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    μ˜¨λ‘λΌμŠ€ 칸타라 학ꡐλ₯Ό μ€‘μ‹¬μœΌλ‘œ

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    ν•™μœ„λ…Όλ¬Έ(석사) -- μ„œμšΈλŒ€ν•™κ΅λŒ€ν•™μ› : μ‚¬λ²”λŒ€ν•™ ν˜‘λ™κ³Όμ • κΈ€λ‘œλ²Œκ΅μœ‘ν˜‘λ ₯전곡, 2021.8. μ‘°μš©ν™˜.λ³Έ μ—°κ΅¬λŠ” 쀑미 μ˜¨λ‘λΌμŠ€μ—μ„œ μ§„ν–‰λœ ν•œ κ΅­μ œν˜‘λ ₯ ν”„λ‘œμ νŠΈλ‘œ 인해 μ‹œμž‘λ˜μ—ˆλ‹€. ν”„λ‘œμ νŠΈμ˜ λͺ©ν‘œλŠ” μ „κΈ°κ°€ μ—†λŠ” 칸타라 학ꡐ에 νƒœμ–‘μ—΄ μ—λ„ˆμ§€ μ‹œμŠ€ν…œμ„ μ„€μΉ˜ν•˜λŠ” κ²ƒμ΄μ—ˆλ‹€. 그리고 지속가λŠ₯ν•œ μ—λ„ˆμ§€λ‘œ μˆ˜μ—…μ— ν•„μš”ν•œ μ „λ ₯을 κ³΅κΈ‰ν•˜κ³ μž ν–ˆλ‹€. ν•˜μ§€λ§Œ 칸타라 ν•™κ΅μ—μ„œλŠ” λ‹€μ–‘ν•œ 이유둜 μ—λ„ˆμ§€ μ‹œμŠ€ν…œμ„ μ‚¬μš©ν•˜μ§€ μ•Šκ³  μžˆμ—ˆλ‹€. λŒ€μ‹  μˆ˜μ—…μ— ν•„μš”ν•œ λ¬Όν’ˆμ€ ν•™λΆ€λͺ¨μ™€ λ§ˆμ„ μ£Όλ―Όλ“€μ˜ μ°Έμ—¬λ‘œ μ±„μ›Œμ§€κ³  μžˆμ—ˆλ‹€. ν˜„μž₯μ—μ„œ λ°œκ²¬ν•œ 참여에 λŒ€ν•΄ μ΄ν•΄ν•˜κ³ μž λ‚˜λŠ” μ„Έ 가지 연ꡬ 문제λ₯Ό μ„€μ •ν•˜κ³  이에 λ‹΅λ³€ν–ˆλ‹€. 첫 번째 μ§ˆλ¬Έμ€ β€œν•™κ΅ ν˜„μž₯μ—μ„œ λ‚˜νƒ€λ‚œ μ°Έμ—¬μ˜ 양상은 μ–΄λ– ν•œκ°€?”이닀. 이λ₯Ό μœ„ν•΄ 두 κ°€μ§€μ˜ 기쀀을 가지고 μ°Έμ—¬μ˜ 양상을 μ‚΄νŽ΄λ³΄μ•˜λ‹€. 기쀀은 μžλ°œμ„±κ³Ό ν•„μš”μ„±μ΄μ—ˆλ‹€. 두 κ°€μ§€μ˜ 기쀀에 따라 칸타라 λ§ˆμ„μ—μ„œ λ°œκ²¬ν•œ μ°Έμ—¬μ˜ 양상은 총 λ„€ κ°€μ§€μ˜€λ‹€. ν•„μš”λ₯Ό μ•Œκ³  자발적으둜 μ°Έμ—¬ν•˜λŠ” 경우, ν•„μš”ν•˜μ§€ μ•Šμ•„ λΉ„μžλ°œμ μœΌλ‘œ μ°Έμ—¬ν•˜λŠ” 경우, ν•„μš”μ„±μ€ μ•Œκ³  μžˆμœΌλ‚˜ 자발적으둜 μ°Έμ—¬ν•  수 μ—†λŠ” 경우, ν•„μš”ν•˜μ§€ μ•ŠμœΌλ‚˜ 자발적으둜 μ°Έμ—¬ν•˜λŠ” κ²½μš°μ˜€λ‹€. 두 번째, μ°Έμ—¬λŠ” β€œκ΅­μ œκ°œλ°œν˜‘λ ₯ λΆ„μ•Όμ—μ„œμ˜ 지속가λŠ₯μ„±κ³Ό μ–΄λ– ν•œ 연관성이 μžˆλŠ”κ°€?”λ₯Ό μ§ˆλ¬Έν–ˆλ‹€. 이λ₯Ό μœ„ν•΄ 연ꡬ 질문과 κ΄€λ ¨λœ 지속가λŠ₯μ„±μ˜ 의미λ₯Ό μ„Έ κ°€μ§€λ‘œ λ‚˜λˆ„μ–΄ λ³΄μ•˜λ‹€. μ—λ„ˆμ§€μ˜ 지속가λŠ₯, κ΅­μ œκ°œλ°œν˜‘λ ₯ ν”„λ‘œμ νŠΈμ˜ 지속가λŠ₯, ꡐ윑의 지속가λŠ₯이닀. μ—¬κΈ°μ—μ„œ κ΅­μ œκ°œλ°œν˜‘λ ₯ μ‚¬μ—…μ˜ 지속가λŠ₯성은 ν”„λ‘œμ νŠΈλ₯Ό μž₯기적으둜 μ΄λ„λŠ” 힘이라고 λ³΄μ•˜λ‹€. μ°Έμ—¬μžλŠ” 처음 사업이 λ„μž…λœ μƒνƒœλ₯Ό ν˜„μž¬μ™€ λ―Έλž˜μ—λ„ μ΄μ–΄κ°ˆ 수 μžˆλ„λ‘ μ§€μ†ν•΄μ„œ κ°œμž…ν•˜λŠ”λ° μ΄λ•Œ 주체자의 ν–‰μœ„λŠ” ν™œλ™μ μ΄λ‹€. μ„Έ 번째둜 β€œμ°Έμ—¬λŠ” κ΅­μ œκ°œλ°œν˜‘λ ₯ 뢄야에 μ–΄λ– ν•œ μ˜μ˜κ°€ μžˆλŠ”κ°€?”λ₯Ό μ§ˆλ¬Έν–ˆλ‹€. 기쑴의 β€˜μ°Έμ—¬μ  κ°œλ°œβ€™μ˜ κ°œλ…μ€ 주민이 슀슀둜 지속가λŠ₯ν•œ κ°œλ°œμ„ μœ„ν•΄ 직접 μ°Έμ—¬ν•˜λŠ” 인간 쀑심적 κ°œλ°œμ„ κ°•μ‘°ν•œλ‹€. μ΄λ•Œ, μ°Έμ—¬λ‹€μš΄ μ°Έμ—¬λ‘œ κ°œμž…μ΄ λœλ‹€λ©΄ μ°Έμ—¬λŠ” λ‹¨μˆœνžˆ κ΅­μ œκ°œλ°œν˜‘λ ₯ μ‚¬μ—…μ˜ 성곡을 μœ„ν•΄ μˆ˜λ‹¨μœΌλ‘œλ§Œ μ‚¬μš©λ˜λŠ” 것이 μ•„λ‹ˆλΌ μ°Έμ—¬ κ·Έ μžμ²΄κ°€ μ‚¬μ—…μ˜ 성곡기쀀이 될 수 μžˆμŒμ„ λ°œκ²¬ν•˜μ˜€λ‹€. λ³Έ μ—°κ΅¬λŠ” 칸타라 λ§ˆμ„ 주민듀을 더 μ΄ν•΄ν•˜κ³  μ‚¬μ—…μ˜ μ„±κ³΅μ΄λ‚˜ μ‹€νŒ¨μ— λŒ€ν•œ 이유λ₯Ό λ”°μ§€κΈ°λ³΄λ‹€λŠ” ν–₯ν›„ 더 λ‚˜μ€ 사업에 λŒ€ν•΄ κ³ λ―Όν•  κΈ°νšŒμ˜€λ‹€. λ‚˜μ•„κ°€ κ΅μœ‘κ°œλ°œν˜‘λ ₯μ—μ„œ β€˜κ΅μœ‘λ‹€μš΄ κ΅μœ‘β€™μ„ μ–΄λ–»κ²Œ μ‹€μ²œν•  수 μžˆλŠ”μ§€ κ³ λ―Όν•  수 μžˆλŠ” κ³Όμ •μ΄μ—ˆλ‹€. μ£Όμš”μ–΄ : κ΅­μ œκ΅μœ‘κ°œλ°œν˜‘λ ₯, μ°Έμ—¬, λ¬Έν™”κΈ°μˆ μ§€, μ˜¨λ‘λΌμŠ€ ν•™ 번 : 2016-21662This research attempts to answer three questions stated based on the phenomenon in Honduras in particular, at Cantarra school where an international cooperation project initiated solar energy system. The main objective of the project was to make Cantarra schoolΒ΄s education to be sustainable, generating electricity or lights for learning. However, the system was no longer being used because of various reasons. Instead, some parents and community members were supporting teaching tools such as textbooks and printing ink. According to this phenomena related with community participation, an ethnographic research has been conducted in order to understand the culture in Cantarra, analize the types of participation, concern about implication, application and suggestion in association with participation in international education development cooperation. Three research questions are as follows. Firstly, what types of participation can be found at Cantarra school? To answer this question, I observed Cantarra community and school culture. Afterwards, participation was classified applying two standard: β€˜willingness’ and β€˜needs’. The reason of establishing these standards was to question the ownership of community members and to question from whom the action was intervened. Based on these two standards, I was able to discover four types of participation. First, when participation take place with both of willingness and needs. Second, when neither of willingness nor needs was found. Third, when only needs was found. Fourth, when only willingness was found. Secondly, what is the relationship between participation and sustainability? There were three meanings of sustainability related to the research question. They are energy sustainability, project sustainability in international cooperation and education sustainability. The sustainability of the project in international cooperation was understood as a strength to lead the project for a long term. Therefore participants can carry out the project from the beginning and for a coming future Also, they intervene continuously in the project, so their actions are active. Furthermore, the meaning of sustainability in education was different from international cooperation, so that it is necessary to understand and distinguish each other. Thirdly, what is the significance of participation in international cooperation development? The concept about β€˜participatory development’ refers to encourage community members’ active participation so that the effectiveness of the project can be increased. Also, participatory development highlights the participation of community members for sustainable and human oriented development. If participation is intervened as an essential participation, such as voluntariness, freedom and responsibility, it can be reached not just for the success of the international cooperation development, but participation itself can be a standard of the project success. In place of figuring out the reason of success of failure of the project, this research would make to think about better project concerning participation, and by extension, how to practice education as the education should be in international education development cooperation. keywords : International Education Development Cooperation, Participation, Ethnography, Honduras Student Number : 2016-21662β… . μ„œλ‘  1 1. μ—°κ΅¬μ˜ ν•„μš”μ„±κ³Ό λͺ©μ  1 2. 연ꡬ 문제 4 3. 연ꡬ 방법 5 4. 연ꡬ κ³Όμ • 7 1) 연ꡬ ν˜„μž₯ 7 2) 연ꡬ μ°Έμ—¬μž 8 3) 연ꡬ κ³Όμ • 10 5. μ—°κ΅¬μ˜ λ²”μœ„μ™€ ν•œκ³„ 11 β…‘. 이둠적 λ°°κ²½ 13 1. μ°Έμ—¬ 13 2. 지속가λŠ₯μ„± 20 3. 선행연ꡬ κ°œκ΄€ 26 β…’. 칸타라 λ§ˆμ„κ³Ό 학ꡐ 33 1. λ§ˆμ„ 33 1) μ§€ν˜•κ³Ό κΈ°ν›„ 33 2) 경제적 ν™œλ™ 36 3) κ³΅λ™μ˜ μ‹œμ„€ 39 4) 문화와 신념 45 2. 학ꡐ 49 1) ν•™κ΅μ—μ„œμ˜ κ΅κ³Όν•™μŠ΅ 49 2) ν•™κ΅μ—μ„œμ˜ λ¬Έν™”ν•™μŠ΅ 59 3) λ§ˆμ„μ—μ„œμ˜ κ΅κ³Όν•™μŠ΅ 63 4) λ§ˆμ„μ—μ„œμ˜ λ¬Έν™”ν•™μŠ΅ 65 3. λ§ˆμ„-학ꡐ 69 1) λ§ˆμ„μ—μ„œ νƒœμ–΄λ‚˜ μžλž€ ꡐ사 사라 69 2) λ„μ‹œμ—μ„œ λ§ˆμ„λ‘œ μ˜€λŠ” ꡐ사 마리였 71 3) ꡐ사-μ£Όλ―Ό 72 4) μ£Όλ―Ό-μ£Όλ―Ό 75 β…£. μ°Έμ—¬μ˜ ν•„μš”μ™€ μžλ°œμ„±μ˜ 일치 78 1. ν•„μš”λ₯Ό μ•Œκ³  자발적으둜 μ°Έμ—¬ν•˜λŠ” ν•™λΆ€λͺ¨ 83 1) κ΅κ³Όμ„œ 83 2) 간식쀀비 86 2. ν•„μš”ν•˜μ§€ μ•Šμ•„ λΉ„μžλ°œμ μœΌλ‘œ μ°Έμ—¬ν•˜λŠ” ν•™λΆ€λͺ¨ 90 1) μ „κΈ° 91 2) μ„±κ΅μœ‘ 94 β…€. μ°Έμ—¬μ˜ ν•„μš”μ™€ μžλ°œμ„±μ˜ 뢈일치 98 1. ν•„μš”λ₯Ό μ•Œμ§€λ§Œ, 자발적으둜 μ°Έμ—¬ν•  수 μ—†λŠ” ν•™λΆ€λͺ¨ 98 1) 타ꡭ에 μžˆλŠ” ν•™λΆ€λͺ¨ 98 2) λΉ„λ¬Έν•΄ 100 2. ν•„μš”ν•˜μ§€ μ•Šμ§€λ§Œ, 자발적으둜 μ°Έμ—¬ν•˜λŠ” ν•™λΆ€λͺ¨ 102 1) β€˜ν•™λΆ€λͺ¨ 학ꡐ’ 103 2) μ²­μ†Œ 105 β…₯. 해석 및 λ…Όμ˜ 109 1. 지속가λŠ₯μ„± μž¬κ²€ν†  109 2. μ°Έμ—¬ 문제 μž¬ν•΄μ„ 114 3. κ΅­μ œκ΅μœ‘κ°œλ°œν˜‘λ ₯μ—μ„œ 참여에 λŒ€ν•œ μ ‘κ·Ό 117 β…¦. μš”μ•½ 및 κ²°λ‘  123 1. μš”μ•½ 123 2. κ²°λ‘  128 μ°Έκ³ λ¬Έν—Œ 131 자료 140 Abstract 149석

    A Study on the Shirt Collar with Collar Band

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