지리교육의 새로운 모험 > 교육학

학교에서 지리를 가르치고 있을 때, 역자의 동료 한 사람이 이렇게 말한적이 있다. “그런 거(교과교육의 본질 같은 것)를 고민할 여유가 어디 있어요. 교육청에서 정해준 것들 따라가기도 벅찬데요...” 주어진 교육과정, 제한된 시간과 공간, 일정 수준의 결과물을 요구하는 성과주의적 분위기 속에서 ‘학생들에게 의미 있는 지리교육’을 고민하는 일은, 어쩌면 현실감각이 부족한 이상주의자의 일로 비칠 수 있었을지도 모른다. 세계적인 교육학자 거트 비에스타(Gert Biesta) 교수는 이러한 현실을 ‘학습주의’(learnification)라는 개념으로 설명한다. 그는 성과 중심의 문화 속에서 학생의 요구와 욕망이 과도하게 강조되는 교육 경향을 비판하며, 이로 인해 교사는 ‘어떻게 가르칠 것인가’라는 질문에만 집중하게 된다고 지적한다. 즉, 주어진 내용을 어떻게 효과적으로 전달할지, 어떻게 성과를 끌어낼지를 고민하는 것이 유능한 교사의 역할처럼 여겨지는 것이다. 그러나 비에스타는 교육이 본래 지닌 ‘가치 있는 행위 변화’를 위한 본질적 질문들-‘무엇을’, ‘왜’-을 다시 중심에 놓아야 할 때임을 강조한다.

스티브 푸틱(Steve Puttick) 교수의 이 책은, 바로 이러한 흐름 속에서 탄생한 미래지향적 지리교육 담론의 응답이라 할 수 있다. “우리가 가르치는 지리란 무엇인가?”, “왜 지리는 오늘날 학생들에게 여전히 가치로운가?”, “우리는 지금까지 지리교육에서 무엇을 간과해 왔는가?”, “무엇을, 어떻게 새롭게 바꿔나가야 하는가?”와 같은 근본적인 질문들에 대해, 이 책은 성찰적이고도 균형 잡힌 통찰을 제공한다. 이를 통해 독자는 미래의 지리교육과정 설계와 교수법에 대한 새로운 가능성을 마주하게 된다.

목차

역자서문 / 3

머리말 / 6

제1장 모험 ···········································································13

서론 ·····················································································13

어린이 지리들과 일상의 경험들 ············································20

실천적 이론화(Practical theorising) ··································24

결론 ······················································································29

∙ 질문과 활동 ········································································30

제2장 탐험과 지리 ································································35

서론 ······················································································35

지리학의 기원과 바스코 다 가마(Vasco Da Gama) ··············37

조지프 콘래드(Joseph Conrad) ··········································45

전쟁을 통한 탐험 ··································································54

결론 ······················································································59

∙ 질문과 활동 ·········································································61

제3장 학교지리에 있는 제국의 층리(흔적) ·····························67

서론 ·······················································································67

‘세상을 변화시키는’ 학교지리 ················································72

제국의 인종주의적 지리 ·························································77

지리학과 유럽중심주의 ··························································88

제국을 정당화하는 전략들 ·····················································90

전략 1: 문제적인 측면을 회피하는 수사 사용하기 ··················90

전략 2: 손익계산서식 서술 ·····················································95

전략 3: 시대의 산물 논리 ·······················································98

전략 4: 제국에 대한 비판을 ‘어조’(tone) 문제로 폄훼하기 ···102

결론 ·····················································································108

∙ 질문과 활동 ·······································································110

제4장 권력, 지식, 그리고 이들의 포로들 ·······························115

서론 ······················································································115

‘힘 있는 지식’에 대한 비판 ····················································116

‘힘 있는 지식’의 의미 ····························································118

지식과 경험 ···········································································122

장소 속의 지식 ······································································127

(힘 있는) 지식, 진리, 신념 그리고 두려움 ······························132

『지리의 포로들』 비판하기 ·················································135

진짜 어디에서 왔나요? ··························································138

아프리카 ················································································144

결론 ·······················································································150

∙ 질문과 활동 ·········································································152

제5장 정보의 이동 경로 ··························································157

서론 ·······················································································157

산맥, 정보, 그리고 그 속에 숨겨진 사람들 ······························161

정보의 온라인 여정 ································································168

정보의 새로운 여정, 통계에 대한 오래된 이야기들 ··················174

결론 ························································································182

∙ 질문과 활동 ··········································································184

제6장 우리는 어디에서 시작해야 할까? ···································191

서론 ·························································································191

유럽에서 출발하기 ···································································193

알-이드리시(al-Idrisi)로 시작하기 ···········································199

글로벌 사우스(Global South)에서 시작하기 ···························202

로컬과 일상에서 출발하기 ·······················································206

콜카타(Kolkata) ·····································································208

옥스퍼드 ·················································································214

고기후 ····················································································214

결론 ························································································220

∙ 질문과 활동 ··········································································224

제7장 우리는 어떤 이야기를 해야 할까? ··································233

서론 ························································································233

세상을 설명하는 큰 이야기 ·····················································237

줄거리 ····················································································242

등장인물 ·················································································246

갈등 ························································································250

스토리텔러들과 함께 ······························································254

∙ 질문과 활동 ··········································································257

찾아보기 ················································································263

저자소개

저자_스티브 푸틱(Steve Puttick)

지리교사를 거쳐, 영국 옥스퍼드대학교(University of Oxford)에서 지리교사의 교과 지식 연구로 박사학위(DPhil)를 받았다. 현재는 옥스퍼드대학교 교육학과 교수로 재직하면서 지리교사 양성과정과 교수학습 분야의 교육과 연구를 담당하고 있다. 영역, 상호작용, 관계, 반인종주의적 · 탈식민적 미래, 기후변화 교육이라는 주제를 중심으로 지리교육 연구를 수행하고 있다. 저널 Geography 편집장, Oxford Review of Education, Professional Geographer의 편집위원으로 활동하고 있으며, 지리교육연구네트워크(GEReCo/IGU-CGE) 의장을 맡고 있다.

역자_김갑철(Gapcheol Kim)

지리교사를 거쳐, 영국 셰필드대학교(University of Sheffield)에서 한국의 지리교육과정에 내재해 있는 세계시민성 분석 연구로 박사학위(PhD)를 받았다. 현재는 대구교육대학교 사회과교육과 교수로 재직하면서 초등교원 양성과정과 초등 사회과 지리교육 분야의 교육과 연구를 담당하고 있다. 지리학과 교육학의 교차점에서, 학생들의 지리적 주체화를 고무할 수 있는 교육이론, 교육과정, 교수법 개발 관련 연구를 수행하고 있다. 현재, 국비유학 한림원 회원, 한국지리환경교육학회 이사, 한국지역지리학회 총무이사를 맡고 있다.

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