20대 남성의 반페미니즘 의식 학습과 전환학습

Abstract

Objectives The purpose of this study is to examine the theoretical grounds that the anti-feminism consciousness of men in their 20s can be regarded as the result of transformational learning and the social conditions of the formation of anti-feminism consciousness.
 Methods To this end, we conceptually confirmed the social conditions of collective transformative learning by explaining the social phenomenon in which anti-feminism is formed and shared among men in their 20s as a framework for transformative learning and reviewing research and media reports in educational research and sociology.
 Results Anti-feminism consciousness learning of men in their 20s can be explained by the framework of transformative learning for the following reasons. First, the formation of anti-feminism consciousness can be explained by the concept of transformative learning in terms of learner reflection and the resulting change in identity. Second, the spread of anti-feminism consciousness through online communities can be seen as a result of collective transformative learning through discourse. Third, the case of the anti-feminism movement can be seen as expressed as social practice by solidarity of individuals who share the transition. In addition, the social conditions behind the formation of anti-feminism consciousness of men in their 20s are as follows. First, after the older generation, represented by the 386 generation, dominated the upper part of the job market, job competition intensified. Second, preferential policies for women were implemented, which were recognized as the result of ‘the meeting of gender and power’. Third, there was a trend of the times that forced the acceptance of masculinity as a potential perpetrator.
 Conclusions This study attempted to interpret social phenomena such as anti-feminism consciousness learning of men in their 20s as transformative learning theory. This is to expand the scope of existing learning theory research, which mainly limited learners to individuals, and to expand the horizon of learning research by targeting a group called generation. It is also meaningful in that it brings about a change in collective perspective by sharing individual experiences through discourse, and ultimately provides a conceptual basis for exploring the process of developing collective transformation into social practice.