금융교육사회학: 학교기반 금융교육 > 교육사회/평생교육/사회교육/직업.진로교육/실기교육

교육과정사회학자이자 교사교육자인 나는 학교교육을 비난하는 경제 및 금융전문가, 그리고 고장 난 금융자본주의와 학교교육을 비판했던 비판이론가들에게 마치 돈키호테와도 같은 급진적 대안을 제안하고자 한다. 그것은 바로 학교와 교사를 중심으로 미래 사회를 살아갈 학생들에게 경제와 금융을 체계적으로 가르쳐서 금융이해력을 신장하는 일이다. 나는 이 책을 통하여 이러한 급진적인 교육적 도전을 ‘금융교육사회학(sociology of financial education)’과 ‘학교기반 금융교육(school based financial education)’으로 부르고자 한다. 금융교육사회학은 금융사회학(sociology of finance)과 교육사회학(sociology of education)의 합성어로서, 학교와 교사를 중심으로 한 금융교육에 대하여 사회학적 접근을 시도한다. 그리고 학교기반 금융교육은 단위학교 및 교사들의 공식적이고 체계적인 금융교육과정과 수업을 통해 학생들의 금융이해력을 신장하려는 교육적 시도를 의미한다.

목차

서문 / 3

제1부 금융자본주의와 금융교육사회학

제1장 돈의 사회학: 돈의 사회적 가치와 의미 ····································15

Ⅰ. 돈의 굴레 ······································································15

Ⅱ. 돈의 사회학과 가정 내 금융교육 ·········································18

Ⅲ. 금융 소설 쓰기 ·······························································22

Ⅳ. 삼부자의 다른 돈 이야기 ···················································26

Ⅴ. 자유를 위한 돈 ·······························································40

제2장 소비 사회학: 금융자본주의와 소비자 ·······································47

Ⅰ. 나는 소비한다. 고로 존재한다. ············································47

Ⅱ. 소비사회학과 합리적 소비자 교육 ········································50

Ⅲ. 나의 이야기를 구성하기 ····················································53

Ⅳ. 자본주의 사회에서의 합리적 소비자 ·····································57

Ⅴ. 합리적 소비자의 재개념화 ·················································72

제2부 학교기반 금융교육을 위한 교사교육(자)

제3장 교사교육자의 유튜브 기반 금융학습 ········································83

Ⅰ. 유튜브로 성인학습자 되기 ·················································83

Ⅱ. 유튜브 기반 교수학습 동향 ················································85

Ⅲ. 자기연구로 이야기 만들기 ·················································88

Ⅳ. 무형식 학습으로 자기지식 구성하기 ·····································91

Ⅴ. 유튜브를 통한 무형식 금융 학습 ········································109

제4장 교사교육자의 금융이해력 발달 ··············································117

Ⅰ. 가난한 아빠에서 부자 아빠로 변하기 ··································117

Ⅱ. 금융교육과 금융이해력 신장 ·············································119

Ⅲ. 금융문맹에서 부자 아빠로의 이행 과정 ································122

Ⅳ. 교육역량과 금융이해력의 발달 ···········································125

Ⅴ. 금융이해력 신장을 위한 교육방안 ·······································139

제5장 교사교육자의 금융투자 교육 경험 ·········································147

Ⅰ. 금융투자교육의 새로운 가능성 ···········································147

Ⅱ. 금융투자교육의 이론적 맥락 ·············································150

Ⅲ. 어쩌다 금융투자교육자 ····················································153

Ⅳ. 금융투자교육자의 고군분투기 ············································158

Ⅴ. 학교기반 금융투자교육 활성화 방안 ····································174

제6장 교사교육자의 학교기반 금융교육 실천 ····································181

Ⅰ. 학교기반 금융교육과 교사교육자의 역할 ·······························181

Ⅱ. 학교기반 금융교육과 금융이해력 ········································184

Ⅲ. 이야기의 배경과 맥락 ·····················································188

Ⅳ. 교사들과 함께 금융교육의 가능성을 실현하기 ························192

Ⅴ. 금융교육의 방아쇠로서 교사교육자 ·····································205

제3부 학교기반 금융교육 실천 사례: 교육과정과 수업

제7장 초등학교 금융 교육과정 및 교과서 분석 ································215

Ⅰ. 학교기반 금융교육의 현주소 ·············································215

Ⅱ. 금융교육의 이론적 맥락 ···················································217

Ⅲ. 금융교육에 대한 내용분석 방법 ·········································219

Ⅳ. 학교기반 금융교육의 특징 ················································222

Ⅴ. 학교기반 금융교육의 새로운 방향 ·······································233

제8장 학교기반 금융교육 실천 사례 Ⅰ: 개인 차원 ···························239

Ⅰ. 금융교육의 주체로서의 교사 ·············································239

Ⅱ. 학교기반 금융 교육연구 분석 ············································241

Ⅲ. 금융교육 실천 경험을 구성하기 ·········································245

Ⅳ. 초등 금융교육의 전문가로 거듭나기 ····································251

Ⅴ. 학교기반 금융교육 활성화 방안 ·········································267

제9장 학교기반 금융교육 실천 사례 Ⅱ: 소집단 차원 ························273

Ⅰ. 금융교육의 마중물인 교사들 ·············································273

Ⅱ. 학교기반 금융교육과 금융이해력 발달 ·································276

Ⅲ. 질적 사례연구의 배경과 방법 ············································279

Ⅳ. 금융교육 실천사례의 주요한 특징 ·······································283

Ⅴ. 학교기반 금융교육을 위한 실천 방안 ··································295

제10장 학교기반 금융교육 실천 사례 Ⅲ: 단위학교 차원 ·····················303

Ⅰ. 금융교육의 가치와 의미 ···················································303

Ⅱ. 학교기반 금융교육과 학교자율시간 ·····································304

Ⅲ. 사례연구의 방법과 절차 ···················································310

Ⅳ. 금융 학교교과목의 편성과 운영 ·········································312

Ⅴ. 단위학교의 금융교육과정 개발 및 실행 방안 ·························333

제4부 학교 교사들의 슬기로운 자산관리와 투자 생활

제11장 MZ세대 교사들의 자산관리와 투자 ·······································339

Ⅰ. 금융자본주의 사회와 MZ세대 ············································339

Ⅱ. MZ세대 교사들의 투자생활 보고서 ·····································341

Ⅲ. 질적 사례연구의 방법과 절차 ············································344

Ⅳ. MZ세대 교사들의 슬기로운 자산관리와 투자생활 ····················348

Ⅴ. MZ세대 교사의 경제적 자유와 독립을 위한 교훈 ····················361

제12장 노년기 세대 교사들의 자산관리와 투자 ··································367

Ⅰ. 한국 노년기 세대 교사들의 경제생활 ··································367

Ⅱ. 중고령 세대 교사들의 교직 생애와 자산관리 ·························370

Ⅲ. 생애사 연구의 방법과 절차 ···············································374

Ⅳ. 생애 자산관리로 은퇴 생활을 준비하고 즐기기 ······················378

Ⅴ. 재무적 안녕과 풍요로운 노후 생활 ·····································391

찾아보기 ···········································································400

저자소개

이동성(Lee, Dong Sung)

교육학(교육사회학 전공) 박사

전 초등학교 교사 | 국가교육회의 전문위원 | 한국질적탐구학회장

현 전주교대 초등교육과 교수(교육사회, 평생교육) | 전주교대 교육대학원 혁신미래교육전공 교수

[주요 저서]

「질적 연구와 자문화기술지(2판)」 (2020, 아카데미프레스)

「작은 학교가 희망이다」 (2018, 기역)

「생애사 연구」 (2015, 아카데미프레스)

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