장소 기반 어린이 시민성 함양의 가능성 탐색: 학교 내 제3장소를 중심으로 = An Exploratory Study on Place-Based Children's Citizenship: Focused on The Third Place in School

다국어 초록 (Multilingual Abstract)

This study explores the relationship between children’s citizenship and space with intent to seek a third place in school viable for their citizenship development. To that end, this study examines the concept of children’s citizenship and investigates the significance of relevant space and a third place in school. Based on the results, this study uses Moore & Young’s framework for spatial experience domains to shed light on the significance and potential of a third place in school as the space for developing children’s citizenship. The findings of this study highlight the following. First, from the perspective of physiography, given that a third place in school provides children with an opportunity for experiences as citizens and that children are engaged in discovering or making a third place, a third place in school has the potential to manifest citizens’ rights and obligations to the space they occupy. Second, as a social space a third place enables children to build rapport and interact with others, and empower them as citizens with communication or community competencies. These findings suggest the experience in a third place can exert influence on children in a way that they will grow into active citizens engaging in the subjects or issues of their community. Lastly, as an inner space, a third place allows children to feel a sense of belonging, whereby they can have identity as community members. As a follow-up to the study on a third place for children in everyday living space, this study opted for a literature review. Despite its limitations in terms of proposing specific methods of teaching citizenship, this study lays the theoretical foundation for future action research and is meaningful in that it explores the viability of place-based citizenship development in children.