일본 고등학교 ‘역사총합’ 교과서 속한국 근대사 관련 서술 분석

• 영문명: Analysis of description related to modern Korean history in Japanese history textbook(歴史総合)
• 발행기관: 한일민족문제학회
• 저자명: 배영미(Young-Mi Bae)
• 간행물 정보: 『韓日民族問題硏究』제47집, 273~322쪽, 전체 50쪽
• 주제분류: 인문학 > 역사학
• 파일형태: PDF
• 발행일자: 2024.12.31

국문 초록

Among the newly organized history course “Integrated history” textbooks in 2022, the top five descriptions related to modern Korean history were analyzed by dividing them into six topics. The six topics are the Sino-Japanese War, the Russo-Japanese War, the forced annexation process and colonial rule, the national movement after the March 1st Movement, the massacre of Koreans in the Great Kanto Earthquake and Koreans in Japan, the wartime mobilization of Koreans. As for the Sino-Japanese War, it can be pointed out as a common problem that there is no explanation of the cause of the outbreak of the Donghak Peasant War and the damage or experience of the Korean people. Some textbooks describe imperialist aggression as “foreign expansion.” even. As for the Russo-Japanese War, no textbook has written that Japan’s victory has had a “positive impact” on Asian countries as the Japanese government wishes. However, like the Sino-Japanese War, the existence of the Korean people is not depicted at all. Descriptions related to forced annexation and colonial rule are not much different, and is characterized by a comparative description with Taiwan, and is characterized by using various materials and examples to increase understanding of colonial Joseon. There is no big difference in statements made by textbooks in the March 1st Movement. It is noteworthy that this theme also describes the 2.8 Declaration of Independence, the spread of the Movement abroad, and subsequent national and socialist movements, which are not covered in other textbooks. However, there is not enough information to convey to students the independence movement of Joseon, which continued until liberation. Finally, the description of the mobilization of Koreans in wartime was divided into labor, military, and “Japanese military comfort women,” and although most textbooks deal with it, information and meaning about the actual nature of the damage and responsibility for the damage are not conveyed. Most textbooks point out that Japan’s relationship with Asia has been passed down as an official opinion of the Japanese government, citing Murayama’s statement of remorse and apology for colonial rule in the 50th anniversary of the end of World War II in 1995. It shows that this issue is the key to Japan’s ability to play a role in Asia and even in the international community.

영문 초록

2022年、新しく編成された歴史科目の｢歴史総合｣教科書のなか、採択率上位5種における韓国近代史叙述を六つのテーマー日清戦争、日露戦争、強制併合過程と植民地支配、3·1運動と以降の民族運動、関東大震災朝鮮人虐殺と在日朝鮮人、朝鮮人戦時動員ーに分けて分析した。日清戦争については、東学農民戦争の勃発原因と性格に対する説明が足りず、朝鮮民衆の被害や戦争経験に関する叙述がないことを共通の問題として指摘できる。帝国主義侵略を｢対外進出｣と表現した教科書もある。日露戦争については、日本政府が望むように、日本の勝利がアジア諸国に｢肯定的影響｣ばかり与えたと書いた教科書はない。ただ日清戦争と同様、朝鮮民衆の存在はまったく描かれていない。強制併合と植民地支配関連の叙述は教科書による大差はなく、＜東京＞が台湾との比較叙述をし、＜実教＞が多様な資料や事例を活用して植民地朝鮮に対する理解を高めたことに特徴がある。3·1運動も教科書別供述に大きな違いはない。このテーマも＜実教＞が他の教科書では扱わない2·8独立宣言、3·1運動の国外への拡散、以降の民族運動·社会主義運動などを叙述した点は注目に値する。しかし解放まで続いた朝鮮の独立運動を学生に伝えるには情報がまったく足りない。関東大震災朝鮮人虐殺についてはなぜ数千名の朝鮮人が虐殺されたのかという背景や原因があまり説明されず、虐殺主体が曖昧な場合もある。在日朝鮮人については戦時体制期強制動員と戦後の社会政治的差別との関連性を指摘してはいるが、日本社会の構成員の一つとしてもっとも近い｢他者｣である存在を歴史的に説明するには決して十分ではない。最後に朝鮮人戦時動員に関する叙述を労働、軍事、日本軍｢慰安婦｣に分けて検討した結果、ほとんどの教科書で扱ってはいるが、被害の実体や加害責任についての情報と意味が伝わるほとではない。ほとんどの教科書で、今後の日本とアジアとの関係について、1995年戦後50年を迎えて植民地支配に対する反省とお詫びを表明した村山談話と挙げて日本政府の公式見解として受け継がれているとしたり、日本社会の植民地支配に対する反省と過去清算が十分ではないという事実を言及している。日本がアジア、ひいては国際社会で役割を果たせるためには、まさしくこの問題がカギになることを見せてくれる。

목차

Ⅰ. 머리말

Ⅱ. ‘역사총합’의 성격과 교과서 간행 현황

Ⅲ. 청일전쟁에서 강제병합까지, 그리고 식민 지배

Ⅳ. 3.1운동에서 아시아 태평양전쟁까지

Ⅴ. 맺음말

키워드

역사총합 교과서 청일전쟁 러일전쟁 강제병합 식민 지배 3.1운동 관동대지진 조선인 학살 재일조선인 조선인 전시동원 “Integrated history” textbooks Sino-Japanese War Russo-Japanese War forced annexation of Korea colonial rule the March 1st Movement the massacre of Koreans in the Great Kanto Earthquake