한 교장의 마을교육공동체를 통한 ‘교육의 사회적 책임(ESR)’ 실천 생애사 연구

This study aimed to explore the meaning and characteristics of life and educational practices of a principal who practices education for social responsibility(ESR) in the village education community. Theoretical and practical discussions on social responsibility in universities, corporations, and public institutions have increased over the last few decades. In this context, studies on ESR have been increasing. However, unlike the social responsibility of universities or corporate social responsibility, the discussion on ESR is still in its infancy. In this respect, we conducted a life history study to explore the practical characteristics and professionalism of ESR. We conducted a life history study, a methodology used to explore and theorize the practical strategies of teachers and practitioners. We collected data through in-depth interviews, participant observation, and document analysis, and analyzed the data based on holistic content analysis. Consequently, the participant characteristics were: becoming an educator based on subjectivity: “trying to become a stepping stone for growth”, leadership as an education planner: “escape from the traditional role of the principal”, maker education in collaboration with village community: “promoting work through real-world problems”, ecological ontology and student initiative: connecting school learning and village space. These results are an example of the ESR strategy of activists in the village education community. The results of this study are meaningful, for they suggest the necessity and direction of research for teachers and practitioners practicing ESR in various fields