세계시민교육 가르침의 여정: 한 가정과 교사의 서울다문화교육지원센터 파견교사 경험에 관한 자문화기술지

초록

This study utilizes an autoethnographic approach to examine my one-year experience as a dispatched teacher delivering global citizenship education at the Seoul Multicultural Education Support Center. The research question guiding this study is: ‘As a home economics teacher seeking to teach global citizenship education, what did I experience, and what is its significance?’ With a decade of experience in home economics education, I sought to expand my pedagogical competencies and critically reflect on my biases and fears about diversity by teaching at the Seoul Multicultural Education Support Center. My experiences in this setting can be categorized into three key aspects. First, as a homeroom teacher for middle school students, I engaged with multicultural learners, fostering empathy and a sense of justice, which enabled me to develop and practice my own global citizenship. Second, through community-based lessons, I cultivated an inclusive learning environment where students and I embraced differences and applied the values of coexistence in practical ways, strengthening my professional identity as a home economics educator. Third, while conducting global citizenship education in general schools, I examined social structures from the perspectives of students and parents at the Seoul Multicultural Education Support Center, addressing structural inequalities by providing tailored educational support and fostering critical awareness among students. This study highlights the role of home economics education in shaping global citizenship education by offering concrete pedagogical frameworks and applications. Furthermore, it broadens the scope of home economics education and contributes to both the professional and personal growth of educators.

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