활동이론을 통한 마을교육공동체 분석

A Case Study on a Foundation of Building Village Based Education of Community by the Activity Theory

본 연구는 교육적 한계 상황을 극복하기 위해 교육혁신의 요구에 따라 나타난 마을교육공동체를 Engeström의 활동이론을 통해 활동의 갈등과 모순을 분석하였다. 본 연구의 연구 참여자는 G시 N구 M동에서 이루어지는 마을교육공동체 활동에 참여하는 참여자와 공동체이다. M동 마을교육공동체 활동체제 구성 요소 간의 상호작용 과정 속에서 나타난 다양한 갈등과 모순을 다음과 같이 정리하였다. 첫째, 마을교육공동체 활동의 주체인 학생, 교사, 학부모들이 가지고 있는 마을교육공동체 활동에 대한 인식이 부족하다. 둘째, 마을은 시청과 교육청에서 마을교육공동체 활동에 대해 눈에 보이는 성과를 요구하는 것에 대한 부담을 느낀다. 셋째, 마을교육공동체 활동에 대해 관련 주체들 간의 목표나 기대결과가 다르다. 넷째, 마을교육공동체 공모 사업에 대한 마을이 느끼는 행정적 절차의 어려움과 활동을 위한 지원체제의 부족함이 있다. 다섯째, 마을교육공동체 활동의 지속가능성에 대한 불안함이 있다.

This study analyzed the village based education which is introduced into the educational practice to provide student with outside school experience. The main purpose of this study was to explore constituents of the activity system of the village based education in M county and various contradictions within it. The subjects in this study were the participants and community involved in the village based education activities in M county of G city. The constituents and the interactions within the activity system were analyzed by in-depth interviews, participant observation, and the relevant literature. The results of this study showed that the M county village based education had many contradictions in relation to interactions of activity system. The summary of the five aspects of contradiction was as follows. First, the students, teachers and parents who are the subjects in the village based education had lack of awareness about the village based education activities. Second, the village had feeling of pressure about the visible success of the village based education activity that demands set by City Hall and the Office of Education. Third, the subjects participating in village based education activity had different goals and expectations. Fourth, In the village based education public participation, the village activists had difficulties in administration process and had lack of system to support their activities. Fifth, the participants were not sure that sustaining the village based education in the long-term.