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모든 사람이 인간으로서의 가치를 존중받으며, 더불어 살아갈 수 있는 사회를 만드는 것은 사회복지가 추구하는 지향점이라 할 수 있다. 하지만 우리 사회에는 아직까지 타인을 배려하고 존중하는 태도가 부족한 사람이 많다. 본 연구에서는 다양한 요인 중 복지의식 부족이 주요한 요인이라고 가정한다. 복지의식에 영향을 미치는 주요한 요소 중 하나는 사회화 요인이다. 그리고 교육은 사회화의 핵심적 요소다. 초등학생 시기는 발달단계의 특성상 타인을 이해하고 더불어 살아가는 삶의 중요성을 학습할 수 있는 적절한 시기이다. 이 시기의 아이들에게 복지교육을 꾸준히 실시한다면 이들의 복지의 식이 향상될 것이라는 전제를 바탕으로, 교육현장이 복지교육을 어떻게 진행하고 있는지 살펴볼 필요가 있다. 우리나라 교육과정에는 복지교육이 정식 교과목으로 편성되어 있지 않으며, 유사한 내용의 교육들이 학교 안팎에서 선택적으로 이루어지고 있을 뿐이다. 복지교육이라는 명칭도 완전히 합의되지 않은 채, 복지교육, 사회복지교육, 복지 의식교육과 같은 용어들로 혼재되어 사용되고 있다. 또한 어디까지를 복지교육의 범위로 볼 것이며, 이를 바탕으로 한 커리큘럼 형성에 대한 전문적이고 체계적 검토를 시도한 연구들도 거의 없다.
복지교육 관련 연구 자료가 미흡한 상황을 고려하여 본 연구에서는 기존 선행연구 및 사회복지 전문가집단 인터뷰를 종합하여 복지교육의 내용요소를 크게 사회복지 가치, 사회복지 지식, 사회복지 활동으로 분류해 보았다. 또한 각각의 영역을 하위요소로 분류하였다. 사회복지 가치영역은 인간의 존엄성, 평등, 자기결정, 연대로 나눠보았다. 사회복지 지식영역은 사회문제, 사회복지제도로 나눠보았다. 사회복지 활동영역은 나눔이라는 개념에 자원봉사, 기부, 캠페인의 내용이 포함되도록 하였다. 이러한 내용요소를 바탕으로 초등학생이라면 누구나 접하게 되는 매체인 교과서에서는 복지를 어떻게 다루고 있는지에 관해 내용분석을 실시하였다. 내용분석 대상은 교과목의 성격 및 목표가 복지교육과 직접적 관련성이 있는 사회, 도덕 교과서로 한정하였다. 분석은 크리펜도르프(2004)의 내용분석 절차에 따라 진행하였다. 본 연구자 외 사회복지학 박사 1인 및 석사 3명의 도움을 받아 3차 이상의 반복 분석을 통해 타당도를 높이고자 하였다.
초등학교 3~6학년 사회, 도덕 교과서를 내용분석 한 결과는 다음과 같다. 먼저 사회 교과서에 나타난 복지교육 중 사회복지 가치영역은 인간의 존엄성을 다룬 내용의 비중이 가장 높게 나타났으며, 그 중에서도 소외계층의 차별이라는 점을 집중적으로 다루고 있었다. 일상에서 접할 수 있는 다양한 사례를 통해 인권감수성을 높이고자 하였다. 평등 가치는 주로 양성평등에 관한 내용을 다루고 있었으며, 기회의 평등 외에도 정의로서의 평등 내용이 나타났다. 하지만 문화적 다양성 존중과 관련한 예가 양성평등적 관점에 위배되는 내용은 비복지적 요소로 나타났다. 자기결정 가치와 관련해서는 스스로의 문제 및 지역사회 문제해결을 위해 직접적으로 참여하는 내용들이 나타났으며, 연대 가치와 관련해서는 어려운 상황에 처한 이웃에게 도움을 주는 사람들의 모습을 통해 상부상조의 필요성을 알려주고 있었다.
사회 교과서에 나타난 사회복지 지식영역은 저출산·고령화, 양극화, 차별, 실업, 빈곤, 지구촌 문제 등 주요한 사회문제들로 제시된다. 그런데 사회문제 현상 정도를 다룰 뿐, 그것이 왜 문제가 되는지에 대해서는 언급하지 않는 한계를 보였다. 사회복지제도와 관련해서는 저출산·고령화 관련 제도, 취약계층 인권보호를 위한 사회복지제도, 사회권 등을 다루고 있었다. 교과서에 제시되는 사회복지제도는 구체적이고 정확하지 않았으며, 공공기관의 역할과 정부조직을 다루는 부분에 있어서는 편중된 관점을 기를 수 있는 내용을 제시함으로써 비복지적 요소로 파악되었다.
사회 교과서에 나타난 사회복지 활동영역은 개인의 행동이 아닌, 사회의 구조와 제도 등에 초점 맞춰진 교과목 특성상 그 비중이 상당히 낮게 나타났다.
다음으로 도덕 교과서에 나타난 사회복지 가치영역은 인간의 존엄성과 평등 가치가 동일한 비중으로 제시되었다. 주로 학교에서 일어날 수 있는 다양하고 일상적인 예를 통해 아이들이 이해하기 쉽게 인권 침해와 관련한 내용들을 다루고 있었다. 아울러 평등 영역에서는 기회의 평등뿐만 아니라 분배정의, 절차상의 공정함 등으로 평등의 개념을 확장시키는 내용이 나타났다. 자기결정의 가치와 관련해서는 장애나 빈곤과 같은 한계 상황을 극복하고 성장하는 모습을 통해 해당 가치의 중요성을 보여주었다. 연대의 가치는 도덕교과서에서 가장 높은 비중을 차지하였다. 타인에 대한 배려와 협동이 교과서 전반에 걸쳐 잘 드러났다. 가족, 친구, 지역사회 공동체, 지구촌으로 연대의 대상 영역에 확장성을 보였으며, 연대의 시너지 효과 등을 통해 해당 가치의 중요성을 부각시켰다.
도덕 교과서에 나타난 사회복지 지식영역은 그 비중이 낮고, 다루고 있는 내용의 수준도 미흡한 것으로 나타났다. 이는 도덕 교과가 가지는 특성이 개인의 인성 함양 및 도덕성의 내면화에 초점 맞추고 있기 때문인 것으로 판단된다.
도덕 교과서에 나타난 사회복지 활동영역은 내면화 된 사회복지 가치의 실현을 위해 개인이 할 수 있는 역할과 활동에 대해 다루고 있었다. 주된 내용은 초등학생이 실천하기 부담스럽지 않은 재능기부로, 다양한 활동을 소개하지 못하고 있다는 한계가 드러났다.
본 연구가 가지는 함의는 다음과 같다. 첫째, 본 연구에서 제시하는 복지교육의 내용요소를 초등교육에서 전문성 있게 다룬다면 아이들의 복지의식이 높아질 것이다. 둘째, 초등 교과서에서 다루고 있는 복지교육 내용요소에 대한 분석을 바탕으로 복지교육 콘텐츠 구성을 전문적으로 할 수 있을 것이다. 셋째, 복지교육 내용분석 관련 선행연구들과는 달리 분석틀 구축에서 실제 분석에 이르기까지 수차례 반복 작업을 실시하여 신뢰도와 타당도를 높이고자 하였다. 넷째, 복지교육에 관한 질적 내용분석을 통해 복지교육의 내용 적합성을 살펴보고, 필요 시 수정 대안을 함께 제시하였다. 다섯째, 기존 연구에서 체계적으로 제시하고 있지 못하는 복지교육이 갖추어야 할 내용요소에 대해 선행연구를 종합적으로 고찰하고, 전문가집단 인터뷰를 통해 그 범위를 설정해 보았다. 여섯째, 사회복지실천현장에서 복지교육 프로그램 개발 시 포함되어야 할 내용요소의 기준점을 제공했다는 것이다.
복지교육 관련 연구 자료가 미흡한 상황을 고려하여 본 연구에서는 기존 선행연구 및 사회복지 전문가집단 인터뷰를 종합하여 복지교육의 내용요소를 크게 사회복지 가치, 사회복지 지식, 사회복지 활동으로 분류해 보았다. 또한 각각의 영역을 하위요소로 분류하였다. 사회복지 가치영역은 인간의 존엄성, 평등, 자기결정, 연대로 나눠보았다. 사회복지 지식영역은 사회문제, 사회복지제도로 나눠보았다. 사회복지 활동영역은 나눔이라는 개념에 자원봉사, 기부, 캠페인의 내용이 포함되도록 하였다. 이러한 내용요소를 바탕으로 초등학생이라면 누구나 접하게 되는 매체인 교과서에서는 복지를 어떻게 다루고 있는지에 관해 내용분석을 실시하였다. 내용분석 대상은 교과목의 성격 및 목표가 복지교육과 직접적 관련성이 있는 사회, 도덕 교과서로 한정하였다. 분석은 크리펜도르프(2004)의 내용분석 절차에 따라 진행하였다. 본 연구자 외 사회복지학 박사 1인 및 석사 3명의 도움을 받아 3차 이상의 반복 분석을 통해 타당도를 높이고자 하였다.
초등학교 3~6학년 사회, 도덕 교과서를 내용분석 한 결과는 다음과 같다. 먼저 사회 교과서에 나타난 복지교육 중 사회복지 가치영역은 인간의 존엄성을 다룬 내용의 비중이 가장 높게 나타났으며, 그 중에서도 소외계층의 차별이라는 점을 집중적으로 다루고 있었다. 일상에서 접할 수 있는 다양한 사례를 통해 인권감수성을 높이고자 하였다. 평등 가치는 주로 양성평등에 관한 내용을 다루고 있었으며, 기회의 평등 외에도 정의로서의 평등 내용이 나타났다. 하지만 문화적 다양성 존중과 관련한 예가 양성평등적 관점에 위배되는 내용은 비복지적 요소로 나타났다. 자기결정 가치와 관련해서는 스스로의 문제 및 지역사회 문제해결을 위해 직접적으로 참여하는 내용들이 나타났으며, 연대 가치와 관련해서는 어려운 상황에 처한 이웃에게 도움을 주는 사람들의 모습을 통해 상부상조의 필요성을 알려주고 있었다.
사회 교과서에 나타난 사회복지 지식영역은 저출산·고령화, 양극화, 차별, 실업, 빈곤, 지구촌 문제 등 주요한 사회문제들로 제시된다. 그런데 사회문제 현상 정도를 다룰 뿐, 그것이 왜 문제가 되는지에 대해서는 언급하지 않는 한계를 보였다. 사회복지제도와 관련해서는 저출산·고령화 관련 제도, 취약계층 인권보호를 위한 사회복지제도, 사회권 등을 다루고 있었다. 교과서에 제시되는 사회복지제도는 구체적이고 정확하지 않았으며, 공공기관의 역할과 정부조직을 다루는 부분에 있어서는 편중된 관점을 기를 수 있는 내용을 제시함으로써 비복지적 요소로 파악되었다.
사회 교과서에 나타난 사회복지 활동영역은 개인의 행동이 아닌, 사회의 구조와 제도 등에 초점 맞춰진 교과목 특성상 그 비중이 상당히 낮게 나타났다.
다음으로 도덕 교과서에 나타난 사회복지 가치영역은 인간의 존엄성과 평등 가치가 동일한 비중으로 제시되었다. 주로 학교에서 일어날 수 있는 다양하고 일상적인 예를 통해 아이들이 이해하기 쉽게 인권 침해와 관련한 내용들을 다루고 있었다. 아울러 평등 영역에서는 기회의 평등뿐만 아니라 분배정의, 절차상의 공정함 등으로 평등의 개념을 확장시키는 내용이 나타났다. 자기결정의 가치와 관련해서는 장애나 빈곤과 같은 한계 상황을 극복하고 성장하는 모습을 통해 해당 가치의 중요성을 보여주었다. 연대의 가치는 도덕교과서에서 가장 높은 비중을 차지하였다. 타인에 대한 배려와 협동이 교과서 전반에 걸쳐 잘 드러났다. 가족, 친구, 지역사회 공동체, 지구촌으로 연대의 대상 영역에 확장성을 보였으며, 연대의 시너지 효과 등을 통해 해당 가치의 중요성을 부각시켰다.
도덕 교과서에 나타난 사회복지 지식영역은 그 비중이 낮고, 다루고 있는 내용의 수준도 미흡한 것으로 나타났다. 이는 도덕 교과가 가지는 특성이 개인의 인성 함양 및 도덕성의 내면화에 초점 맞추고 있기 때문인 것으로 판단된다.
도덕 교과서에 나타난 사회복지 활동영역은 내면화 된 사회복지 가치의 실현을 위해 개인이 할 수 있는 역할과 활동에 대해 다루고 있었다. 주된 내용은 초등학생이 실천하기 부담스럽지 않은 재능기부로, 다양한 활동을 소개하지 못하고 있다는 한계가 드러났다.
본 연구가 가지는 함의는 다음과 같다. 첫째, 본 연구에서 제시하는 복지교육의 내용요소를 초등교육에서 전문성 있게 다룬다면 아이들의 복지의식이 높아질 것이다. 둘째, 초등 교과서에서 다루고 있는 복지교육 내용요소에 대한 분석을 바탕으로 복지교육 콘텐츠 구성을 전문적으로 할 수 있을 것이다. 셋째, 복지교육 내용분석 관련 선행연구들과는 달리 분석틀 구축에서 실제 분석에 이르기까지 수차례 반복 작업을 실시하여 신뢰도와 타당도를 높이고자 하였다. 넷째, 복지교육에 관한 질적 내용분석을 통해 복지교육의 내용 적합성을 살펴보고, 필요 시 수정 대안을 함께 제시하였다. 다섯째, 기존 연구에서 체계적으로 제시하고 있지 못하는 복지교육이 갖추어야 할 내용요소에 대해 선행연구를 종합적으로 고찰하고, 전문가집단 인터뷰를 통해 그 범위를 설정해 보았다. 여섯째, 사회복지실천현장에서 복지교육 프로그램 개발 시 포함되어야 할 내용요소의 기준점을 제공했다는 것이다.
목차
목 차Ⅰ 서론 ······································································································································11. 연구의 필요성 ·······································································································································12. 연구목적 및 연구문제 ·························································································································5Ⅱ 이론적 배경 및 선행연구 ·························································································71. 초등교육과 복지교육 ···························································································································71) 복지교육의 정의 ····················································································································82) 초등학생의 발달 특성과 복지교육 ··················································································113) 초등교육과정 속의 복지교육 ····························································································15(1) 교육과정 내 복지교육 ·································································································16(2) 교과(군) 내 복지교육 ···································································································18(3) 창의적 체험활동에서의 복지교육 ·············································································194) 복지교육의 방법 ··················································································································202. 복지교육의 내용 ·································································································································221) 사회복지와 초등교육 ··········································································································222) 복지관련교육 ························································································································24(1) 인권교육 ·························································································································24(2) 세계시민교육 ·················································································································26(3) 인성교육 ·························································································································273) 복지교육의 내용 요소 ········································································································28(1) 사회복지 가치 ···············································································································28(2) 사회복지 지식 ···············································································································32(3) 사회복지 활동 ···············································································································353. 복지교육 선행연구 ·····························································································································361) 사회복지협의회의 복지교육 ······························································································362) 복지교육 선행연구검토 및 연구의 차별성 ····································································37Ⅲ 연구방법 ··························································································································411. 분석대상 교과목 및 선정이유 ·········································································································412. 분석틀 구축 과정 ·······························································································································421) 선행연구 상 사회복지분야 분석틀의 한계점 ································································422) 분석틀 구축을 위한 FGI ····································································································433) 분석틀 도출 ··························································································································463. 분석틀 ···················································································································································464. 분석방법 및 분석과정 ·······················································································································471) 내용분석 ································································································································472) 분석과정 ································································································································49Ⅳ 연구결과 ··························································································································541. 사회교과서 분석 ·································································································································541) 사회과의 성격, 목표, 내용에 대한 요약 ······································································54(1) 성격 ·································································································································54(2) 목표 ·································································································································54(3) 내용 ·································································································································552) 사회 교과서 분석 ················································································································58(1) 사회복지가치 ···············································································································60(2) 사회복지지식 ···············································································································99(3) 사회복지활동 ·············································································································1263) 사회 교과서에 나타난 복지교육 ····················································································1252. 도덕교과서 분석 ·······························································································································1281) 도덕과의 성격, 목표, 내용에 대한 요약 ····································································128(1) 성격 ·······························································································································128(2) 목표 ·······························································································································128(3) 내용 ·······························································································································1292) 도덕 교과서 분석 ··············································································································131(1) 사회복지가치 ·············································································································133(2) 사회복지지식 ·············································································································168(3) 사회복지활동 ·············································································································1703) 도덕 교과서에 나타난 복지교육 내용 ··········································································176Ⅴ 결론 및 논의 ···············································································································1781. 연구결과 요약 ···································································································································1781) 사회 교과서 분석 요약 ····································································································1782) 도덕 교과서 분석 요약 ····································································································1852. 논의 및 함의 ·····································································································································1911) 논의 ······································································································································1912) 함의 ······································································································································1973. 제언 ·····················································································································································199참고문헌 ·······························································································································206
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