비문해 농촌 여성노인의 문해교육 경험과 삶의 변화 (The Literacy Education Experience and Changes in life of the Illiterate Rural Female Seniors)

서지정보

· 발행기관 : 한국가족관계학회
· 수록지 정보 : 한국가족관계학회지 / 20권 / 1호 / 165 ~ 193페이지
· 저자명 : 최영이, 임춘희

초록

The purpose of this study was to examine what motives made illiterate rural female seniors participate in literacy education, what they experienced in the process of literacy education, and what changes the literacy education brought to their life. For this research, individual interviews were conducted on six rural female seniors who attended in advanced literacy education in ‘Mobile Adult Literacy Class’, ranged from 75 to 83 years old and consented to this research living in the rural area of H Eup of Jeollabuk-do, and the recorded data were analyzed by categorization. The main results of this research were summarized as follows. The motives for literacy education of rural female seniors were ‘opening an literacy class near their residential area’, ‘lifelong desire for learning’, ‘inconvenience in daily life as illiterate’, and ‘need for acquiring independent ability after being bereaved of husband’. As for experience of literacy education, rural female seniors experienced ‘sorry for the limitations of short-term literacy class’, ‘psychological atrophy caused by difficulties such as husband’s opposition’, ‘care for parents-in-law’, ‘regret and shame on belated learning’ and ‘the pleasure of learning and joy of knowing’. Lastly, changes in life of the rural female seniors participated in literacy education could be divided roughly into four domains: changes in self-awareness, in family and interpersonal relationships, in daily life, and in the prospects for rest life of old age, namely, ‘confident self-awareness’, ‘attracting family and neighbor's attention and recognition’, ‘rising voice in social relationships’, ‘being not afraid of daily life’ and ‘happy and hopeful prospect for their old age’. Thus, it could be said that literacy education could be a facilitating positive experience to enhance the happiness and satisfaction with the rural female seniors’ life.

영어초록

The purpose of this study was to examine what motives made illiterate rural female seniors participate in literacy education, what they experienced in the process of literacy education, and what changes the literacy education brought to their life. For this research, individual interviews were conducted on six rural female seniors who attended in advanced literacy education in ‘Mobile Adult Literacy Class’, ranged from 75 to 83 years old and consented to this research living in the rural area of H Eup of Jeollabuk-do, and the recorded data were analyzed by categorization. The main results of this research were summarized as follows. The motives for literacy education of rural female seniors were ‘opening an literacy class near their residential area’, ‘lifelong desire for learning’, ‘inconvenience in daily life as illiterate’, and ‘need for acquiring independent ability after being bereaved of husband’. As for experience of literacy education, rural female seniors experienced ‘sorry for the limitations of short-term literacy class’, ‘psychological atrophy caused by difficulties such as husband’s opposition’, ‘care for parents-in-law’, ‘regret and shame on belated learning’ and ‘the pleasure of learning and joy of knowing’. Lastly, changes in life of the rural female seniors participated in literacy education could be divided roughly into four domains: changes in self-awareness, in family and interpersonal relationships, in daily life, and in the prospects for rest life of old age, namely, ‘confident self-awareness’, ‘attracting family and neighbor's attention and recognition’, ‘rising voice in social relationships’, ‘being not afraid of daily life’ and ‘happy and hopeful prospect for their old age’. Thus, it could be said that literacy education could be a facilitating positive experience to enhance the happiness and satisfaction with the rural female seniors’ life.

참고자료

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