다문화가정 자녀교육정책의 현황 및 문제점 - 다문화 센터 및 가정 방문 면접을 이용한 연구 -

소개

경희대학교 학술제 우수논문입니다.

목차

1장 서론 ··················································································································5P

2장 연구의 목적 및 연구 방법
제1절 연구의 목적 ·······························································································6P

제2절 연구 방법 ···································································································6P
1. 연구 분석 틀 (다문화정책 모형) ······································································6P
2. 자료 수집 방법(다문화가정 방문면접) ······························································7P

3장 다문화가정의 정의 및 아동교육 현황 및 쟁점
제1절 다문화 및 다문화가정의 정의····································································8P

제2절 다문화가정 자녀교육 현황·········································································9P
1. 다문화가정 자녀교육 수···················································································9P
2. 다문화가정 자녀교육 예산··············································································13P

제3절 가정과 학교에서의 자녀 교육에 대한 문제점········································14P
1. 언어능력의 부족으로 인한 학업 부진·····························································14P
2. 정체성의 혼란 문제·······················································································15P
3. 집단 따돌림 등으로 인한 정서적 충격 경험···················································15P

4장 다문화가정 자녀교육에 대한 정부정책 및 다문화가정 정책모델
제1절 중앙정부정책···························································································16P
1. 다문화가정 학생 맞춤형 교육지원·································································16P
2. 다문화가정 학부모 지원················································································17P
3. 다문화가정 유아 교육 지원···········································································17P
4. 다문화가정 동반, 중도입국 자녀 교육지원····················································19P
5. 다문화교육 기반 및 지원체계 강화·······························································20P

제2절 지방자치단체의 정책············································································22P

제3절 다문화가정 자녀교육의 정책모델························································22P

5장 자녀교육 및 정책의 문제점과 대안
제1절 다문화가정 자녀 교육 정책에 대한 문제점·······································23P
1. 법ㆍ제도적 문제························································································23P
2. 사회적 인식의 문제···················································································23P
3. 각 지역별 차별적인 정책···········································································24P
4. 수요자의 실질적 요구의 배제된 정책·························································24P

제2절 다문화가정 자녀 교육 정책에 대한 해결방안···································25P
1. 중앙과 지역의 네트워크 활성화·································································25P
2. 정부와NGO간 협력적 체계필요··································································26P
3. 언론매체를 활용한 다문화 인식 강화 필요················································27P
4. 다문화교육의 의무화·················································································27P
5. 다문화 지원센터활용화··············································································28P
6. 정책홍보측면문제 해결··············································································29P
7. 멘토링 프로그램과 언어발달지원 1:1 교육 등의 활성화····························30P

6장 결론 ··········································································································31P
제 1절 연구함의 ························································································· 31P
제 2절 연구의 한계 및 앞으로의 연구방향················································ 32P
1. 다문화 가정 심층면접의 어려움·································································32P
2. 자녀교육에 대한 구체적인 예산 자료의 부족············································33P
3. 앞으로의 연구방향···················································································33P

7장 참고 문헌 ·······························································································34P

본문내용

1장 서 론
세계화, 지구촌화가 가속화가 되고 있는 현대 사회 흐름 속에서 국가 간 인적 교류의 확대로 인하여 인종적, 문화적 다양성이 급격하게 증가하고 있다. 국제결혼의 증가, 외국인근로자 가정, 새터민의 증가, 이주 노동자의 유입 등의 이유로 오늘날 한국 사회는 전통적 단일 민족 국가가 아닌 다문화 사회로 진입하고 있는 것이다. 이에 반하여 다원주의 국가 경험이 없는 한국 사회에서 인종적, 민족적, 문화적 소수자들은 한국의 뿌리 깊은 혈통주의에 입각한 단일민족의 생활방식으로 다문화 가정들이 일상생활에 어려움을 겪고 있다. 이러한 소수자의 어려움으로 인하여 최근 우리 사회에서는 다문화 구성원에 관련된 문제가 이슈로 크게 대두되고 있으며, 다문화 구성원들을 지원하기 위한 법률들도 제정되고 있고 중앙정부와 지자체를 중심으로 한 정책들도 확대되고 있다.
다문화 구성원들을 지원해주기 위해서는 시대적 흐름과 국제적 정세 속에서 사회, 문화, 정치, 경제, 교육, 역사 등의 사회적 틀 아래 복합적으로 논의해야한다. 이 논문에서는 미래 한국사회의 인구 구성의 다양성 증가로 다문화 사회 준비를 위한 방안 중 가장 중요하다고 생각되는 요소로 교육의 대응방안 모색이 절실히 필요할 것이며 국가적 차원에서 다문화 사회 진입 준비를 위한 적극적 노력을 기울여야 할 것이라고 생각한다.

<중 략>

여러 다문화가정을 방문하여 실제로 그들의 어려움이 무엇인지 듣고, 그들의 어려움을 해결할 수 있는 방안에 대하여 생각하는 게 연구 주제인데 직접 그들을 만나 지 못한다면 논문을 쓰는 의미가 없기 때문에 직접 만나기 위하여 많은 노력을 하였다. 하지만 두 가정밖에 방문하지 못한 것은 연구의 한계라고 생각한다. 많은 가정을 방문하여 다양한 다문화가정을 방문했다면 그들의 어려움이 무엇인지에 대하여 더욱 자세하게 파악할 수 있었을 텐데, 그러지 못한 것은 연구의 한계점이라고 생각한다. 또한 방문한 가정이 모두 베트남 출신의 외국 여성으로 다문화가정 중 국제결혼 가정만 방문하여서 외국인근로자 가정과 새터민 가정의 문제점을 파악하는 데는 한계가 있다는 점 또한 아쉬움이 남는 점이다.

참고자료

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