다문화 사회 교사교육과 안전한 공간(Safe Space)의 이중성: 예비교사의 성소수자 인권 수업 실천 경험에 관한 사례연구1) = Unpacking the Tension of Safe Space in Multicultural Teacher Education: A Case Study of Pre-service Teachers' Lesson Practice on LGBTQ+ Human Rights

다국어 초록 (Multilingual Abstract)

Education on sexual minorities is a crucial aspect of fostering inclusivity in a multicultural society. However, in Korea, where heteronormative discourse remains dominant, education on this subject is still insufficient. This study examines the role of teacher education in addressing the human rights of sexual minorities, emphasizing the dual nature of teacher training and the concept of Safe Space. By analyzing the experiences of prospective teachers as they planned, implemented, and reflected on lessons about sexual minorities, this study explores the challenges they encountered, including knowledge gaps, conflicts with societal norms, and reliance on safe spaces. While these teachers-in-training aimed to promote awareness of discrimination and human rights, they also faced moments of crisis that led to deeper reflections on oppression and power structures. The findings highlight the need for teacher education that actively challenges dominant power relations, moving beyond symbolic inclusion toward critical engagement with issues of discrimination and justice. This study further examines the balance between safe spaces as sites of protection and spaces for critical discourse, offering future directions for multicultural education that empower educators to facilitate transformative and justice-oriented learning environments.