문화역사적 활동이론 관점에서 마을교육공동체 활동 분석과 활성화 방안

Abstract

Objectives The purpose of this study is to analyze the process of creating, continuously growing, and evolving vil-lage schools in Gyeongnam Innovation City. Therefore, this study aims to analyze the activity system of village schools, based on Engestöm's Cultural Historical Activity Theory, and to study the growth and change of village schools which arose from the process of resolving contradictions.
 Methods We conducted a literature research, in-depth interviews, and participant observation, and analyzed the activity system based onEngestöm's Cultural Historical Activity Theory. Two in-depth interviews were conducted first with all village teachers at S village school and secondly with key managers among village teachers.
 Results The results of analyzing the village school's activity system from the perspective of cultural-historical ac-tivity theory are as follows. The five-year activity period of the village school is largely divided into two periods ac-cording to the contradictions and differences of the subject, tool, and object of the activity system. The main con-tradiction came from the difference in the individual situation and activity of the village teachers, and the differ-ence in perception between the village teachers who watched the identity and activity of the village school. The contradictions that appeared in the tool began with the practical difficulties of recruiting students, leading to two conflicting opinions: one to expand to resident participation activities and one to focus on student-centered activities. The contradictions in the community elements were expressed as the community's lack of under-standing of the village school, the absence of governance, and the uncertainty of financial support for the public offering project. The factor that led to the occurrence of expanded learning by overcoming major contradictions was that through continuous formal and informal meetings such as general meetings and teacher learning centers within the village, emotional intimacy was formed between village teachers and relationships expanded, thereby overcoming contradictions and conflicts. It appears that a new activity system has been creatively created.
 Conclusions In the results of this study, the elements necessary for the sustainability of village schools and vital-ization of village educational communities are as follows. First, it is a democratic communication structure and continuity of learning within the members. Second, the direction and activities of the village school can change, and this must be discussed and agreed upon with the village school members. Third, it is necessary to expand the range of contact with residents in the village and to have a network with the community in the village. Finally, it shows the need for the role and support of the Happy Education District and local governments in the formation of public, government, and academic governance for sustainable activities.