해외 국가들의 공식 교육과정에 담긴 세계시민교육 담론 및 이념적 접근에 대한 주제범위 문헌고찰

Abstract

Utilizing scoping study and Pashby et al (2020)’s typology of global citizenship education (GCE), this study conducted a review of international empirical literature on GCE discourses in official curricula. The findings of the study demonstrated that the curricula and textbooks in various nations around the world were largely dominated by liberalism that employs soft GCE emphasizing universality, non-controversy, and individual’s sense of morality and ethics. The influence of neoliberalism, which emphasizes labor productivity and competitiveness necessary for a global market economy, was prominent in Western countries leading the globalization charge and some selected Asian countries that achieved economic growth due to globalization. Neoconservatism which was often integrated with the above two ideologies, tended to justify nationalist, imperialist, and colonialist views in GCE. Despite some limitations, meaningful potential for promoting a critical GCE, which had previously been silenced in official curricula, was hinted at. Postcritical discourse was not observed, yet positively imagined and supported by researchers as an alternative way to contextualize GCE. The findings imply that GCE in the official curricula is predominantly shaped by the historical, social, and political contexts of its nation, and that it needs to be interpreted in consideration of such complex circumstances for its more nuanced understanding. This study seeks to contribute to expanding the horizon of research on the ideologies and contextualities of GCE, and suggesting various alternative discussions and possibilities in practice.