전후 『반공독본』의 헤게모니 전략과 사회문화적 함의

Abstract

This paper empirically identifies the realities of the “anti - communist readers” 1-6 volumes published shortly after the Korean War. This course examines the structure of text, content features, and hegemony strategy. “Anti - Communicative Reading” is a reading anti - communicative textbook used in the primary school field. And it is an ideological representation and narrative text that can confirm the nationalistic character of cultural education in the 1950s. In the 1950s, anti-communist education was carried out in all directions. It is the “anti-textbook” that shows such characteristics well. “Anti- Communist Reading” is a cultural mechanism created to effectively transfer anti-communism ideology to the learners immediately after the Korean War. And it was a tool of cultural enlightenment for the formation of Korean national identity. This anti-communion textbook is an institutional form that disseminates “anti-communist education” and “Do-Eui” (Moral) education of the Ministry of Education. The anti-public identity of the nation-state after the Korean War consists of two hegemony strategies. First, it is ‘ideological antagonism’ and second is ‘compromise Do-Eui"(morality)’. “Anti - Communist Reading” is a text that confirms the hegemony strategy of the ruling group after the Korean War. The anti-public identity of the nation-state after the Korean War consists of two hegemony strategies. First, ideological antagonism and second, uncompromising attention. It has the following effects. First, we give learners the ‘dominant reading’ experience. Second, students are given ‘compromising reading’ experiences. Thus, the “anticommunist readers” abolished the critique consciousness of the dominant group 's ideology and the possibility of “resistive reading”. In conclusion, the “anti - communist reading” published after the Korean War contributed to establishing the ideological and emotional base of national state rule.