이 연구의 목적은 감염병 위기 상황에서 불리한 학생들이 어떠한 경험을 하였는지를 생생하게 기록함으로써 이들이 처한 상황을 구체적으로 이해할 수 있는 질적 자료를 축적하는 데 있다. 그동안 언론이나 이슈 페이퍼 등에서도 학생들 삶의 단면들을 보고해 왔지만 이 보고서는 이러한 면들을 종합적으로 살펴보는 데 의미를 두고자 한다. 그리고 이러한 기초 자료를 통해서 몇 가지 대응 방안 및 체계에 대한 제안을 하고자 한다. 연구 질문은 다음과 같다. 1) 감염병 위기 상황에서 취약집단 초·중·고 학생들은 어떤 일상생활 가운데 학습생활을 했으며 이들이 경험한 교육적 불리함의 특징은 무엇인가? 2) 감염병 위기 상황에서 이들은 어떤 대응을 하였으며 외부적으로는 어떤 지원이 이루어졌는가? 3) 감염병 위기 상황에서 어떠한 지역 교육복지 체제가 필요하며 이를 위해서 어떤 준비를 해야 하는가?
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Ⅰ. 들어가며
1. 연구의 필요성 및 목적 ··························································· 3
2. 연구 내용 ················································································ 8
3. 연구 방법 ················································································ 9
4. 연구의 한계 ·········································································· 25
Ⅱ. 이론적 배경
1. 교육적으로 불리한 학생 ······················································· 31
2. 위기와 불리한 집단: 감염병 위기를 중심으로 ····················· 36
3. 학생 경험 분석틀 ·································································· 38
Ⅲ. 코로나19 시기, 불리한 학생들의 교육 관련 이슈
1. 언론에 나타난 코로나19 시기의 교육 관련 쟁점 ················ 45
2. 코로나19 시기 불리한 학생을 위한 외국의 접근과 노력 ···· 64
Ⅳ. 코로나19 시기, 불리한 학생의 경험
1. A지역 사례(읍면지역) ························································· 103
2. B지역 사례(중소도시) ························································· 125
3. C지역 사례(대도시) ···························································· 164
4. D지역 사례(대도시) ···························································· 193
Ⅴ. 논의
1. 사례에서 도출한 불리한 학생들의 경험 종합 ···················· 267
2. 감염병과 불리한 학생 ························································· 274
3. 감염병 확산 시기, 남다르게 접근할 수 있었던 학교의 특징 ·· 282
Ⅵ. 정책 방향 및 방안
1. 불리한 학생들의 경험에서 필요성이 도출된 정책적 고려 ·· 288
2. 감염병 확산에 따른 불리한 학생들을 위한 정책 방향 ······ 290
3. 실천 시나리오 ····································································· 301
4. 정책 주체별·지역별·시기별 대응 ········································ 317
Ⅶ. 나오며
1. 결론 ···················································································· 327
2. 후속 연구 제언 ··································································· 330
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