양성평등교육을 위한 교육대학교 남학생의 체육수업 역차별 경험 탐색

서지정보

ㆍ발행기관 : 한국초등체육학회 ㆍ수록지정보 : 한국초등체육학회지 / 17권 / 3호
ㆍ저자명 : 임승엽, 조한무

목차

Ⅰ. 서론
II. 연구방법
III. 교육대학교 남학생의 역차별에 대한 실증적 분석
IV. 교육대학교 남학생의 역차별에 대한 경험적 탐색
V. 역차별의 원인과 문제점
VI. 결론 및 제언
참고문헌
ABSTRACTS

한국어 초록

우리나라는 21세기를 지나며 민주화를 지향하는 여러 가지 사회제도를 시행하였다. 대표적으로 남성과 여성에게 균등한 기회를 제공하는 양성평등정책을 들 수 있는데, 제 7차 경제사회발전 5개년 계획의 여성부문을 살펴보면 교과서의 성차별적 교육내용을 삭제하도록 권유하였다. 사회 전반적으로 이러한 정책적 노력이 이루어지면서 여성의 사회진출을 장려하는 방향으로 사회적 분위기와 여건이 변화하자 여성들의 사회활동은 과거에 비해 다양한 영역에서 이루어지고 있다(김윤희, 2007). 이와 같은 맥락에서 교육인적자원부는 교육제도 및 교육과정에서의 양성평등을 위해 교육과정 편제에서의 평등 및 각 급 학교 교과내용에서의 평등을 추구하였다. 남녀 공학제는 이러한 측면에서 교육의 질적 향상을 도모할 수 있을 뿐만 아니라, 남녀 분리에 따른 차별적 대우를 해결하기 위한 양성평등정책의 일환으로 시행되었다. 이는 기존 남녀가 분리되었던 교육환경을 개선하여 여학생과 남학생을 동일한 환경에서 교육함으로써 성 평등 의식을 고취시킬 수 있기 때문에 진보적이고 민주적인 제도로 간주되어왔다(김미숙, 2001; 여정권, 이창섭, 남상우, 2007).

영어 초록

The purpose of the study was to explore experiences of educational university male students regarding reverse-discrimination in P. E. class. For this, the investigators primary focused on 1) preparation and arrangement of P. E. class, 2) class activities, 3) evaluation, 4) Ambiguousness of instructors' evaluation criterion, and 5) learning and re-production of gender ideology. In this study, a total 11 male students attending at G educational university located in Gyonggi province were selected for semi-structured and open-ended interviews, and each interview was analyzed by Hatch's(2002) deductive analysis method. In addition, a survey with 100 male students in the same university was conducted, and total 93 cases were analyzed with correlation analysis and descriptive analysis. As a result of the practical analysis regarding reverse-discrimination of male students in the educational university, it was found that 1) the higher the students' grade is, the higher they received reverse-discrimination in class activities and evaluation, and 2) the more they have participated in P. E. classes, the higher they received reverse-discrimination in preparation and arrangement of P. E. class, class activities, and evaluation. In sum, reverse-discrimination occurred mostly in preparation and arrangement of P. E. class, followed by evaluation and class activities. As a result of the
empirical analysis regarding reverse-discrimination of male students in the educational niversity, it was found that the male students felt reverse-discrimination when 1) female students took male students' good conducts to prepare and arrange P. E. classes for granted, 2) female students would never help male students even for lighter stuffs, and 3) female students regard preparation and arrangement of P. E. class as other's business. In class activities, male students felt reverse-discrimination when 1) there was less challenges in P. E. classes since the goal of classes was focused too much on female students' standard, 2) they were asked by professors to teach female students, so their role changed from student to instructor in the class. In evaluation, male students received reverse-discrimination in evaluation subject, evaluation criterion, pose, number of opportunity, and unit of evaluation objectives. Care for female students in P. E. classes in educational university seems to help female students, but it can cause of confirmation of gender ideology that represents men are strong and women are weak. Such gender ideology can be a significant problem because it can reach to elementary students through the current education university students in the future as a teacher. Therefore, department and faculty members related to physical education must consider an alternative that can achieve a real equity in education not only for female students but also male students.

참고 자료

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