포스트휴먼 장애학 관점에서의 ‘학생 주도성’ 개념에 대한 비판적 고찰: 2022 개정 교육과정을 중심으로

Abstract

The aim of this study was to critically examine the concept of student agency, an idea that has characterized recent curriculum reform policies, focusing on the 2022 revised curriculum, from the perspective of posthuman disability studies (PDS) and to propose a more inclusive framework for it. To this end, this study first explored how PDS enables us to rethink human agency, which underlies the notion of student agency. Next, the analysis of the 2022 revised curriculum and its related policy documents revealed that student agency embodied in the 2022 revised curriculum is predicated on the logics of choice-responsibility undergirding a range of curricular devices (e.g., the high school credit system). Drawing on PDS, the study argues that the 2022 revised curriculum may (inadvertently) contribute to the perpetuation of ableism by assuming that student agency can be exercised based on modern humanist values, such as autonomy, self-determination, and self-responsibility. Furthermore, it was also found that, unlike non-disabled students, disabled students are positioned in the curriculum as potentially less agentic, i.e., exceptional learners requiring educational interventions whose focus is on special kinds of learning experiences for their independence. Finally, the study discusses directions for developing a more just and inclusive version of the future curriculum that reflects PDS-based alternative ways of thinking about not only student agency but students’ differences, including disabilities.