발달장애아 부모의 전기학습 경험에 대한 내러티브 탐구

초록

The purpose of this study was to understand the processes from which parents develop values and the meaning of life through exploring their experiences with biographical learning. These experiences were related to the parents’ ability to withstand the challenges of life encountered from unexpected disabilities in their children. The methodology of narrative inquiry and the framework of biographical learning (Alheit & Dausien, 2002) were employed in this study. The results, derived through above procedure, are as follows: First, parents of children with developmental disabilities experienced biographical learning, and there was a shift in "diversity," "carpe diem," "confidence," and "courage" in their biographical history. And they were interacting by "communicating" and "resisting" in the spaces of "community," "parental society," "aerobic," and "family," trying to find "balance" and "challenging." Second, parents of children with developmental disabilities understood the experience of biographical learning that began with biographical events as the process of "satisfying," "changing," "understanding," and "making together." Finally, the basic characteristics of biographical learning experienced by parents of children with developmental disabilities are "rhizome-like relationships", "communication of life learned before death", and "life on Möbius strip". From their experience, biographical learning played the role of "transformative growth" and "becoming through autopoiesis".

키워드