대학생의 다문화 교양수업 경험에 관한 현상학적 연구*

초록

This study phenomenologically explored the experiences of undergraduate students in a multicultural liberal arts course and interpreted their meanings through the concept of frames of reference in transformative learning. Focus group interviews(FGI) were conducted with nine students, and the data were analyzed using Colaizzi’s phenomenological method. The findings yielded three categories: “recognizing the self fixed within the world of ‘I,’” “experiencing the destabilization of one’s world,” and “experiencing the expansion of one’s world.” Participants became aware of their premises, prejudices, assumptions, and boundary-making frames of reference, and re-examined them through reflection and small-group discussions. The findings suggest that multicultural liberal arts courses can serve as educational spaces that foster reflection on existing frames of reference, competencies for coexistence, and civic attitudes.

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