미국 장애교육학의 주요 논점과 한계 = Critical Analysis of Primary Arguments and Limitations in Disability Studies in Education within the United States

국문 초록 (Abstract)

[목적] 본 논문은 미국 장애교육학의 주요 연구들을 비판적으로 고찰하여 주요 논점과 한계를 분석한다. [방법] 미국교육연구협회(AERA) 산하 ‘장애교육학’ 분과(DSE-SIG)의 주요 연구들을 문헌 연구를 통해 분석하였다. [결과] 장애교육학은 실증주의 패러다임의 특수교육과 특수교육이 주도하는 통합교육의 이론과 실천을 비판하며 새로운 장애 이해의 가능성을 제시하고자 한다. 장애교육학자들은 특히 허구적 규범이 위계적인 이분법적 범주들을 생산해내면서 장애로 명명된 이들을 주변화하는 억압적인 메커니즘을 비판한다. 이들은 차이를 자연스러운 인간 변이로 간주하며, 이를 인정하고 칭송할 것을 촉구한다. 그러나 장애교육학의 대안은 크게 두 가지 측면에서 한계가 있다. 장애교육학자들은 규범과 범주의 폐해를 비판하나 그 자신이 규범적이며, 범주를 활용하여 논의를 진행한다는 점에서 자기모순적이다. 자기모순적인 상황을 피하기 위해서는 대안을 제시하지 않고 관찰자로서 머무를 수밖에 없는데, 이러한 태도 또한 장애교육학의 한계라고 할 수 있다. [결론] 차별과 배제와 같은 장애 문제를 논하고 이를 해결하기 위해서 규범적 판단과 이 판단에 근거한 범주화는 반드시 필요하다. 차이에 대한 중립적 시각, 곧 차이의 정상화만으로 장애 문제를 해결할 수 없다. 현재 정책과 제도가 만족스럽지 못할 경우 필요한 것은 규범을 해체하는 것이 아니라 더 나은 판단과 더 나은 대안이다.

다국어 초록 (Multilingual Abstract)

[Purpose] This article critically examines prominent studies in the field of Disability Studies in Education (DSE) in the United States, analyzing their primary arguments and limitations. [Methods] A comprehensive literature review was conducted, focusing on significant studies within the Disability Studies in Education Special Interest Group (DSE-SIG) of the American Educational Research Association(AERA). [Results] DSE challenges the positivist paradigm prevalent in special and inclusive education, offering a social constructionist perspective on disability. DSE scholars critique the oppressive mechanisms of fictional norms that establish hierarchical binary categories, leading to marginalization of indivisuals labeled with disabilities. They perceive difference as a natural facet of human variation and advocate for its recognition and celebration. However, these alternative perspectives offered by DSE exhibit certain limitations. While critiquing the adverse impacts of norms and categories used by scholars of special and inclusive education, they simultaneously demonstrate crypto-normative tendencies themselves and employ categories they aim to deconstruct, resulting in self-contradiction. To circumvent this contradiction, they can only assume the role of observers without proposing viable alternatives. [Conclusion] Normative judgments and categorizations play a crucial role in discussing and addressing disability-related issues, such as discrimination and exclusion. A neutral stance on differences or the mere normalization of differences proves to be inadequate in resolving disability-related challenges. When existing policies and institutions fall short, the solution does not entail dismantling norms, but rather involves making more informed judgments and presenting improved alternatives.

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