＂우리는 같은 피부색을 가졌어, 그렇지?＂: 미국 중산층 아동들의 사회범주 학습과 재구성 ("We All Have Same Skin, Right?": Reconstructing Social Categories in Children's Social Worlds)

서지정보

· 발행기관 : 서울대학교 비교문화연구소
· 수록지 정보 : 비교문화연구 / 14권 / 1호 / 43 ~ 73페이지
· 저자명 : 안준희

초록

This article examines the ways in which American middle-class children learn and reproduce various social categories such as race, ethnicity, language, and age. The detailed description of children's peer culture shows that children do not imitate or passively internalize social categories of the adult world, but actively appropriate, manipulate, and transform them to address concerns of their peer worlds such as alliance formation and exclusion and the pursuit of power and authority. Exposed to two potentially conflicting ideas about social categories, one that emphasizes the idealized world where everyone is equal, welcomed, and included, and the other that provides the idea of categorization, children selectively choose information on categorization, and actively reinterpret, reconstruct, and reformulate it in ways that are sensitive to the social contexts of their world. I contend that social categories become significant tools for social use through their significance in children's social worlds as well as the meaning of them in the larger social world. The findings of this article reveal that socialization is not a unidirectional process wherein the beliefs and practices of adult worlds are passively transmitted from adults to children, but a constant negotiation of learning wherein children play a significant role as active participants. The perspective this article takes will force social science theories of learning to note the inherent dynamism involved in cultural learning and the contribution that children make to socialization and cultural reproduction.

영어초록

This article examines the ways in which American middle-class children learn and reproduce various social categories such as race, ethnicity, language, and age. The detailed description of children's peer culture shows that children do not imitate or passively internalize social categories of the adult world, but actively appropriate, manipulate, and transform them to address concerns of their peer worlds such as alliance formation and exclusion and the pursuit of power and authority. Exposed to two potentially conflicting ideas about social categories, one that emphasizes the idealized world where everyone is equal, welcomed, and included, and the other that provides the idea of categorization, children selectively choose information on categorization, and actively reinterpret, reconstruct, and reformulate it in ways that are sensitive to the social contexts of their world. I contend that social categories become significant tools for social use through their significance in children's social worlds as well as the meaning of them in the larger social world. The findings of this article reveal that socialization is not a unidirectional process wherein the beliefs and practices of adult worlds are passively transmitted from adults to children, but a constant negotiation of learning wherein children play a significant role as active participants. The perspective this article takes will force social science theories of learning to note the inherent dynamism involved in cultural learning and the contribution that children make to socialization and cultural reproduction.

참고자료

· 없음