1930년대 조선여성교육의 사회적 성격

Abstract

The purposes of this study are to positively demonstrate real aspects of the 1930' education of korean women to give attention to national distinction and sexual distinction as the Japanese assimilation, Japanese Education policy and in equality and contradictory structure of education of Korean women. And to grasp the 1930' problems of education of Korean women and social situation. That was expected to understand development of education of Korean women after Libration. This treatise first was treat of a background of the 1930' education of women in the relation to the phases of the times in the introdoction, the second Japanese education governing policy and real picture of education of Korean women and the third asocial situation and problem of education of Korean women. The scope of this study is limited to secondary school and high school in Korea during the Japanese colonial policy in the1930' Materials to this study are various kinds of Chosun government general statistical data about education of women and all sorts of a discourse about education of women is recorded nongovernment learned journal and newspapers and so on etc, at this time. Japanese colonial educational policy in the 1930' is restored to military government and vocational training break from culture government and the humanities education after 3.1.movement. In the beginning of the 1930', Korea is changed a source of food supply, a source of resources exploitation, a source of human efforts supply, and a supply base. Together this, education also attach importance to practical education and working education. Japanese imperial ism was busier Japanese subject education and assimilation education through the second education territory in the 1938. In education process, rate of Korean Time is made low. On the other hand rate of Japanese Time is made high. In the 1938 Korean time is in fact vanished. Korean language and letter is not spokened and written, Through ethics, civic course, Japanese history Japanese spirit is encouraged and is strengthen japanese subject education. Korean women have done inequal to opportunity of middle-high school education needless to say primary education. At the same time, in comparison with Japanese women in the Korea have done excessively limit opportunity of education. And by old customs in comparion with man have done smaller education. That time economicalhardship in connection with impoverishment of country centralization of education means, to women in the country opportunity of education is smaller than the other women. In the midist of this hardship the other hardship is near at the hand to the future of student. Scarcity of a special branch of science education organ and limitation of a position, entrance into a school of higher grade and employment was hard. try to entering upon studies and emoloyment, but social cognition and opposition of home must have gone into home. At home after marrige, new women educated is much trubble. Try to put to practical use at home learning and reform house life, but was a lot of obstacles. And at slightest slip, remain position less than old-women or from to abuse of new-women. Besides at the home life or social life, a girls' school middle-education is a lot of things separate form actual life So foreign and Japanese things is teached or a lot of knowledge necessary to enter upon studiese quipment like english or professional science. Subject like fornality necessary to her job life method made Korean food and made Korean cloths adequate to actual life. Moreover, cognition of girl student at school to society is much obscure, and a lot of troubles is made when go to actual society after graduation. Thinking at school feel whatever they can and expected to make sure knowledge at the near of graduation. This actuality cognition separated to the realities of life is problem to student-self Moreover a defect of school education. The beginning of the 1930', girl student of the whole country after KWANG-JU student movement accomplishedone of national movement spread out consistently student movement request abolition of national distinction education improvement of education enviornment etc. At a lot of private schools, educated to inspire national spirit, contribute to firmly modern women education in the middle of oppression Japanese. Differently to open all scioally, the 1930'girl student's woman movement is limited. they are not more than degree participate to the illiteracy eradication campaign as a part of enlightenment of the farmers movement and lead to enlightenment of women. for all that, just like woman department of Young-MOUNG vocational school practice education and enlightenment service for rural communitiesis carried out side by side at country. The new woman graduated a school of the middle school standard have to lead and teach illiterate women set out to her and repaire evil-customs of home without trouble with neighborhood. They go forth into society and wipe out wrong cognition about a new woman stick to sincere posture in the middle of wrong cognition of society and old customs of predominance of man over woman. Also they try to aquire position equal to man lead a stirring life in the struggle for job of society to the extent of learning. In entrance into school of high grade, there is growing tendency that go to a field of a normal school or a dental college or a medical science or pharmacy to have a special Job after graduation more than a field of human knowledge world. Woman education of the 1930' is made a base manure of woman activity and woman education after Liberation to grow up persistently in the midst of dual structure of contradiction which is customs of predominance of man over woman from of old and militaristic Japanese education.;본고는 1930년대 조선여성교육의 실태와 사회적 성격을 구명하고자 하였다. 그리하여 일제의 동화교육과 황민화 교육정책, 조선여성교육의 불평등과 모순구조를 민족적 차별과 성적 차별에 주목하여 실증적으로 하고자 했으며, 1930년대 조선여성교육의 제문제와 사회적 위상을 파악하고자 한 것이다. 그것은 결국 8.15 해방이후 한국여성교육의 발전과 여성의 활발한 움직임을 이해하는 하나의 기초작업이 될 수 있을 것이다. 본고는 먼저 도입부에서 1930년대 여성교육의 배경을 논하면서 그 불평등 구조를 부각하였으며, 제3장에서 일제의 교육지배정책과 조선여성교육의 실태를, 제4장에서 졸업후 사회진출 문제와 여학생의 사회인식 그리고 조선여성교육의 사회적 지위와 성격을 논증하였다. 1930년대 조선여성에게는 구래의 남존여비 사상에 의한 남녀차별과 식민지 우민화 교육정책에 의한 이중적 모순구조 속에서 교육기회가 극히 제한되었다. 그럼에도 불구하고 제한된 교육기회 속에서도 여성교육은 양적. 질적으로 꾸준히 성장해 갔으며, 여성교육의 과도기적 상황에서 나타나는 다소의 부정적 측면이 없지 않았으나 그것을 극복하는 더 많은 긍정적인 결과로 나타났으며 그영향은 1930년대 이후 광복직전까지의 일제의 극심한 탄압에 의한 교육의 암흑기를 지나 광복후의 여성교육에 면면히 이어졌던 것이다.