학생인권 보장과 학교 인권교육의 발전과제

초록

Despite the fact that children and teens are subject of universal human rights, as they are immature and incomplete, there is a prejudice and discrimination in our educational field that they are the subjects of control. There's dress inspection, appearance inspection or belongings check in school, and it was confirmed that there are discrimination against grade and gender, coercion on nighttime study hall or compensatory learning, or physical, verbal violence of teacher. The purpose of this study is to examine the problems of human rights education in school system and to find improvement measures focusing on apprehension and guarantee of human rights in elementary and middle schools. For this, the study examined the types of human rights violations based on '2016 Gyeonggi-do student human rights report' by Gyeonggi-do Education Research Institute and '2016 Student human rights guarantee report on school life' by National Human Rights Commission of Korea. Also, the study examined human rights education principles of from domestic and overseas cases(UN, National Human Rights Commission of Korea) and actual cases of human rights education in foreign countries which could be the guidelines of human rights education in school to examine the development challenges of human rights education and guarantee of student human rights in school. The study suggests changes and implements listed below to our educational field. First, the field of education should be the space where the learners’ rights are protected and respected. In other words, the school must be the Human Rights-friendly space where human rights are respected and considered. Second, human rights education requires specialization and systematization. There must be a human rights education considering age and developmental step of students, and use textbooks proper to human rights principle for not just punctuated and one time education but good quality human rights education that is consistent and integrated. Third, the education must be based on improved human rights sensitivity of teacher and enhanced capability of human rights guidance. Thus, the teacher training program must be reinforced and the teacher training course must include human rights course as a mandatory. Fourth, there must be legal and institutional condition secured to conduct human rights education. Especially, the education related law and school regulations must be revised to fit the actual improvement and protection of student human rights. Also, one must consider building online integrated information system that could share the human rights education program. Fifth, a school human rights index that is measurable must be developed to back the guarantee and improvement of student human rights statistically. This could be used as a tool measuring human rights protection and improvement as an index apprehending the student's human rights condition in quality and quantity.

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