통감부 시기의 교과용 도서 검정이 일본어 교육에 미친 영향
The Influence of the Textbook Screening Regulations on Japanese Language Education during the Residency-General Period
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초록
本研究は、1908年に制定された『教科用図書検定規程』が統監府時期の日本語教育に及ぼした影響を明らかにすることを目的とする。韓国人著者による日本語教科書を対象に、学部が認可した教科書と不認可となった教科書を比較・分析した。 分析の結果、三点が明らかになった。第一に、愛国心や民族意識を高揚させる記述は認可・不認可双方に確認された。第二に、軍事や戦争に関する記述は認可教科書で大幅に削除され、統監府が軍事的忠誠や戦争遂行と結びつく要素を警戒していたことが示された。第三に、不認可教科書には国際情勢や帝国主義列強の拡張を直接的に扱う記述が含まれ、学習者の政治的自覚を刺激する可能性があるため最も厳しく検閲された。 総じて、不認可教科書は独立意識や国際情勢を直接的に扱う表現が多く、認可教科書は政治的含意を排除し中立的情報に重点を置いていた。この対比は、教科用図書検定が単なる言語的評価を超えて教育内容を政治的に調整し、思想的影響を統制する手段として機能していたことを示すものである。
Abstract
This study examines the impact of the 1908 Regulations on the Censorship of Textbooks on Japanese-language Education in Korea during the Residency-General Period (1905–1910), focusing on a comparative analysis of approved and unapproved Japanese-language Textbooks published by Korean authors. Approved works were authorized by the Hakbu (the Ministry of Education in Residency-General Korea), while many others were denied approval. The analysis demonstrates three key findings. First, passages promoting patriotism and national consciousness appeared in both approved and unapproved textbooks. Second, content related to the military and warfare was significantly reduced in approved works, indicating the Residency-General’s concern over the spread of militaristic or ideological elements through Japanese-language Education. Third, unapproved textbooks included passages directly addressing international affairs and the expansion of imperial powers, which could stimulate learners’ political awareness and thus became the most strictly censored category. Overall, while unapproved textbooks contained numerous references encouraging independence and addressing contemporary international affairs, approved ones systematically excluded politically sensitive elements and focused instead on neutral information such as geography, industry, and transportation. This contrast reveals that textbook censorship functioned not merely as an evaluation of linguistic adequacy but as a political mechanism for reshaping educational content and regulating ideological influence. By clarifying how the censorship system regulated both the substance and direction of Japanese-language Education, this study contributes to a more nuanced understanding of the structures of educational control under the Residency-General Period.