Journal of The Korean Association For Science Education (한국과학교육학회지)

The Korean Association for Science Education (한국과학교육학회)
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Understanding and Applicability of Identity-in-practice Theory

실행 과정에서의 정체성 이론의 이해와 적용 방안

  • Received : 2021.03.13
  • Accepted : 2021.06.30
  • Published : 2021.06.30
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Abstract

The shift in the perspective on learning as participation draws attention to learners' identity work. This manuscript foregrounds the ongoing and fluid processes of identity, and focuses on the structure surrounding learners where identity work occurs and the expression of individual agency. From the perspective of learning as participation, we introduce Holland et al. (1998) identity-in-practice theory, as the theoretical lens that dialectically describes structure, agency and identity. The concepts representing this theory are 'figured world', 'positionality' and 'authoring self'. The figured world is a web of meaning encompassing the continuous construct/reconstruct through human actions and also exerts as the social force that shapes human actions. 'Positionality' on the other hand, means an understanding of one's social position in the world. The notion of 'authoring self', is a dimension that synthesizes the above two concepts, which describes the improvisation of one's self through the orchestration and collaboration of various social voices. Next, we analyzed and described various cases of this theory that we found within the scope of science education. However, due to the nature of this theory, which takes a sociocultural approach, international research studies cannot be simply applied to the Korean context. Therefore, we sought to expand the applicability of this theory as a methodological tool, by discussing the directions in which this theory can be used in a domestic context. It is intended that the introduction of this theory, which emphasizes multi-layered, continuous and cumulative identity work, will be used as a resource to further expand the horizon of science education reform that is required for the times.

참여로서의 학습에 대한 관점의 전환은 실행 과정에서의 학습자의 정체성 변화 및 발달(identity world, 정체성 작업)에 관심을 두게 한다. 본 연구는 정체성의 지속적이고 유동적인 과정에 관심을 두며, 그에 따라 정체성 작업이 일어나는 학습자를 둘러싼 구조와 그 구조 속에서 개인의 행위 및 행위력의 발현에 초점을 둔다. 이러한 관점에서 구조, 행위력, 정체성을 변증법적으로 이해하기 위한 이론적 도구로써 Holland et al.(1998)의 실행 과정에서의 정체성(identity-in-practice) 이론을 소개한다. 이 이론을 대표하는 개념은 '인식된 세계', '위치성', '자아 저술'이다. '인식된 세계'는 인간의 행위에 의해 지속적으로 재구성되는 의미의 그물망이자 동시에 인간의 행위를 조각하는 사회적 힘으로 이해되며, '위치성'은 이 세계 속에서 자신의 사회적 위치에 대한 이해를 의미한다. '자아 저술'은 위 두 개념을 종합하는 차원으로서 개인은 인식된 세계 속에서 실행을 통해 다양한 사회적 목소리를 협연하여 자아를 스스로 형성해간다는 의미를 담고 있다. 본 연구는 이 개념을 바탕으로 과학 교육의 선행 연구 분석을 통해 이 이론의 다양한 활용 사례를 기술했다. 그러나 사회문화적 접근을 취하는 이 이론의 특성상 해외 연구 사례가 단순히 우리에게도 적용될 수 없기에, 국내 상황에서 본 이론이 활용될 수 있는 방향을 논의하여 방법론적 도구로서 이 이론의 적용가능성을 확장하고자 하였다. 다층적이고 지속적이며 누적적인 정체성 작업을 강조하는 본 이론의 도입이 시대적으로 요구되는 과학 교육 개혁의 지평을 넓히는 자원으로 활용되기를 기대한다.

Keywords

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