해방기 ‘국어’ 교과서와 탈식민주의 －『초등 국어교본』을 중심으로－ (Korean Textbooks and Postcolonialism in the Liberation Period －Focus on Korean Elementary School Textbooks－)

서지정보

· 발행기관 : 한국문학교육학회
· 수록지 정보 : 문학교육학 / 30호 / 97 ~ 126페이지
· 저자명 : 강진호

초록

This article addresses the issue of ‘Korean elementary school textbooks’ existent in the liberation period, and includes elements of colonialism and postcolonialism. Postcolonialism incorporates a critical discourse towards the Japanese influence, which continued after the colonial period. The evacuation of Japan from Korea was not facile, as postcolonial procedures had never been predicted or did not offer a promise of liberation. Korean elementary school textbooks adequately provide credible and reliable information concerning the details of the procedure. These books include examples from colonial Japanese textbooks, but they contest and attempt to replace this information with that which reflects a Korean mind-set. One postcolonial intention has emerged as the denial of identities forced by Japanese imperialism and evolved into a search and enactment of new Korean identities. Based on this presupposition, the study of these textbooks exposes a significant narrative and highly relevant discourses, as I describe below. Firstly, this textbook explores and exposes the newly required process of founding a nation-state as a nation. We can consider that, the act of fabricating mythologies by the Japanese in Korean textbooks, and subsequently, relegating Dangun mythology to folk story-level, to emerge as an attempt at re-territorialization by the Japanese. These textbooks signify the beginning of modern education. The organization of units and details the textbooks employ reflects that of most textbooks. This textbook though indicates the connectedness of the origin of Korean textbooks with Japanese textbooks. The argument that Japanese textbooks ground Korean textbooks, in the post liberation era, would suggest that Japanese imperialism has influenced Korean language education. The Japanese colonial legacy simply no longer just includes pro-Japanese collaborators.

영어초록

This article addresses the issue of ‘Korean elementary school textbooks’ existent in the liberation period, and includes elements of colonialism and postcolonialism. Postcolonialism incorporates a critical discourse towards the Japanese influence, which continued after the colonial period. The evacuation of Japan from Korea was not facile, as postcolonial procedures had never been predicted or did not offer a promise of liberation. Korean elementary school textbooks adequately provide credible and reliable information concerning the details of the procedure. These books include examples from colonial Japanese textbooks, but they contest and attempt to replace this information with that which reflects a Korean mind-set. One postcolonial intention has emerged as the denial of identities forced by Japanese imperialism and evolved into a search and enactment of new Korean identities. Based on this presupposition, the study of these textbooks exposes a significant narrative and highly relevant discourses, as I describe below. Firstly, this textbook explores and exposes the newly required process of founding a nation-state as a nation. We can consider that, the act of fabricating mythologies by the Japanese in Korean textbooks, and subsequently, relegating Dangun mythology to folk story-level, to emerge as an attempt at re-territorialization by the Japanese. These textbooks signify the beginning of modern education. The organization of units and details the textbooks employ reflects that of most textbooks. This textbook though indicates the connectedness of the origin of Korean textbooks with Japanese textbooks. The argument that Japanese textbooks ground Korean textbooks, in the post liberation era, would suggest that Japanese imperialism has influenced Korean language education. The Japanese colonial legacy simply no longer just includes pro-Japanese collaborators.

참고자료

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