광주학생운동 이전 동맹휴학의 성격

Abstract

This thesis analyzed the development processes and contents of school strikes from 3·1 Movement to 1928, by dividing into three periods, 1919, 1920, 1921~1928, and looked into presses’ recognition about the school movements. It was elementary schools that put into practice school strikes for the first time March~April, 1919. After the middle of June, demagogies decreased, but school strikes appeared in the schools, higher than high & common schools located in big cities all of the country. With 2nd semester starting, Josun Governogeneral Ministry tried to protect spreading school strikes and handed down instruction guidance to the schools all over the country, but school strikes continued. At the beginning of 1920, school strikes appeared in Kyungsung, on the annual of national funeral ceremony of the late King Gojong. Afterwards, on the annual of 3·1 Movement, respective class school strikes appeared in big cities, in spite of Josun Governogeneral Ministry’s order to cope with them strong. Afterwards continuously, in spite of supervision and oppression of Japan, even after April, school strikes appeared in the schools, public as well as private, issuing school problems. In 1920, in at least 26 schools 32 times’ school strikes appeared. In 1921~1928, school strikes increased gradually and became universalized as a school movement in 1920s. The analysis of 1920s’ school strikes under Japan reign says that about 400 strikes, at the highest in 1927 and 1928, appeared for 8 years. Generally, from the frequency perspective, the strikes appeared more frequently in public schools, but school strike rate was higher in private schools. There were more elementary schools than other class schools, and school strikes appeared in elementary schools. In higher-class schools than middle-class schools, private schools had much higher school strike frequency and rate than public schools, for there were less private schools than public schools. Japan reign analyzed the causes of school strikes, dividing into six. The important causes were the problem of school facilities, school regulations, and departments, the problem of excluding school employees, and the influence of idea. 『Donga-ilbo』 and 『Gaebyeok』 had difference in discussion on school strikes. It’s why top managements of two presses had differences in their characteristics. 『Donga-ilbo』 spoke by proxy right party of bourgeois nationalism and had a negative perspective on school strikes appearing sponsored by solist groups. But, 『Gaebyeok』 had an affirmative perspective on school strikes, for it accepted even solist idea.