Rethinking the ‘Independent’ Voices of the ‘Subaltern’ of Korea at the Turn of the Twentieth Century
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The ‘modern’ school education for girls in Korea started with the arrival of women missionaries from the west at the thurn of the century. Their encounter, marked by Korean girls to have individual identity with names for the first time in their lives, deeply affected the lives of Korean women. The students either orphans or from the impoverished families,came to boarding schools to be fed and stay. They were truly the ‘subaltern’ of Korea, who did not have ‘voice’ to be heard. Through collective hymn singing as the integral part of their education, they were learned to write and speak/express themselves, and to acquire western ways of living and thoughts. As a gender specific research on music is still new, the close relationship between the western teachers and their Korean students has been led to a speculation that Korean women found the voice of their own by the efforts of the missionaries. I will argue that the ‘independent’ or ‘liberated’ voice of Korean women believed to be occurred during that time was only a mere gesture of hope for the ‘real’ one. In this paper, I will closely look into the diverse transactions between the subaltern of Korea in its relationship with the dominant voices of the society, the western teachers and the reformed men in culture’s political,societal, and institutional systems which caused the crisis of women’s voice to be ‘lost’ or ‘muted’ in the first place. As has rightly stated by Gayatri Spivak, “it is not so much that subaltern women did not speak, but rather that the others did not know how to listen”(1996: 287-308). My focus of this paper is to ‘interpret’ them in postcolonial and gender perspectives.
Abstract
The ‘modern’ school education for girls in Korea started with the arrival of women missionaries from the west at the thurn of the century. Their encounter, marked by Korean girls to have individual identity with names for the first time in their lives, deeply affected the lives of Korean women. The students either orphans or from the impoverished families,came to boarding schools to be fed and stay. They were truly the ‘subaltern’ of Korea, who did not have ‘voice’ to be heard. Through collective hymn singing as the integral part of their education, they were learned to write and speak/express themselves, and to acquire western ways of living and thoughts. As a gender specific research on music is still new, the close relationship between the western teachers and their Korean students has been led to a speculation that Korean women found the voice of their own by the efforts of the missionaries. I will argue that the ‘independent’ or ‘liberated’ voice of Korean women believed to be occurred during that time was only a mere gesture of hope for the ‘real’ one. In this paper, I will closely look into the diverse transactions between the subaltern of Korea in its relationship with the dominant voices of the society, the western teachers and the reformed men in culture’s political,societal, and institutional systems which caused the crisis of women’s voice to be ‘lost’ or ‘muted’ in the first place. As has rightly stated by Gayatri Spivak, “it is not so much that subaltern women did not speak, but rather that the others did not know how to listen”(1996: 287-308). My focus of this paper is to ‘interpret’ them in postcolonial and gender perspectives.
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