여성 교육에 나타난 ‘비일상’ 체험과 주체성―한일 여자교과서 『부녀감』과 『여자독본』 비교를 중심으로―

Abstract

This paper is a comparative analysis of how female characters deal with “non-daily life” that appeared in Japanese and Korean biographical women’s textbooks during the modern transition period, Hujyokagami(1887) and Reading Book for Women(1908). The figuration of “non-daily life” and their restoration to “Everydayness” were grasped from women’s perspectives, and the extraordinary nature imagined by each country and the ways in which the incidents were resolved were examined. This paper also traced the women’ schools that utilized each textbooks, and even examined the social advancement of representative women who were influenced by the texts. This serves as an answer to the assessment that women’s educational discourse, which increased in the modern era, influenced women’s active participation in society and the establishment of their own independence. The female characters in the Hujyokagami overcome crises by building community in solidarity with others in “non-daily life”. In other words, they transcend private communities and hierarchical structures to strengthen cohesion through trust. They also boldly cross geographical boundaries to solve crimes, and these adventure stories arouse learners’ curiosity about new worlds and encourage them to explore independent living. Then, the female characters in Reading Book for Women take the lead in overthrowing the ruling regime in order to regain their normal lives. They show aggressive actions, such as directly commanding the army to resist the regime, and look like dreamers of revolution. In addition, the representations of “non-daily life” in both textbooks match the actual situations in each country, revealing the connection between the coping styles of these figures and the social advancement of Japanese and Korean women. “Non-daily life” was a major theme in Japanese and Korean women’s education during a period of drastic change, and this overlapped with the social images of each country. Furthermore both textbooks commonly presented a brave and proactive image of women, and this system of representation influenced the actual formation of women’s thought.