학교문화기술지의 특성과 전망 = A Study on the Characteristics and Prospects of School Ethnography

다국어 초록 (Multilingual Abstract)

"Ethnography" is coming to be much discussed in education. Often enough on hears some form of the question, "What is ethnography?" Although a few ethnographies of schooling was reported in Korea, there are some misunderstandings in use of ethnographic methods. The present study attempts to explore some characteristics, especially, basic assumption to culture and methodological peculiarity of ethnography for the purpose of finding out the possibilities and limits of school ethnography in our society.
Ehnography is first and foremost a "descriptive" endeavor in which the researcher attempts accurately to describe and interpret the nature of social discourse among a group of people. The research strategy of ethnography is a naturalistic, observational, descriptive, contexual, open-ended, and in-depth approach. The goal of ethnography is to combine the view of an insider with that of an outsider to describe social setting. The resulting description is expected to deeper and fuller than that of the ordinary outsider, and broader and less culture-bound than that of the ordinary insider.
In the light of these features of ethnography, school ethnography has some more strengths than educational researches dominated by quantititive and experimental conceptions of research.
Firstly, school ethnography can be expected to describe the most detailed realities of formal education as well as informal educational processes, for example, hidden curriculum and extracurriculum activities of school.
Secondly, school ethnography is more useful for construction and correcting the hypotheses concerned with educational phenomena by depending on accurate knowledge of the meaning of behaviors and ionstitutions.
Thirdly, school ethography has practical usefulness in the field of education and educational policies by engaging teachers, student, and administrators in ehtnographic studies of their own schools and communities.
Besides these usefulnesses, however, school ethnography has some problems to be solved, for example, the problems of generalizability, of broader perspective for school-society relations, and of researcher's ethical attitudes. In essence, the term "ethnographic" is to have a consistent identity what it is that makes a particular study ethnographic. Only in so doing can school ethnographers meet the challenge of specifity of procedures, clarity of goals, and relevance of interpretations to theoretical considerations of educational phenomena.

목차 (Table of Contents)

• Ⅰ. 서 론
• Ⅱ. 문화기술법의 일반적인 성격
• Ⅲ. 문화기술법의 이론적 전제 및 논쟁점
• 1. 인지체제로서의 문화
• 2. 문화기술법의 방법론적 특성
• 3. 문화기술법의 방법론적 논쟁점
• Ⅳ. 학교문화기술지의 유용성과 과제
• 1. 기존연구의 개괄적 특성
• 2. 학교문화기술지의 유용성
• 3. 학교문화기술지의 과제
• Ⅴ. 결 론
• 참고문헌
• 영문초록