한국 정부의 재외국민교육목표와 재일한국학교 정체성 함양 교육- ‘재일본한국인교육연구대회’ 60년의 통찰-

Abstract

This paper intends to explore the implications of education to cultivate the identity of Korean schools in Japan through longitudinal insights on the “Korean Education Research Conference in Japan” held every year by the “Korean Educators Association in Japan” since 1964. The analysis of literature related to the research competition, which incorporates the thoughts and practices of teachers who are members of Korean schools in Japan, was divided into four periods before and after the study on the “Basic Plan for Overseas Education Development” was first systematized in 1981, and before and after “Curriculum organization and operation of overseas Korean schools” in the general outline of the 2015 revised curriculum since the establishment of educational goals for children of overseas Koreans by the civil government in 1995. As a result, even if the first generation of Koreans in Japan had no doubt their instinctive national identity, the second and third generations showed cultural hybridity as a boundary between Japan's political, economic, social, and cultural environment after the war and Korea's indifference or coercion of national identity. As a result, it is believed that it is time to return the autonomy of curriculum organization and operation to Korean school teachers in Japan so that teachers in Japan can plan for 100 years of future education on their own with Korean government policies in the big paradigm of universality, diversity, and global citizenship.