일제강점기 교과서 비판 담론의 전개 양상과 그 의미 - 조선어독본을 중심으로 -

Abstract

The goal of this paper is to analyze the content, nature, meaning, and limitations of textbook criticism discourse focusing on the Joseoneodokbon(Textbook of the Reading Korean) during the Japanese colonial period. Japan's colonial education policy was promoted in earnest from the era of Japanese colonial rule, and textbook control began with the ‘Textbook inspected and acknowledged Regulations’ promulgated on September 1, 1908. Following the promulgation of the Joseon Education Act in 1911, schools at all levels began to compile all textbooks except for the Korean language department in Japanese. Following the revision of the education act in the 1920s, problems with Korean language textbooks began to be raised, and along with the cultural movement, discussions criticizing Korean language education and textbooks began to take place in various newspapers. In this paper, 171 newspaper materials related to this were analyzed. In the critical discourse, the majority of the criticism related to the process of compilation and publication of textbooks and textbooks consisted mainly of materials related to the activities of the 'Textbook Investigation Committee', and related to the activities of the committee, it was pointed out that Korean language education in Joseon was being carried out unreasonably. It can be confirmed that many opinions criticizing this were submitted. There is relatively little material related to criticism of the content of the reading. This means that the content of textbooks is heavily controlled, but in the late 1920s, claims were made that the content of Korean language reading books should match the emotions of Korean children and include style, aesthetic, and literary elements. From the above discussion, it is possible to infer the meaning and limitations of the discourse criticizing Joseneodokbon during the Japanese colonial period. Under colonial rule, textbook criticism discourse was bound to be extremely limited. This is because it cannot be natural to raise critical discourse not only under ‘Textbook inspected and acknowledged Regulations’ but also under various media controls. From a passive standpoint, the discourse criticizing the Joseneodokbon can be defined as a movement to maintain the Korean language based on the premise of the colonial system.