중등학교 사회과 교사의 사회적 소수자 관련 수업 실태

Abstract

This study aims to understand the current experiences of secondary school social studies teachers in teaching lessons related to social minorities, and to explore ways to improve the way social minorities are addressed in the curriculum, textbooks, and lessons. To achieve these goals, I conducted a survey and interviews. 66 secondary school social studies teachers nationwide participated in the survey and 5 in the interviews. Based on the results of the survey and interviews, the current secondary school social studies teachers are teaching “dry” classes that rely on textbooks and avoid controversy as much as possible due to their caution towards students who belong to social minorities and students who have negative attitudes towards social minorities. The implications of the findings are discussed in terms of the social studies curriculum and textbooks as follows. First, in terms of the social studies curriculum, it is suggested that more detailed guidelines for teaching about social minorities should be provided. Secondly, I suggest that the way in which social studies textbooks address ‘values issues’ needs to be reviewed and revised.