일제강점기 중등 실업학교의 민족 공학제 연구 (A Study on Ethnic Discrimination of Coeducation System Operated at Secondary Vocational Schools in Korea during the Japanese Occupation Period 1910-1945)

서지정보

· 발행기관 : 교육사학회
· 수록지 정보 : 교육사학연구 / 25권 / 1호 / 49 ~ 84페이지
· 저자명 : 안홍선

초록

본 연구는 일제강점기 중등 실업학교에서 운영된 민족 공학제도를 검토하고 그 성격을 규명하고자 한다. 중등교육 단계에서 실업계 학교는 일반계 학교와는 달리 조선인과 일본인이 같은 학교에 재학하는 민족 공학제로 운영되었다. 민족이 혼합된 학급을 편성하고 동일한 공간에서 동일한 교육과정을 이수하도록 하는 등 노골적인 민족간의 차별을 낳는 요소를 없애고자 하였다. 이처럼 민족 공학제는 형식적 차별제도를 폐지하고 ‘일시동인’을 표방한 1920년대 이후 식민지 교육의 이상적 실험이었다.
그러나 실업학교의 민족 공학제 운영은 조선인 학생들에게 매우 차별적인 것이었다. 신입생 선발에서 전체 지원자수 규모를 무시한 민족간 동수 선발 원칙은 조선인에게는 극심한 입학 경쟁을 낳는 불공평한 제도였다. 학교생활에서도 조선인 학생들은 같은 교실에서 이루어지는 일상적인 차별적 관행을 경험해야 했으며, 학업성적 산출과정에서 일본인 학생들에 비해 상대적으로 낮은 점수를 받고 있었다. 또한 학교를 졸업하고 취업하는 과정에서도 추천제 취업은 민족적 차별의 요소가 구조적으로 내재되어 있었다.
이처럼 실업학교의 공학제는 식민당국에 의해 ‘내선융합’의 상징인 것처럼 선전되고 있었으나, 실제 운영은 매우 불공평하며 차별적인 것이었다. 따라서 조선인 학생들은 집단행동을 일으키며 당국의 민족 공학정책을 정면으로 반대하는 경우가 많았다. 이러한 실업학교 학생들의 집단적 저항은 고등보통학교나 보통학교에까지 민족 공학제를 확대하려는 일본 제국주의의 ‘동화주의’ 정책의 실효성에 대해 근본적인 의문을 제기하는 것이었다.

영어초록

The purpose of this research was to analyze the ethnic discrimination of the coeducation system operated at secondary vocational schools in Korea during the Japanese occupation period 1910-1945. Unlike general schools, secondary vocational schools in the Japanese colonial era adopted the ethnic coeducation system which allowed Korean and Japanese students to attend the same school. The aim of ethnic coeducation system was to remove the factors that caused blatant ethnic discrimination, claiming to ‘Fusion of Korea and Japan’ policy. Mixed ethnic groups were organized in a classroom for the same curriculum and a dormitory was also organized with mixed ethnic groups so they could also live in the same space. Furthermore, meticulous attention was paid to the maintenance of ethnic balance when selecting a student representative.
However, the ethnic coeducation system operated at vocational schools had highly discriminative features to Korean students. Since the ratio of ethnic group for the admission was fixed, the different admission rate applied to Korean and Japanese. The principle of selecting the same number of candidates from different ethnic groups, neglecting the size of the entire number of applicants, made the system unfair to Korean, causing an intense admission competition. Moreover, even though Korean students successfully entered the school, they had to experience discriminative customs happening in the same classroom everyday. Especially Korean students highly complained about the calculation of school records, because they got comparatively low scores on items in which the subjectivity of an evaluator was involved, such as practice and conduct points, compared to Japanese students.
The ethnic discriminative system of vocational schools applied to not even admission and school life but graduation and employment. Employment of students at vocational school at that moment was performed by a recommendation system. When administrative agencies or ordinary companies asked school for a recommendation of school graduates, school selected students suitable for each organization and asked the relevant organization for their employment. However, there were ethnic discriminative elements structurally hidden in such recommendation system. Organization that asked for a recommendation specified the conditions of desired ethnic group for such recommendation and school also selected and recommended students with a discriminative standard for each ethnic group. Consequently, Korean students could not be recommended for a desired job or failed to get a job, being pushed back by Japanese students having lower scores.
As described above, the coeducation system at vocational schools having strong ethnic discriminative nature, but it was propagated as if it was a symbol of ‘assimilative education’ by the Japanese colonial authorities. However, Korean students of vocational schools who had experienced discriminative customs everyday under the ethnic coeducation system and developed their ethnic awareness and took collective actions to oppose the coeducation policy. Such collective resistance of vocational school students was about raising a fundamental question about the effectiveness of the assimilation policy of the imperialism of Japan that attempted to expand the ethnic coeducation system even to other general schools.

참고자료

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