포용적 박물관을 위한 학교 밖 청소년 대상 박물관 교육 프로그램의 질적 사례연구
- Title
- 포용적 박물관을 위한 학교 밖 청소년 대상 박물관 교육 프로그램의 질적 사례연구
- Other Titles
- A Qualitative Case Study of a Dropout Youth Museum Education Program for Inclusive Museum
- Author
- 정희성
- Alternative Author(s)
- Chung, Hee Sung
- Advisor(s)
- 김선아
- Issue Date
- 2020-02
- Publisher
- 한양대학교
- Degree
- Doctor
- Abstract
- 우리나라의 학령기 학교 밖 청소년은 40만 명에 육박하고 있지만 이들의 박물관 이용률은 매우 낮으며, 박물관 또한 학교 밖 청소년에 대한 이해와 관심이 부족하다. 이러한 상황은 박물관에서 학교 밖 청소년에 대한 배제와 차별을 일으킬 수 있으며, 최근 중요한 화두가 되고 있는 포용적 박물관에 대한 논의를 불러오고 있다.
본 연구는 학교 밖 청소년을 대상으로 한 박물관 교육 프로그램이 학교 밖 청소년들과 관련 기관 담당자들에게 어떠한 의미를 주는지 탐구하여 포용적 박물관의 실현을 위한 시사점을 도출하는데 목적을 두었다. 이 같은 연구목적의 달성을 위해 3가지의 연구문제를 설정하여 연구를 진행하였다. 첫 번째 연구문제는 학교 밖 청소년 대상 박물관 교육 프로그램의 개발 과정과 내용의 특성이 무엇인지 확인하는 것이고, 두 번째 연구 문제에서는 자아 발견에 목적을 둔 박물관 교육 프로그램을 통해 학교 밖 청소년들이 갖는 교육적 의미를 탐구한다. 마지막 연구문제에서는 포용적 박물관 실현에 있어 관련 기관 담당자들의 박물관 교육 프로그램 운영 경험의 의미를 알아본다.
이를 위해 학교 밖 청소년들을 대상으로 한 박물관 교육 프로그램을 기획‧개발하였고, 개발된 프로그램을 운영하였다. 연구기관으로는 U학교 밖 청소년지원센터가 선정되었으며, 센터를 이용하고 있는 20명의 학교 밖 청소년들과 8명의 관련 기관 담당자들이 연구 대상으로 선정이 되었다. 이 모든 과정은 질적 사례연구로 진행이 되었다.
연구의 결과로 학교 밖 청소년 대상 박물관 교육 프로그램의 개발의 배경과 그 과정을 살펴볼 수 있었으며, 프로그램 개발에 참여한 각 기관별 역할을 분석하는 과정을 통해 학교 밖 청소년을 위한 박물관 교육은 교육 네트워크 모델을 적용하여 진행되어야 한다는 것을 확인할 수 있었다. 아울러 프로그램의 개발 절차와 개발된 8차시의 교육 프로그램이 실제로 어떻게 도입되고 운영되었는지도 조망할 수 있었다.
자료의 수집과 분석결과 학교 밖 청소년들은 박물관 교육 프로그램을 통해 교육적 변화를 경험한 것이 확인되었다. 학교 밖 청소년들의 첫 번째 변화는 부담스러운 삶의 환경 속에서 홀가분함을 경험한 것이다. 이것은 자아를 발견하는 과정에서 비롯된 편안함과 삶에 대해 다양한 시각을 갖게 되면서 얻어진 안정감에서 비롯되었음을 확인하였다.
두 번째 변화는 포기와 중단의 관성에서 벗어나 꾸준함을 획득한 것이다. 이들이 경험한 꾸준함은 인문학적 배경을 가진 프로그램과 여기서 발생한 몰입을 통해 얻어진 재미로부터 비롯된 것임을 알 수 있었다.
세 번째 변화는 관계의 연결을 경험한 것이다. 학교 밖 청소년이 겪는 가장 큰 어려움 중 하나인 대인관계에서의 교육적 경험이 일어난 것인데, 이러한 관계의 연결은 참가자들 간에도 일어났지만 교육을 진행했던 강사와 참가자들 간에도 형성이 되었다. 이와 같이 박물관 교육 프로그램은 학교 밖 청소년들에게 의미 있는 교육적 경험을 제공하였다.
연구에 참여한 관련 기관 담당자들은 박물관 교육 프로그램의 운영을 통해 포용적 박물관 가치 확대를 위한 다양한 의미를 도출했다. 관련 기관 담당자들은 학교 밖 청소년들을 박물관의 새로운 관람객으로 인식 할 수 있게 되었고, 학교 밖 청소년 지원 방안에 대한 시야를 확장할 수 있었다. 이 내용들은 포용적 박물관을 실현하는데 있어 중요한 요소로 작용한다.
본 연구는 포용적 박물관의 실현을 위한 시사점으로 학교 밖 청소년들을 박물관의 새로운 관람객으로 설정하는 것에 대한 당위성과 필요성을 확인시켜주었다. 또한 본 연구는 박물관 교육과 학교 밖 청소년의 관련성을 직접적으로 밝힌 질적 사례 연구로서의 중요성과 가치가 있다. 무엇보다 확장된 관점에서 박물관 교육을 위한 대상을 선정하여 구체적인 사례를 개발하고 이에 대한 분석을 통해 박물관의 사회적 역할에 대한 이해를 확장하였다.| Although there are nearly 400,000 dropout youth in Korea, their use of museums is very low, and museums also lack understanding and interest in dropout youth. This situation can lead to the exclusion and discrimination of dropout youth in museums, leading to a discussion of inclusive museums, which has become an important topic in recent years.
The purpose of this study is to explore the meanings of a dropout youth museum education program from dropout youth and related institutional staff, and to draw implications for the realization of inclusive museum. In order to achieve this research purpose, three research questions were set up.
The first research question is to identify the characteristics of the development process and contents of the museum education program for dropout youth. The second research question explores the educational implications of dropout youth through museum education programs aimed at self-discovery. The final study explores the implications of the relevant institutional staff's experience in operating museum education programs in inclusive museum realization.
For this study, the museum education program was designed and developed for dropout youth, and the developed program was operated. As a research institute, U 'K-Dream Center' was selected. 20 dropout youths using the center and 8 relevant agency representatives were selected for the study. All of this went through a qualitative case study.
As a result of the study, the background and process of the development of the museum education program for dropout youth was examined. The process of analyzing the roles of each institution involved in the program development confirmed that museum education for dropout youth should be conducted by applying the educational network model. In addition, it was possible to see the development process of the program and how the developed education program was actually introduced and operated.
The collection and analysis of the data confirmed that dropout youth experienced educational changes through museum education programs. The first change of dropout youth is to experience calm in a burdensome environment. It is confirmed that this is derived from the comfort that comes from the process of discovering self and the sense of stability that comes from having various perspectives on life.
The second change is a steady gain from the inertia of abandonment and interruption. The steadfastness they experienced came from a program with a humanistic background and the fun gained from the immersion that occurred.
The third change is the connection of relationships. One of the biggest challenges for dropout youth is the educational experience in interpersonal relationships. This linkage also occurred between the participants but also between the instructors and the participants. As such, museum education programs have provided meaningful educational experiences to dropout youth.
Relevant agency officials who participated in the study derived various meanings for expanding the value of inclusive museums through the operation of museum education programs. Relevant agency officials were able to recognize the dropout youth as new visitors to the museum and broadened their horizons for dropout youth support. These are important factors in the realization of inclusive museums.
This study confirms the justification and necessity of setting dropout youth as a new spectator of the museum as an implication for the inclusive museum. This study is also of importance and value as a qualitative case study that directly reveals the relationship between museum education and dropout youth. Above all, the targets for museum education were selected from the expanded perspective, and specific cases were developed and analyzed to expand the understanding of the social role of the museum.; Although there are nearly 400,000 dropout youth in Korea, their use of museums is very low, and museums also lack understanding and interest in dropout youth. This situation can lead to the exclusion and discrimination of dropout youth in museums, leading to a discussion of inclusive museums, which has become an important topic in recent years.
The purpose of this study is to explore the meanings of a dropout youth museum education program from dropout youth and related institutional staff, and to draw implications for the realization of inclusive museum. In order to achieve this research purpose, three research questions were set up.
The first research question is to identify the characteristics of the development process and contents of the museum education program for dropout youth. The second research question explores the educational implications of dropout youth through museum education programs aimed at self-discovery. The final study explores the implications of the relevant institutional staff's experience in operating museum education programs in inclusive museum realization.
For this study, the museum education program was designed and developed for dropout youth, and the developed program was operated. As a research institute, U 'K-Dream Center' was selected. 20 dropout youths using the center and 8 relevant agency representatives were selected for the study. All of this went through a qualitative case study.
As a result of the study, the background and process of the development of the museum education program for dropout youth was examined. The process of analyzing the roles of each institution involved in the program development confirmed that museum education for dropout youth should be conducted by applying the educational network model. In addition, it was possible to see the development process of the program and how the developed education program was actually introduced and operated.
The collection and analysis of the data confirmed that dropout youth experienced educational changes through museum education programs. The first change of dropout youth is to experience calm in a burdensome environment. It is confirmed that this is derived from the comfort that comes from the process of discovering self and the sense of stability that comes from having various perspectives on life.
The second change is a steady gain from the inertia of abandonment and interruption. The steadfastness they experienced came from a program with a humanistic background and the fun gained from the immersion that occurred.
The third change is the connection of relationships. One of the biggest challenges for dropout youth is the educational experience in interpersonal relationships. This linkage also occurred between the participants but also between the instructors and the participants. As such, museum education programs have provided meaningful educational experiences to dropout youth.
Relevant agency officials who participated in the study derived various meanings for expanding the value of inclusive museums through the operation of museum education programs. Relevant agency officials were able to recognize the dropout youth as new visitors to the museum and broadened their horizons for dropout youth support. These are important factors in the realization of inclusive museums.
This study confirms the justification and necessity of setting dropout youth as a new spectator of the museum as an implication for the inclusive museum. This study is also of importance and value as a qualitative case study that directly reveals the relationship between museum education and dropout youth. Above all, the targets for museum education were selected from the expanded perspective, and specific cases were developed and analyzed to expand the understanding of the social role of the museum.
- URI
- https://repository.hanyang.ac.kr/handle/20.500.11754/123413http://hanyang.dcollection.net/common/orgView/200000437759
- Appears in Collections:
- GRADUATE SCHOOL[S](대학원) > INTERDISCIPLINARY PROGRAM IN MUSEUM EDUCATION(박물관교육학과) > Theses (Ph.D.)
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