문화예술 기반 시민참여는 어떻게 시민성 학습이 되는가 : 구조화된 자율성과 상호문화적 위치성 재구성

초록

This study asks not whether arts-based civic participation fosters citizenship, but how it does so. Drawing on a longitudinal, embedded single-case design, it examines the CitizenX program of the Incheon Foundation for Arts and Culture. Data comprise three years of official program reports (20232025) and semi-structured interviews with seven informants—two cultural mediators and five citizen participants—drawn from two contrasting embedded sub-cases: an island community (Case A) and an inner-city district (Case B). The analysis reveals four key findings. First, citizenship was not formed along a single pathway but through the interplay of six themes: multi-layered entry pathways, the workings of structured autonomy, the reconfiguration of identity and meaning, the sustaining of relationships and the emergence of learning communities, the reciprocal learning of cultural mediators, and the differential utility of support programs as experienced by mediators. Second, the operating principle underlying both sub-cases is conceptualized as structured autonomy—a dual arrangement in which mediators delimit the overall framework while delegating decision-making and expression within it. This reframes the quality of participation as a question not of how much authority is devolved, but of in which domains and through what structures it operates. Third, citizenship emerged as participants' taken-for-granted assumptions about their own position were unsettled—a form of decentering that unfolded gradually over thirteen years in Case A and intensively over three years in Case B. Fourth, mediators were not mere operators but learners who continually reconstructed their understanding and practice through relationships with participants, demonstrating that intercultural learning is reciprocal rather than unidirectional. Building on these findings, the study proposes directions for revising citizenship evaluation indicators using the analytical dimensions of UNESCO FCS 2025, and argues that encounters across cultural differences become citizenship learning only under specific operational conditions.

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