ScholarWorks@숙명여자대학교

초록

This paper presents a case study of a ‘Women and Labor’ module implemented in a university-level women’s studies liberal arts course, utilizing the film <Next Sohee>. Specifically, it examines the rhetorical implications of the film <Next Sohee> among the texts explored in ‘Women Read Through Gender,’ a course newly offered to working students attending university at night. Students critically examined the realities of young female labor depicted in the film, connecting these portrayals to their own real-life experiences through written reflections and demonstrating their critical awareness through anchor briefings. This study thus investigated how the film <Next Sohee> resonated with and persuaded students, analyzing its impact through the lens of ethos, pathos, and logos. Furthermore, through a content analysis of student outputs—including film responses, book discussions, field interviews, column writings, anchor briefings, and end-of-semester reflective journals and portfolios—within the learner-centered ‘Women and Labor’ module, this paper scrutinizes the educational impact of the course activities, specifically those involving the film <Next Sohee>, on the students. Through the analysis of this instructional case, the study confirms the importance of selecting texts that reflect the unique circumstances of learners for more effective women’s studies liberal arts education. It further suggests the critical role of well-designed instructional modules in fostering education that empowers students to independently recognize social issues and drive substantive change.

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