일제하 역사교과서와 식민지 지배 이데올로기

• 영문명: The History Textbook and The Ruling Ideology under The Japanese Colonial Government - Focusing on the 『Common School National History』and 『Primary National History』 -
• 발행기관: 중앙대학교 중앙사학연구소
• 저자명: 박현옥(Park Hyun Ok)
• 간행물 정보: 『중앙사론』제25집, 175~216쪽, 전체 42쪽
• 주제분류: 인문학 > 역사학
• 파일형태: PDF
• 발행일자: 2007.06.30

국문 초록

The school system, curriculum, and materials were all linked together by the imperialistic Japanese for the purpose of creating a propaganda machine in which to control and suppress the nation. During the first Chosun educational ordinance under Japanese imperialism, the educational system in place was stripped in order to offer only the essential amount of education for the students to function in a society, but certainly not to be leaders of a society and advance as a civilization with an independent national identity, as can be seen by the exclusion of History from the curriculum. One administrator termed this system as, an education for the conditions of municipal life and the standards of the people . Following the events of March 1st, 1919 the Japanese instated History into the curriculum, albeit a distorted history. The Korean educational system was given the guise of being equal to that of the Japanese system, when in reality it was a skeleton compared to that of the Japanese. The Japanese created two systems, the dominant system being taught in Japanese and the subservient being taught in Korean. In the 1921?1922 edition of the 『Common School National History』 the histories of both countries were taught separately to the students and not as integrated set of events taught along a chronological time line, with Japan’s history taking precedence over Korea’s. However, in the 1932?1933 edition there was a drastic shift in the National History textbook which taught History not as that of two purely separate countries, but as an integration of the two cultures in an attempt to create a sense of unity and kinship, amalgamating the two cultures into a common history. In the revised textbook, there was an attempt to create a sense of unity and kinship by adding interaction between Japan and Korea to the History curriculum by subduing the content that can cause antipathy and by emphasizing the justification of the two countries’mergence. This was the beginning of using history education as means for propaganda by strengthening the functional side as instilling the ruling ideology to history education as propaganda. As opposed to the previous curriculum which sought to dominate mentally those who had been enslaved physically, this edition offered a bridge between dominance and unity. The third Chosun educational ordinance underwent complete integration between that of Japanese history and that of Korean history with the same history being taught to school students in Japan as was taught in Korea, as well as a name change of Korean schools to match their Japanese counterparts. The 『Primary National History』 textbook published 1937?1938 was used to unify Korea with Japan, leaving out an independent Korean history. Instead, the textbook focused on the interaction between Japan and Korea as one entity divided by a sea; it provided a common ancestry of the Korean and Japanese people.

목차

서론

Ⅰ. 조선교육령의 개정과 역사교육

Ⅱ. 『보통학교 국사』와 내선융화 이데올로기

Ⅲ. 『초등국사』와 내선일체 이데올로기

결론

키워드

조선교육령 『보통학교 국사』 『초등국사』 초등학교 역사교과서 식민지 지배 이데올로기 The Chosen Educational Oridinance 『Common School National History』 『Primary National History』 The Primary History Textbook The Ruling Ideology Under The Japanese Colonial Government