담론 기반의 리터러시 교육의 필요성과 이론적 토대 탐색: 포스트-민주주의 사회에 관한 성찰로부터

초록

The purpose of this study is to examine the discourse-based literacy education in the context of post-democracy and the emergence of new media. The way literacy is viewed and taught needs to be inevitably linked to social and ideological behavior, since the traditional ‘autonomous model of literacy’ as neutral, objectively definable set of reading and writing skills seems to be artificial and narrow from the current and interdisciplinary perspectives, as well as in the era of corporate- dominated and newly built media environment. As a strategy to overcome the disappearing ‘civic public sphere’ in modern democratic society, this study suggests raising awareness of constructivistic approaches to ‘discourse’ studies in education settings, which are hoped to fill the gap between (inter)textual and contextual, or functional and critical literacy. The reconceptualized models of literacy are discussed on the new tradition of multiliteracies, multimodality, multicultural literacy, critical literacy, digital literacy, which invalidates the conventional literacy as a standardized, autonomous, cognitive skill on the printed materials. Literacy education for democratic society needs to incorporate social practice into rejuvenating citizens’ voluntary participation and kicking against power order. Then, the features and domains of discourse to be taught in literacy education are summarized, with an emphasis on Fairclough’s model. Foucault’s subjectivities and governmentaltiy are briefly discussed to highlight the meaningfulness of discourse-focused literacy education as a way to create the newly conceived power of resistance. This study finally makes some suggestions for future directions of literacy education.

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