성인학습자의 문해학습 참여가 생애경험과 인식전환에 미치는 의미

다국어 초록 (Multilingual Abstract)

This study, as a case study on perception change of adult learners through participation in literacy education, investigated the process of role switch from illiterate to literacy learner, literate, and to instructor. The results were as follows: first, the illiteracy period, prior to participating in the literacy education, was descried as an ‘ignorant’ and ‘ashamed’ life and said to have effects on marriage, child rearing, and overall life. Second, participation in education was described as a period of ‘struggle’ during which the experience of illiterate met with learning experience and changed to a new perspective. The subjects showed contrasting behaviors of repeatedly giving up when the results were not satisfactory and continuing. Third, change from illiterate to literate expanded the role and choices of the subjects and led them to hope to become ‘liberated’ and expand their role from learner to instructor. Fourth, experience of the instructor role was unimaginable to subjects when they were literacy learners and the ‘teaching experience of learners’ was not discussed in previous research. Perception change in adult learners meant that they were ‘liberated from illiteracy’ by communicating with the text-based world. And, ‘completion of literacy’ meant becoming ‘equal with’ or ‘better than’ others as well as ‘becoming their own person.’ The meaning of participation in literacy education from the lifelong education perspective was that the subjects experienced personal growth and change and, thereby, found the ‘opportunity’ to start a new life and a process of ‘developing’ the awareness to participate in the changes of society to which they belong.

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