일제 말기 아동문학교육 연구

Abstract

The beginning of the education of modern children’s literature in Korea geared into the history of modern primary school education. But the outcomes of Gabo Revolution had been denied in Eulsa Neukyak and Chosun Dynasty had degraded to the colony of Japan only to be the object of the limping colonial education. However, children’s literature education has continuously developed even in the situation that the status of Koreans was replaced by the Japanese language. This study has researched the phases of children’s literature education in the late period of the Japanese colonial rule which especially faced dark age in the midst of the flow of these children’s literature education. In this period, getting rid of the Chosun language education became the basic policies by the Seventh Chosun Education Ordinance that was promulgated on March 3, 1938. The textbooks of this period only maintained the life of children’s poetry education by several poems which were contained in the Japanese textbooks. However, Ahee Saenghwal, Sonyon, and Dong-ah Ilbo did not cease to educate children with poetry. These magazines continued to have interests in educating with poems in the Chosun language which was then being killed, contained the articles on poetry education, especially with many significant writings on the Shijo education. In the education section of children’s stories, they had many children’s stories which were contained in the Japanese book Primary Japanese Reader and forced unconsciousness of the Chosun children because it was filled with the Japanese myths, Folktales and the Japanese heroes. The readers of the magazine were replaced with Shiguk Reader, and as for Ahee Saenghwal, it could be said that it was the only magazine that maintained the life of children’s stories education in this period, even though it had religious contents. When it comes to children’s plays education, there also appeared mostly simple children’s dialogic plays and the plays that were similar to children’s plays in the textbooks. However, the children magazines in this period contained pro-Japanese children’s plays, and the children’s dialogic plays, which gave a clue to the formation of the children’s plays, degraded into stories that introduced ‘funny stories’ to them. The children in those days were put as recipients who had to get benefits from the education policies intended by the Japanese as providers just as it was. But the space of school was a dynamic place where the subjective wills of children called aspiration for the modern education collided together. The newspapers and children magazines complemented the limitations of the textbooks that the Japanese made as part of colonial education and had symbolic status that confronted and carried out a function as ‘civil movements’, not being in despair because of the colonial education policies.