탈북학생 교육 정책연구학교의 운영 실태 분석 [A Content Analysis on Programs in North Korean Defector Students Education Policy-Research Schools]

This paper aims to investigate the design and implementation of programs in “North Korean Defector Students Policy-Research Schools” in order to suggest alternative educational perspectives on integrated unification education. This study analyzed the reports of North Korean Defector Students Policy-Research Schools, based on anti-prejudice education and multicultural education from critical pedagogy. We conducted comparative analysis for the aim and design of curriculum and its implementation and query analysis using NVivo10 for words frequency and their relatedness. The result of the analysis can be summarized as follows. First, the aims of the schools can be classified into three categories such as adaptation, guidance consultation, and supplementary instruction for North Korean defector students. Second, their programs are closely related to the three categories and mainly focus on North Korean defector students. Third, three meaningful words -’curriculum’, ‘understanding’, and ‘integrated’- are extracted from query analysis. In specifically, reconstructing ‘curriculum’ that generally corresponds to additional approach level; ‘understanding’ North Korean defector students by teachers or non-defector students; and ‘integrated’ supports for North Korean defector students. Doubtless, from the perspective of multicultural education, extra educational supports for them are essential in terms of equity. However, the fact that most of the schools offer the educational support to help their adaption by reinforcing individual deficits reveals a implied perspective that their maladjustment comes from individual deficits without considering any social factors. Based on the results of the study, suggestions have been made regarding integrated education for empowering citizens who prepare lives after the unification of Korea.