중학교 정보교과의 개인정보 교육내용 텍스트 분석: 개인정보 교육의 이데올로기, 서사구조, 담론을 중심으로

The study analyzed personal information education in middle school informatics in the 2015 national curriculum of Korea based on understanding the digital environment change, the meaning of privacy and personal information, media literacy education, and discussions on digital technology and ethics. Through text analysis, a qualitative research method, we analyzed the values inherent in the national curriculum of informatics and personal information education in textbooks, the main narrative of personal information education, and the social meaning it expresses. Based on information ethics, an individual's behavioral norm, middle school personal information education narrowly considers personal information based on law and emphasizes individual compliance with social norms. Personal information education made personal information "protection" from crimes more important than personal and rights elements of personal information through the narrative of "leak-crime-damage-protection," and made it impossible to recognize everyday privacy, personal information threats, and infringement. Above all, it was found that personal information education attributes the cause of personal information infringement to individuals and also requires solutions from individuals. The self-responsibilization is further strengthened through the invisibleization of the state and companies, which are major agency related to personal information and privacy. With digital technology and corporate influence expanding indefinitely, personal information education based on information ethics is likely to prevent individuals from recognizing individual rights and digital media structures by emphasizing norms without analyzing and criticizing technology.