사회적 배제의 인식과 극복으로서의 ‘포용적 문화예술교육’을 위한 시론적 연구

This study examines the concept, direction, and structure of inclusive arts education, as promoted by Korean President Moon Jae-in’s declaration of the "first year of our inclusive nation." The concept and practice of inclusiveness allows for understanding and overcoming the negative consequences of social exclusion and encourages us to look beyond interpreting social problems only through the lens of poverty. To that end, we examine the development of the concept of inclusiveness in general cultural policy, and then apply our insights to arts education, beginning with cultural accessibility and the expansion of the arts participation. We suggest that inclusiveness in arts education, and a solid conceptual understanding of the definition of inclusiveness in the arts, is critical to the task of meaningfully addressing the social exclusion that is all too often reproduced arts education contexts. Thus, we explore two dimensions of inclusive arts education: (1) a focus on those typically socially excluded (disabled people, the elderly, gender minorities, refugees, etc.); and (2) strategies for countering, overcoming, and healing from the multiple layers of social exclusion. Our emphasis is on attending to the social exclusion that results from discrimination and inequality due to cultural differences and reflecting on conceptions and actionable practices of social inclusion and equity in arts education contexts.