본 연구는 마을교육공동체 활동에 참여한 경험이 청소년들의 민주시민의식에 어떠한 변화를 가져오는지를 확인하고 시사점을 도출하기 위한 것이다. 이를 위해 청소년의 참여 과정에서 민주시민의식변화와 관련한 경험 사례를 살펴보고 민주시민의식과 관련한 개념을 추출하고 범주화하였다. 주요연구 결과는 다음과 같다. 첫째, 마을교육공동체에서 청소년 활동의 중요한 동력은 자발성과 주도성이었지만 이는 마을의 구성원들이 활동을 지지해주고 적극적으로 지원해줄 때 더욱 발현되었다. 또한청소년들이 다양한 활동을 수행할 공간 및 마을교육공동체 활성화를 위한 조례 제정 등의 행정적지원, 청소년의 정책적 활동을 보장할 필요가 있는 것으로 나타났다. 둘째, 마을교육공동체 활동에활발히 참여한 청소년은 개인적으로는 민주적인 기본 가치와 이념을 내면화한 인격체로 성장하였고사회적으로는 타인과 긍정적 상호작용을 통해 서로 협력하며 삶의 문제를 해결해 나가는 민주시민으로 성장한 것으로 나타나 청소년 주도 마을교육공동체 활동은 민주시민 육성이라는 목적을 달성할수 있는 선순환 체계임을 증명하게 되었다. 이를 위해 꾸준히 마을 기반 프로젝트 활동을 수행해온 청소년들이 마을의 의사결정과정에 참여하여 의견수렴 및 결정을 할 수 있는 권한을 부여하고실천적 민주시민으로의 성장을 위한 정책적 활동의 장을 마련해줄 필요가 있다. 또 마을 자체가살아있는 진정한 민주주의 배움터로 구현되려면 마을교육공동체 사업의 계획부터 실천, 반성의 전과정에 청소년들이 주도적으로 참여할 수 있도록 어른들은 촉진자로써 지언과 지지를 아끼지 않아야한다.
The purpose of this study is to determine what changes the experience of participating in village education community activities bring to the youth’s democratic citizenship consciousness and to draw implications thereof. Accordingly, the cases related to democratic citizenship change in the process of youth participation were examined. Subsequently, the concepts related to democratic citizenship were extracted and classified. The study’s primary findings were as follows: first, spontaneity and initiative were the driving forces of youth activities in the village education community. This became more evident when the village members actively supported the activities. The results further revealed a space for youth to perform various activities was important. Furthermore, administrative support such as the enactment of ordinances to vitalize the village education community, and ensure youth policy activities was imperative. Second, the youth who actively participated in the activities of the village education community personally internalized basic democratic values and ideologies. Socially, they became democratic citizens who cooperated with each other through positive interactions with others and solved life problems. Consequently, youth-led village education community activities proved to be a virtuous cycle system that could achieve the goal of fostering democratic citizens. Consequently, it is imperative to give youth who have consistently carried out village-based project activities the authority to participate in the decision-making process of the village to collect opinions and make decisions as well as to provide a place for policy activities so as to ensure practical democratic citizens are fostered. Furthermore, for the village itself to be realized as a real living learning ground, for democracy, it is crucial for adults to offer their support as facilitators so that youth can lead the entire process of planning, implementation, and reflection of village education community projects.
The purpose of this study is to determine what changes the experience of participating in village education community activities bring to the youth’s democratic citizenship consciousness and to draw implications thereof. Accordingly, the cases related to democratic citizenship change in the process of youth participation were examined. Subsequently, the concepts related to democratic citizenship were extracted and classified. The study’s primary findings were as follows: first, spontaneity and initiative were the driving forces of youth activities in the village education community. This became more evident when the village members actively supported the activities. The results further revealed a space for youth to perform various activities was important. Furthermore, administrative support such as the enactment of ordinances to vitalize the village education community, and ensure youth policy activities was imperative. Second, the youth who actively participated in the activities of the village education community personally internalized basic democratic values and ideologies. Socially, they became democratic citizens who cooperated with each other through positive interactions with others and solved life problems. Consequently, youth-led village education community activities proved to be a virtuous cycle system that could achieve the goal of fostering democratic citizens. Consequently, it is imperative to give youth who have consistently carried out village-based project activities the authority to participate in the decision-making process of the village to collect opinions and make decisions as well as to provide a place for policy activities so as to ensure practical democratic citizens are fostered. Furthermore, for the village itself to be realized as a real living learning ground, for democracy, it is crucial for adults to offer their support as facilitators so that youth can lead the entire process of planning, implementation, and reflection of village education community projects.
