In Maeul Learning Community theory and practice domains, discussions of relationships among schools and towns are hot issues. Because of this, studies on relationships in Maeul Learning Communities are being conducted in various academic circles. However, as most are normative studies conducted through theoretical and practical cases, they do not positively examine the relational characters of Maeul Learning Communities. This study began based on this kind of problem awareness. The purpose of this study was to empirically analyze the relational structures and actions of Maeul Learning Communities and to comprehend the relational character of Maeul Learning Communities.
Research problems were established as follows. First, how do relational structures among participating members of Maeul Learning Community appear? Second, how do major actors within Maeul Learning Community networks appear? Third, what are keywords and their meanings in contents discussed in conversations among Maeul Learning Community members?
Analysis methodology was based on social network analysis (SNA) methods and the NetMiner 4.4 was used as an analysis tool. Analysis examples chose a maeul education community in Wolsandong of Gwangju metropolitan city.
Results drawn from analysis are as follows.
First, the Wolsan-dong Maeul Learning Community has weak ties and open networks. Weak ties and open networks are loose and open, bringing in the participation of various members. The keys to weak ties and open networks are openness and flexibility.
Second, the Wolsan-dong Maeul Learning Community has a super network, key principal agents (keymen), and brokers who act as the main actors who form, maintain, and vitalize the Maeul Learning Community. The super network is the core of bridge roles that connect various members of the town and schools. Keymen are members who possess classic forms of leadership in most local societies. They have a broad understanding of the town and broad relational scopes allowing them to lead project promotion smoothly. Brokers exist diversely in various domains, closely connecting networks.
Third, the Wolsan-dong Maeul Learning Community was formed to solve town education problems that come from the poor conditions of the town and the absence of child education and care in the town. Through continuous meetings, discussions were shared regarding town education tasks and measures were sought while conducting common learning. Specifically, it was found that educational activities and spaces for town children were needed. Public undertakings were used to establish foundations. A meeting of town and school is being experienced through the operation of a town school.
Conclusively, the significance of this study is as follows. First, it has academic value as empirical research on the relationships of Maeul Learning Communities. Also, it can look into (diagnose) networks in actual sites or provide solutions for the construction of optimal relationships.