사회 정의 관점에서의 아동 교육복지 정책 분석

Abstract

[Purpose] This study investigates educational welfare policies to address the widening educational disparities among low-income children and adolescents under increasing social polarization. It focuses on analyzing the enactment of social justice in the Head Start program in the USA, Sure Start in the UK, and Dream Start in South Korea.
 [Methods] Employing Gewirtz and Cribb's(2002) plural models of social justice, an extension of John Rawls' theory of distributive justice, this study examines the threefold aspects of 'distributive, cultural, and organizational justice' in these policies.
 [Results] Key findings highlight that these policies variously achieve distributive, cultural, and organizational justice through effective resource allocation, information accessibility, recognition of beneficiary diversity, and democratic participation. Specific emphasis is placed on the need for equitable information distribution in distributive justice, acknowledgment of diversity in cultural justice, and democratic stakeholder participation in organizational justice.
 [Conclusion] The study underscores the necessity of exploring how these justice dimensions interact and coexist, proposing policy recommendations for the future trajectory of child education welfare.