비교교육연구에 있어서 담론적 제도주의 접근의 활용 가능성 탐색

Abstract

[Purpose]This study aimed to explore the possibility of using discursive institutionalism as one of the new approaches for post-national comparative education research.
 [Methods] In this study, domestic and international literature were analyzed to explore the characteristics of the discursive institutionalism approach and the use of this approach in comparative education research, and the possibility and significance of the discursive institutionalism approach in comparative education research were discussed.
 [Results] The study revealed the following. First, the core argument of discursive institutionalism is that the discursive interactions between actors in the process of policy formation can lead to policy change or maintenance. Second, in the study of the discursive institutionalisml approach, the focus is on analyzing the discourse, that is, the coordinative discourse and communicative discourse communicated in the policy formation process. Third, the discursive institutionalism approach can be a useful theoretical framework for comparative education research to understand the transition and change of global education policy by allowing analysis of the translation and recontextualization process of global discourse in each country's policy context.
 [Conclusion] Based on the research results, this study suggested the active use of the discursive institutionalism approach in the field of comparative education and the analysis of the re-contextualization of global education discourse in Korea based on the discursive institutionalism approach.