“그건 남자들 놀이야”: 만 5세 여자유아들의 대립적 젠더구성에 관한 사례연구

국문 초록 (Abstract)

본 사례연구는 유아교육기관의 만 5세 여자유아들이 이분법적 젠더체제 내에서 구성한 (남자유아와) 대립적인 젠더를 탐색하는 것을 목적으로 한다. 이를 위해 한 학기 동안 서울에 소재한 사립 유치원의 한 학급에서 참여관찰, 음성녹음, 면담과 연구자저널을 통해 질적 자료를 수집했다. 연구결과는 여자유아들이 두 개의 젠더범주 한 쪽에 자리매김하면서 이분법적 젠더체제가 규정하는 협소한 방식으로 젠더를 구성하고 있음을 보여준다. 구체적으로 여자유아들은 젠더 경계선을 중심으로 분리된 공간을 사용하고 놀이주제 혹은 놀잇감에 대한 젠더화된 선호를 보이며 남자유아와는 대립적 젠더를 구성했다. 또한 이들은 두 범주 사이의 모호한 젠더를 구성하는 또래를 대상으로 범주유지 작업(Davies 2003)을 벌여 교실에서 이분법적 젠더체제가 유지될 수 있도록 했다. 본 연구의 결과는 유아교육 기관에서 양성평등적 가치를 실현할 수 있는 새로운 방안에 대한 논의를 활성화할 수 있을 것이다.

다국어 초록 (Multilingual Abstract)

By conceptualizing gender as a social construction, this study is to explore Korean girls' constructions of oppositional gender in a kindergarten class for 5-year-olds, located in Seoul. For doing this, I collected and analyzed the four sets of qualitative data (fieldnotes from participant observation, audiotapes, interviews and research journals). The findings illustrate that the girls constructed themselves as oppositional beings against boys by correctly positioning themselves within the gender binary. The girls occupied separate space from boys, made gendered choices in indoor free-choice activity, and categorized play themes and/or materials according to gender. Ambiguous or vague positions between the binary categories provoked category maintenance work in the research setting. By participating in category maintenance work, the girls normalized and legitimized themselves as separate, distinct, and even oppositional beings from boys.

목차 (Table of Contents)

• Ⅰ. 서론
• Ⅱ. 연구방법
• Ⅲ. 결과
• Ⅳ. 결론 및 제언
• 참고문헌
• Abstract

참고문헌 (Reference)

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