고등학교 ‘문학’ 과목 성립에 대한 역사적 연구-1~5차 고등학교 국어과 교육과정을 중심으로-

Abstract

National control over education is concretized through various routes, andin fact, the curriculum is the most powerful means of control. It is becausethe curriculum itself is the process to choose ideology and also to conductvalue judgment. The curriculum in Korea was first proclaimed in 1955, andsince then, it has been revised and developed as historicizing the previousones. This article attempts to examine the establishment of the ‘literature’ subjectin the curriculum of the Korean subject historically and also figure out internalprinciples to organize it. In order to reveal this, the paper takes as its subjectsfor analysis the materials about the first to fifth high school national curriculaof the Korean subject and analyzes them from the microscopic viewpoint. In Korean education, the literature subject is organized from the historicalcontext. Within the revisions of the Korean curriculum, nationalism as wellas ethnicism are internalized. In the first to fourth Korean curricula, literaryphenomena are seen with the concept of culture, so they appear as nationalculture. And from the fifth curriculum, national literature was put forth intothe front, and the subject of literature came to be organized. Nationalliterature (or literarization) has the features of diachrony and synchronismwithin synchronism. This is not the discontinuance but has the meaning oftemporal continuity that puts past-present-future in order. The Korean curriculum that takes nationalism and ethnicism as its internalprinciples of organization seems to have the intention to totalize it withnational literature (or literarization). In other words, national literature plays lattice roles in the process of practicing dominant discourse. It is becauseregardless of whether the lattice roles are included or not, it functions forboth inclusion and exclusion in the process of dividing the space here andthere.