한 초등학교가 지역사회 연계 교육협력으로 폐교 위기를 극복하는 내러티브

Abstract

This study seeks to understand the process and changes in which an elementary school overcomes the crisis of school closure by collaborating with the community in a situation where regional disappearance is accelerating, and focuses on the education created through cooperation between the school and the community. In a situation where school closures and local disappearances are emerging as serious national problems due to aging and declining school-age population, there is a need to study cases that have saved schools and communities. For this purpose, in this study, Myoryang Jungang Elementary School, the only remaining school in Myoryang-myeon, was selected as the research target school and an in-depth interview method was used. As a result of the research, Myoryang Jungang Elementary School was designated as a closed school in 2009, but it grew into a school that people want to go to through educational cooperation between the school and community. Due to the sense of local extinction, local residents, parents, and ‘YoeMindongrak’ group actively participated in saving the school, strengthening care education and operating several community-based programs outside the school. By establishing educational governance at various levels, including the Myoryang Education Community Council, we created an educational community where schools and community become one. Starting in 2019, local-community based education programs for each grade were developed in connection with the school’s creative experience activities and operated throughout the year. Through this, school teachers and community residents were able to communicate continuously, and school teachers were able to autonomously reflect community-related content in their curriculum. Based on this, it is necessary to recognize and utilize the educational potential of the community, and the advantages and disadvantages of organizing community-based education in connection with creative experiential activities and the future educational value of community-based education programs operated as long-term projects were discussed.