문학 교육과 디아스포라 ― 재일한국인 이양지의 소설을 중심으로

Abstract

This paper, to look into literary educational implication of the works of Koreans living in Japan, scrutinizes the process in which the main characters of the second generations of Korean residents in Japan formed their own identities wandering their motherland and present residences with the viewpoint of diaspora. In the 2nd chapter, the reason why the 2nd generations who came back to study abroad in Korea considered their motherland as utopia or dystopia was examined, and it turned out to be blood and languages as the marker of boundary division. In the 3rd chapter, the term 'we' which appeared in her short stories proved to be a strategic term that forms fresh 'I' by admitting the other 'you' in 'our' reflexively, which was found out as a result of triple-fold language through the dialogue between Korean and Japanese languages. In the chapter 4, that the learners of reading process who are living in the cosmopolitan era form themselves as new subjects while conversing with people with multiple personality and criticizing each other is verified. In this respect, the literary educational implication of her short stories is quite important. The assertion that learners should form their ethnic identities through Korean literary works was formed through a narrow-minded idea of the ethnocentrism. It is necessary that we should use the works of the 2nd generations living in Japan as the premise to understand the works of Koreans who live in foreign countries and use them as step-stones for the 21st century's open education.