지역 연계 노동인권교육의 방향성

Abstract

This study aims to explore localized, contextually-situated labor rights education in schools based on the perceptions and experiences of in-service teachers in the Seoul metropolitan area. This study, adopting FGI (Focus Group Interviews) with 9 elementary, middle, and high public school teachers who have expertise in labor rights education, sought to portray the direction of school labor rights education that reflects the specificity of Seoul's regional context and the local curriculum while also being universal, integrative, and inclusive in nature. The research results led to specific and practical suggestions from teachers in three dimensions: curricular contents, classroom practices, and policy support. First, the need for labor rights education in schools was emphasized, which reflects the multi-layered and variable industrial structure and types of work in Seoul, while considering regional diversity and polarization, and also focusing on timely and future-oriented social changes. Second, the effectiveness of real-life integrated, participatory, and issue-based inquiry methods was highlighted, emphasizing the importance of collaboration with the local communities and the integration of regional curriculum policies. Third, it was suggested that labor rights education content be included in professional development programs as mandatory while also supporting voluntary learning communities of educators to facilitate long-term vision and continuous practice. The research findings provide empirical evidence for labor rights education at the regional education levels in the future and offer insights into future implications.