최저학력제 정당화 담론에 관한 고찰: 그 위기와 성찰

Abstract

Purpose: The purpose of this study is to search for discourses that justify the minimal academic achievement policy, understand and learn from the crises that these discourses are currently facing. Method: Many references in the public domain were reviewed as the methodology of this study, which included previous reports, press releases, and public institution policy data that were associated with the minimal academic achievements policy. The subject of the study was limited to documents published from December 2008 to January 2021. December 2008 was chosen to accommodate earlier discussions about the minimal academic achievement policy. For media materials, press releases were collected from BIG KINDS of the Korea Press Promotion Foundation. Results: Three discourses were identified that justified the minimal academic achievement policy: these were the discourse of studying student-athlete, the discourse of the right to learn as a basic human right, and discourse of fairness. First, student-athletes were suffering from identity confusion between study and sports. Second, the right to learn as a basic human right may violate human rights unexpectedly. Third, fairness may be violated by institutional compromise. The restoration of these discourses will be possible via an extensive study of crises presented herein. Conclusion: It is expected that the real social consensus on the sports academic communities can be formed by understanding the real meaning of the problems associated with the discourses that justifies the minimal academic achievement policy.