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학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
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연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
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초록· 키워드
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The existing studies on North Korean education have mainly focused on policies, discourses, and strategies. Educational policies, educational system, formal curriculums, social function of education, and historical development of education have been dealt as major themes in this field.
Although these studies have presented educational system, features of policies, and changes in North Korea, there is a limit in that they do not reflect interactions and dynamics of diverse social factors and agent level in the field. Based on this, this article purports to search for dynamic change in North Korean education through studies on everyday life beyond the ideologically fixed discussion and policy studies.
The following three areas are suggested to pursue research on everyday life related to education as a component of society: 1) daily life and experience of community members related to their education, 2) interactions among actors in educational sites, and 3) dynamics between structure and agent by the medium of education.
This article also suggests that the following studies should be conducted as four concrete themes regarding everyday life in education. They are as follows: 1) changes and continuities of North Korean education since the liberation, 2) political education as ideological reproduction structure, 3) networking, compromise, and negotiation occurred in educational sites, and 4) life history of North Korean.
In addition, this article reviews the advantages of oral data as research material on North Korean education, and issues of utilizing oral data in terms of its subjectivity, reliability, post-evaluation, and representativeness.
Although these studies have presented educational system, features of policies, and changes in North Korea, there is a limit in that they do not reflect interactions and dynamics of diverse social factors and agent level in the field. Based on this, this article purports to search for dynamic change in North Korean education through studies on everyday life beyond the ideologically fixed discussion and policy studies.
The following three areas are suggested to pursue research on everyday life related to education as a component of society: 1) daily life and experience of community members related to their education, 2) interactions among actors in educational sites, and 3) dynamics between structure and agent by the medium of education.
This article also suggests that the following studies should be conducted as four concrete themes regarding everyday life in education. They are as follows: 1) changes and continuities of North Korean education since the liberation, 2) political education as ideological reproduction structure, 3) networking, compromise, and negotiation occurred in educational sites, and 4) life history of North Korean.
In addition, this article reviews the advantages of oral data as research material on North Korean education, and issues of utilizing oral data in terms of its subjectivity, reliability, post-evaluation, and representativeness.
목차
1. 들어가며
2. 교육일상의 의미와 교육일상 연구의 외연
3. 북한의 교육일상 연구 주제
4. 북한의 교육일상 연구에서 구술자료의 활용
5. 마치며
참고문헌
Abstract
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