기울어진 문학장, 국어 교육과 극문학 －중학교 검인정 국어 교과서 14종을 중심으로－

Abstract

Commonly, literature genre is classified into three parts; poetry, novels and dramas. Public education and private reading contribute to creating the recognition of this genre. But in Korea with a particularly high enthusiasm for education, public education overpowers private reading. That is why school education occupies an absolute proportion of establishment of judgment of taste in literature for Korean people. In this context, this article handles school Korean language education as an axis to recreate the poetry and novel-based strong literature field. It is to understand the aspects of the recognition of the genre, such as a bias towards poetry and novels, or a prejudice against dramas that is naturally accepted through Korean language education. For achieving this purpose, this article examines the distribution of drama literature in 14 kinds of authorized Korean language textbooks of general middle schools, which have been used until now since the revised curriculum in 2007, in order to empirically verify how much and how drama literature education using texts, including plays, scenarios and broadcast play scripts has been implemented. According to the complete enumeration on total 14 kinds of authorized Korean language textbooks of middle schools, the existing bias towards and prejudice against drama literature in literature education can be condensed into visible overcoming and implicit following. Visible overcoming means that drama literature works and related materials, including main texts and supplementary materials have increased in all the textbooks, and implicit following means that compared to the government-published textbooks that are remarkably biased towards poetry and novels and prejudiced against dramas, the present textbooks have hardly changed. When it comes to publishers, genre and grades, first, averagely, the proportion of drama literature contained in the present textbooks is almost the same as it contained in the government-published textbooks, although there are little differences depending on publishers, that is, the writing staff. Second, the proportion of movies(scenarios) and broadcasting plays(scripts) has increased, or the proportion between the two is pretty even, while the textbooks of the past were mainly focused on plays. Third, the distribution of works or related materials included in the textbooks was relatively even by grade or by semester. In conclusion, these findings imply that the genre-related bias and prejudice in (middle) school literature education have not highly been improved, yet.