분석 과정으로 분석하였다. 본 연구 결과 첫째, 텍스트와 담론분석을 통해 정신건강과 우울증 치료를 필두로 하는 의료담론이 주요 담론생산과 주체자로 분석되었으며, 시간흐름에 따른 안전사회정책이 자살관련 정책과 함께 사회적 함의가 일어나는 것을 살펴볼 수 있었다. 둘째, 사회적 분석에서는 독점적인 의료담론이 의료적 문제점을 성찰하지 않은 체 자살담론을 단편화하는 것을 볼 수 있었다. 셋째, 정부의 정책변화와 함께 안전사회가 거론되고 있지만 실질적인 대책이 부족한 것을 볼 수 있었다. 마지막으로 자살에 대한 시민의식조사 결과를 통해 의료담론이 대중과 사회통합에 미치는 부정적 영향을 살펴볼 수 있었다.

비판적 수학교육 관점에 따른 수학교과서 분석준거 개발: 전문가 델파이 조사를 중심으로

송륜진,주미경 대한수학교육학회 2017 수학교육학연구 Vol.27 No.1

The purpose of the research was to develop an analysis framework for Korean mathematics textbooks from a critical mathematics education perspective. For this, we conducted a comprehensive literature review regarding critical theory, critical education, and critical mathematics education. Based on the literature review, we derived a preliminary framework for textbook analysis. To validate the preliminary framework delphi survey was carried out twice with 21 expert panelists in the field of mathematics education and multicultural education. The first delphi survey was conducted with open-ended questions to investigate diverse opinions regarding educational goals, contents, and teaching methods of critical mathematics education. The second delphi survey was conducted with Likert-type scale and it was analyzed using Mean, Contents Validity Ratio, Degree of Consensus. As the result of the whole research procedures, the final analysis framework was developed consisting of four categories: classical knowledge, community knowledge, communicative knowledge, and political knowledge. A development of the analysis framework from a critical mathematics education perspective could give a significant impact on the mathematics curriculum or mathematic teacher education in the Korea and a meaningful initial step for the effort of practicing critical mathematics education. It is expected that this study could not only incite consideration for the better mathematics education but also expand the prospect of research and practice in mathematics education. This study would provide a new paradigm of future mathematics education with which to teach and guide students to become members of world civil society with mathematical power and critical competency. 본 연구는 비판적 수학교육의 관점에서 수학교과서를 분석하기 위한 분석준거 개발을 목표로 하여 이루어졌다. 이를 위한 첫 단계로서 비판적 수학교육의 이론적 근간이 되는 비판 이론과 비판적 교육이론에 대한 문헌분석을 통해 비판적 수학교육의 철학적, 인식론적 기저를 고찰하였다. 또한 비판적 수학교육에 대한 국내외 문헌을 분석하여 비판적 수학교육의 개념화 논의, 실제 수업사례 등을 종합하여 ‘비판적 수학교육 관점에 따른 수학교과서 분석준거 안’을 구성하였다. 이후 제시한 준거 안에 대한 타당도를 검증하기 위해 전문가 델파이 조사를 실시하였다. 델파이 조사 분석 결과에 따라 제시한 준거 안을 수정, 보완하여 ‘고전적 지식’, ‘공동체적 지식’, ‘대화적 지식’, ‘정치적 지식’ 네 범주로 이루어진 ‘비판적 수학교육의 관점에 따른 수학교과서 분석준거’를 최종적으로 개발하였다.

A Historico-Critical Reappraisal toward a Holistic Shakespearean Criticism: Rereading the Imagery-Analysis of Macbeth

정정호 한국영미문화학회 2012 영미문화 Vol.12 No.3

William Shakespeare(1564-1616) is quintessentially a poet and all his plays are basically poems written in mostly unrhymed iambic pentameter. His plays are full of images, myths, and symbols. We can find various imagery patterns in Macbeth: babies and breast-feeding, sickness and medicine, blood, sleep and sleeplessness, order and disorder, light and darkness. Without any proper analysis and interpretation of imagery clusters in Macbeth, we cannot say that we can understand and appreciate Macbeth fully. The purpose of this essay is to discuss and appraise the merits and demerits of the so-called poetic school of Shakespearean criticism. Our discussion includes major representative imagery critics such as Caroline Spurgeon, G. Wilson Knight, and Cleanth Brooks. It is, however, also necessary that we should duly regard Shakespeare's plays as dramatic works with their own rules and conventions. Macbeth has dual aspect of both drama and poem. We need to revitalize the dynamic powers of drama and poem in Shakespeare's works for the holistic interpretation of Shakespeare as poetic dramatist, and dramatic poet as well. After the age of postmodern theory including poststructuralism, deconstructionism and New Historicism, we need to go back to the old New Critical School of Imagery Criticism in Shakespearean studies to balance and check the rampant sway of theoretical conflicts and contradictions. This essay aims to reach to the critical wisdom that could harmonize and synthesize the old and new ways of reading Shakespeare in the twenty-first century. William Shakespeare(1564-1616) is quintessentially a poet and all his plays are basically poems written in mostly unrhymed iambic pentameter. His plays are full of images, myths, and symbols. We can find various imagery patterns in Macbeth: babies and breast-feeding, sickness and medicine, blood, sleep and sleeplessness, order and disorder, light and darkness. Without any proper analysis and interpretation of imagery clusters in Macbeth, we cannot say that we can understand and appreciate Macbeth fully. The purpose of this essay is to discuss and appraise the merits and demerits of the so-called poetic school of Shakespearean criticism. Our discussion includes major representative imagery critics such as Caroline Spurgeon, G. Wilson Knight, and Cleanth Brooks. It is, however, also necessary that we should duly regard Shakespeare's plays as dramatic works with their own rules and conventions. Macbeth has dual aspect of both drama and poem. We need to revitalize the dynamic powers of drama and poem in Shakespeare's works for the holistic interpretation of Shakespeare as poetic dramatist, and dramatic poet as well. After the age of postmodern theory including poststructuralism, deconstructionism and New Historicism, we need to go back to the old New Critical School of Imagery Criticism in Shakespearean studies to balance and check the rampant sway of theoretical conflicts and contradictions. This essay aims to reach to the critical wisdom that could harmonize and synthesize the old and new ways of reading Shakespeare in the twenty-first century.

Application of Fault Tree Analysis in Supervising Critical Control Points of Spray Dryer

Bao Han 보안공학연구지원센터 2014 International Journal of Control and Automation Vol.7 No.12

FAT (Fault tree analysis) of drying processing was performed to investigate the causes for faults in equipments management. The causes were deductively identified as the events causing every possible hazard by constructing a fault tree. The fault tree was constructed in a hierarchical structure with a single top event fault, four intermediate event faults, and eight basic event faults connected by a Boolean AND gate, or an OR gate. Qualitative analysis of the fault tree yielded minimal cut sets, structural importance, and common cause vulnerability. Quantitative analysis of the fault tree yielded simulation of final top event fault, cut set importance, item importance, and sensitivity. Basically, these factors were a measure to represent the priority order of the basic events causing the top event. The priority order of these basic events was consistent between qualitative and quantitative analysis. Therefore, the FTA, with qualitative and quantitative analysis, was a good alternative approach to fault analysis in spray dryer, and it also could be further used to the analysis of critical control points..

王雅玄의 사회과 교과서에 대한 비판적 담론분석(CDA) 모형 연구

이가기,김복영 한국홀리스틱융합교육학회 2019 홀리스틱융합교육연구 Vol.23 No.3

The study of textbook research has always been a hot issue of common concern in all countries of the world. The value of textbook research lies not only in the quality of textbooks, but also more important in improving the critical ability of textbook users. At present, the widely used textbook research methods mainly include quantitative content analysis, qualitative content analysis, and description and interpretation analysis, but these lack the rationality basis of methodology and theory. Therefore, the methodology of textbook analysis has become a vacant area in curriculum research around the world. As a special analysis method of ideology, Critical Discourse Analysis (CDA) can reveal the implicit ideology in textbooks and provide a reasonable methodological basis for textbook analysis. Also it opens a new perspective for textbook analysis. This thesis selects the CDA model of the social studies textbooks of the Chinese Taiwan scholar Wang Yaxuan. This model combines the qualitative content analysis and critical discourse analysis with detailed steps and methodological explanations. Currently, the model has been fully recognized in mainland China and Taiwan. Both China and South Korea are deeply influenced by Confucian culture in the process of historical development. The education of the two countries also has a similar development background and development process. Therefore, it is helpful to use this model to analyze the ideology and cultural context hidden in Korean social studies textbooks. In order to provide a useful analytical model, this thesis analyzed and explained the CDA model of Wang Yaxuan's social studies textbooks in Taiwan.

문법교육과 비판적 담화분석의 접점 모색 - 텍스트 분석 요소에 대응하는 문법교육 내용 구성 방향 -

김효연,김규훈 한국문법교육학회 2022 문법 교육 Vol.44 No.-

The purpose of this study is to find out the nexus of grammar education and critical discourse analysis(CDA), especially to make a way for construction of grammar educational contents responding to the text analysis elements of critical discourse analysis. CDA is a kind of discourse analysis studies to find out the multi-layered meaning of discourses in society with a linguistic analysis. Particularly, CDA has the text-orients which lays emphasis on a description of the text analysis elements for explaining the discourse practice and the socio-cultural practice. But many studies about CDA in Korean language education, being studied relatively and actively so far, are lack of the text-orients of CDA. The text analysis elements of CDA, that is, grammar educational contents about the linguistic features to construct social meanings of the discourse, have to be considered for applying CDA to Korean language education reasonably. So this study would figure out the text-orients of CDA, extract the text analysis elements from domestic CDA researches, and suggest the contents system of grammar education responding to the text analysis elements.

코퍼스를 이용한 담화 분석 방법론

신서인 한국어의미학회 2017 한국어 의미학 Vol.55 No.-

This paper aims to examine the methodology of corpus-assisted discourse analysis. Methodologically, corpus linguistics is frequently criticised for its tendency to disregard context, while the major criticism of CDA(critical dicourse analysis) is its arbitrariness in selecting texts to be analysed. Combining the two approaches can offer a way to overcome the weaknesses of each method and enhance analytical rigour. In this paper, collocational analysis, cluster analysis, and concordance analysis are applied to the corpus of newspaper articles on distribution. The collocational and cluster analyses are effective for processing a large amount of data and extracting recurring patterns in which specific words are used. They further provide the starting point of the concordance analysis, which allows a qualitative look into the context that is difficult to observe in the collocational analysis. The combined methodology has proven to be useful in revealing the intention of the usage of specific words or phrases, and shown how corpus analysis can contribute to discourse analysis.