사회통합 미술교육의 개념화를 위한 탐색적 연구: 저소득층 미술영재교육 사례를 중심으로

초록

Due to global migration, cultural, racial, religious, and economic differences have become fundamental elements of a society. In other words, the formation of a community based on the diversity rather than the cohesiveness of the same group has become a challenge for most societies. This study started from the awareness that the educational support for social integration should be implemented in a way that expects actual change in various minority groups by being provided not only at the political, legal and institutional level but also at the private and local level. Especially, this study focused on the art education for the underprivileged, which is deepened by the social polarization in the situation where the conflict due to differences in our society can not be overlooked. To this end, this study conceptualize art education for social integration as an alternative to respect for individual cultural diversity and pursue democratic social change. Based on this concept, this study purported to draw on the meaning of the artistically gifted education for the disadvantaged in terms of social integration The research problems covered in this study are as follows. First, what are the conditions and approaches of social integration required in the present age? Second, how can integrated art education be conceptualized? Third, what is the meaning of art education for social integration that can be embodied through the artistically gifted education for the disadvantaged? The purpose of this study was to explore the practical implications of social integration in situational and contextual perspectives. The significance of this study could be found in that it conceptualized the discussion of social integration in art education and elaborate its concepts by linking theory and practice.

키워드