1943-1945년 수원공립고등여학교 학적부 분석— 일제 강점기 한일공학의 특징을 중심으로 —

Abstract

This paper is a case study that analyzed the school register of 1st⋅2nd⋅3rd graduates of Suwon Girls’ High School who spent their high school days in 1941-1945 when 3rd⋅4th Chosun Education Decree was enforced and studied the fact of colonial education policy and social characteristics of Japanese Girls’ High School in Chosun operated as co-education between Korea and Japan. In Suwon Girls’ High School of co-education between Japan and Chosun, Korean students were relatively disadvantaged in the competition with Japanese students who are Japanese native speakers from the stage of admission. Particularly, in addition to scores of 16 subjects, the Japanese Empire scored manners and posture (Replaced with work points afterward) that could be subjectively evaluated by a homeroom teacher in grade evaluation and evaluated comprehensive grades. As a result, it was the system absolutely unfavorable for Korean students such that Japanese students won twice as many as Comprehensive Grade Excellence award compared to Korean students. Class officers were also limited that Japanese students could take on class president, Korean students class vice president regardless of grades or ability. In behavior evaluation in which the subjective perspective of teachers was best revealed, Japanese teachers generally evaluated Korean students negatively compared to Korean students. The features of behavior evaluation were to evaluate gentle⋅cheerful and active⋅enterprising female students positively and this is consistent with the colony ruling policy that the Japanese Empire forced to be the mother of militarism claiming ‘good wife and wise mother’ as an ideal modern woman. The primary reason that Korean students selected Suwon Girls’ High School based on co-education between Japan and Chosun even if institutionalized ethnic discrimination was committed in the education field as above is because there were no secondary educational institutions near Suwon until mid-1930s. However, it cannot be denied that Koreans were passively compliant with Japanese colonial education policy that promoted co-education between Korea and Japan for the purpose of Il-si Dongin(一視同仁) and Nae-seon Yoonghwa(內鮮融和) after 2nd Chosun Education Decree.