초등학생의 ‘인정’과 ‘무시’경험을 통한 자기 인식의 내러티브 탐구: 학생 A의 결정적 사건을 중심으로

초록

Based on Axel Honneth's ‘Theory for Recognition’, this study explored the process of self-recognition through the experience of ‘recognition’ and ‘ignoring’ by elementary school students from others. The one incident and conflict pattern within a peer group in the fifth grade class in which the researcher is in charge, expresses the process of ‘recognition’ and ‘ignoring’ among students and the ‘self-recognition’ of the students. Thus, this was explored with a Critical Events Narrative Analysis by Woods. As a result, greetings are an opportunity to recognize ‘recognition’ and ‘ignoring’ from other students. Also, according to Honneth's social recognition relationship structure of love, rights and grant of social value, elementary school students' ‘ignoring’ experience appeared in the form of betrayal, exclusion and insult. In particular, the intentional and aggressive bullying, called “taking away friends from others”, frequently occurs among students. Finally, we identified a struggle to overcome the damaged self-relationship from others and gain ‘recognition’, or ‘Struggling for Recognition’. This study, which explores the experience of ‘recognition’ and ‘ignoring’ between students in the elementary school, is not only an attempt to look at the school site from the perspective of Honneth's ‘Theory for Recognition’, but also an opportunity to interpret various conflicts and problem behaviors of students with the perspective of a struggle to reacquire a student's self-identity. Ultimately, this study will be expected to provide a intellectual foundation for students’ ‘Mutual Recognition’ to researchers and field teachers.

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