[2판] 홈스쿨링을 만나다 > 교육학

우리는 아이들에게 ‘불안’이 아니라 ‘여유’를 체험하도록 하고 있는가? 아직 오지 않은 미래 진로와 디스토피아적 미래사회에 대한 준비를 강요하면서 아이들의 현재가 ‘불안’에 잠식되도록 하는 것은 아닌가? 그리하여 아이들로 하여금 그 불안에서 자신을 보호하고자 넓은 세상을 만나려는 ‘유목(遊牧)’보다 ‘단절’을 택해 현재, 여기의 자신에 만족하는 방어기제를 체득하도록 하는 것은 아닌가? 나와 다른 이들과 부딪쳐 나를 ‘초월(超越)’하려고 하기보다 차이를 회피하는 ‘고립’을 택하도록 하는 것은 아닌가? 세상과 나를 함께 바꾸어 나가는 능동적 삶을 향유하기보다 주어진 안전함에 매몰되어 수동적 삶에 만족하도록 하는 것은 아닌가?
이 책에서 제기하는 위와 같은 질문은 홈스쿨링을 통해서 읽게 된 삶과 교육의 딜레마적 상황이 ‘그들의’ 문제만이 아니라 학교에 아이를 보내는 ‘우리의’ 문제이기도 하다는 점에서 더욱 심각하다. 최근의 학교혁신의 흐름은 얼핏 보면 자율과 통합을 강조하며 학생들에게 여유와 유목, 초월과 능동을 체험하도록 하는 것처럼 보이지만 실상은 그렇다고 자신 있게 말하기 어렵기 때문이다. 그것은 아이에게 자율과 통합을 강조할 뿐, ‘어른’으로서 부모와 어른들이 해야 할 몫이 무엇인지 모르거나 오해하고 있는 경우가 있기 때문이다. 아이들의 ‘자율’은 진공 속에서 형성되지 않는다. 아이들의 삶과 교육의 ‘통합’은 그 자체로는 방향이 없다. 그렇다면, 어른의 몫은 무엇인가? 그 답을 다 알 수는 없지만 “가르치지 않지만 가리킨다”, “내가 변해야 아이도 변한다” 등 이 책에서 그려내는 부모들의 깨달음은 그것을 가늠하게 한다. 나는 내 삶을 통해 어디를 “가리켜야” 할 것인가? 즉, 내가 살아가는 현재는 어떤 미래를 열어 밝힐 것인가? 그 밝혀진 전망에 힘입어 아이들은 자신의 삶을 펼쳐나갈 것이다.

목차

2판에 부쳐_10년이라는 시간의 두께 위에서 ······························3
감사의 말_고마운 인연들 ···················································7
추천의 말_다르지만 같기도 한 선택_교육의 눈으로 ······················9
_홈스쿨링, 저항의 몸짓에 관한 보고서 ························13

들어가는 말_왜 홈스쿨링인가? ································19
1. 학교의 위기, 교육의 위기 ·····································22
만민교육 혹은 만민소외_근대 교육제도로서의 학교 ··········22
학교로부터의 탈출 ··············································27
홈스쿨링, 언스쿨링, 아웃스쿨링 ·······························32
2. 홈스쿨링과 만나다 ··············································38
가정에서 발견한 학교의 체험 형식 ····························39
나와 홈스쿨러 그리고 생활세계 ································44
3. 홈스쿨링을 이해하는 도구들 ··································50
담론과 체험 ·····················································50
배치_체험 형식을 분석하는 개념 도구 ························55
문화와 교육_배치를 해석하는 두 형식 ························58
연구_찾고 찾고 또 찾기 ········································67

1장 홈스쿨링 가족들을 만나다 ································71
1. 일곱 가족 이야기 ···············································75
제현이네_원칙 ···················································75
혜정이네_자립 ···················································84
지훈이네_행복과 자유 ··········································93
기철이네_과정 ··················································103
구름이네_공동체 속의 자율 ···································113
슬기네_자기 알기 ··············································121
요한이네_성경에 기초한 교육 ·································131
그 밖의 가족들 ·················································143
2. 홈스쿨링 가족의 특징과 유형 ································154
홈스쿨링 가족의 특징 ·········································156
홈스쿨링의 유형 ···············································164

2장 홈스쿨링의 두 갈래 길 ····································179
1. 시간 ·····························································184
여유 ·····························································185
불안 ·····························································195
2. 공간 ·····························································205
유목 ·····························································207
단절 ·····························································220
3. 관계 ·····························································230
초월 ·····························································232
고립 ·····························································247
4. 활동 ·····························································259
능동 ·····························································260
수동 ·····························································273

3장 홈스쿨링의 가능성과 한계 ·······························283
1. 경계 허물기 ····················································286
시간 차원_여유와 불안 ········································287
공간 차원_유목과 단절 ········································294
관계 차원_초월과 고립 ········································299
활동 차원_능동과 수동 ········································305
2. 자율과 통합 ····················································312
자율_실존에 의한 자율과 생존을 위한 자율 ·················313
통합_주체적 통합과 소외적 통합 ·····························320

나오는 말_끝나지 않은 인연 ··································327
7년 동안의 인연 ···············································329
삶의 구조적 딜레마 ············································333
이어지는 인연_하나 ············································337
이어지는 인연_둘 ··············································344
그리고 다시 만난 사람들 ······································348

참고문헌 ························································360
찾아보기 ························································369

저자소개

서덕희 고양시 주엽고등학교 교사
서울대학교 교육학과 교육인류학전공 석/박사
서울대학교 BK 아시아태평양교육발전연구단 연구원
서울대학교 BK 역량기반교육혁신연구단 연수연구원
한국교육개발원 교육안전망지원센터 연구위원대우
삼성희망네트워크 이사
현) 조선대학교 교육학과 부교수
삼성꿈장학재단 전문위원
이주배경청소년지원재단 전문위원
한국교육인류학회 편집위원
한국교육사회학회 편집위원
교육부 교육정책자문위원
저서) 한국의 다문화주의(공저, 이매진)
다문화사회와 교육(편저, 교육과학사)
내 안의 디아스포라(교육과학사)
논문) ‘문화’없는 다문화교육을 넘어서(교육학연구)

등록된 사용후기

사용후기 쓰기 새 창 더보기

사용후기가 없습니다.

등록된 상품문의

상품문의 쓰기새 창 더보기

상품문의가 없습니다.

배송

30,000원 이상의 주문시에 배송료는 무료이며, 30,000원 미만시 배송료는 2,500원 입니다. 
입금확인일 이후 2~3일 안에 물품을 받아보실 수 있으며(일요일, 공휴일 제외) 산간 도서 지방일 경우 1~2일정도 지연될수 있습니다.
 

교환

* 사전 연락을 주셔야 하며, 모든 상품의 교환 및 환불은 구입일로부터 10일 이내에 가능합니다. 
1) 상품에 하자가 있을 때 
    저희측 실수로 인한 하자발생시 100% 교환 및 반품 가능하며 배송료는 저희측 부담입니다. 
2) 소비자의 기호변경, 주문서 잘못 기입 
    소비자의 기호변경과 잘못된 주문으로 인한 교환에 따른 배송료는 왕복배송료 모두 소비자부담이며,
    상품에 하자 및 이상이 없을 때 가능합니다. 
▷교환 및 반품 방법 031-955-6956~8 으로 연락하신후 보내실 물품을 주시면 됩니다.
    보내실 주소는 '경기도 파주시 교하읍 문발리 파주출판문화정보산업단지 514-5호
    (도서출판)교육과학사 특판영업부'입니다.