광주학생운동 이후 학생운동의 변화

Abstract

After Gwangju Student Movement, the student movement changed in its organization and patterns of behavior. Most of the student organizations came to take the form of a secret society because of the collapse of the student movement groups by the strengthened security of Japanese imperialism after Gwangju Student Movement. The student secret societies included both a nationalist group and a socialist group, however, the latter took bigger place than the former. The aim of the student secret society which was led by the socialist group was to enter a labor movement in a society after getting the ability as a qualified activist through theoretical armament by studying Marxism-Leninism as they graduated from school. The student secret society was divided into a reading circle(Dokseohoi) and an anti-imperialism alliance in the first half of 1930s. The reading circle was a group organized to prepare for education of socialism and the anti-imperialism alliance was a practical organization that was engaged in actual movements like an antiwar campaign after Japan’s invasion of Manchuria. But as there were not a few legal and open reading circles at that time, it is not easy to classify them. The goal of the anti-imperialism alliance was to complete Chosun anti-imperialism student group as a component of the anti-imperialism joint front and to connect the student anti-imperialism movement with the movement of the laborer and peasant. As most organizations of the anti-imperialism alliance were collapsed in the early stage, Chosun anti-imperialism student group could not be organized on the nationwide scale, and it disappeared without trace in the middle of 1930s. In the latter half of 1930s, there were no groups that advocated “red”, “communism”, “avant-garde”, and “social science” in their official title. And nationalism was magnified in their goal and activity unlike in the first half of 1930s. As it was impossible for the student secret society to have many members under the strengthened inspection on campus activities of Japanese imperialism in a state of war, it was composed of about 20 members after the outbreak of the Pacific War. The students, in expectation of Japan’s defeat in the near future, mapped out a militant plan to participate in an independence movement as a pillar for the restoration of independence. Therefore, some student secret societies included an organization for armed resistance like an army of national independence, which was a characteristic of the student groups after the outbreak of the Pacific War. Concrete activities of the student movement were a demonstration and a boycott of classes. After Gwangju Student Movement, the aspect of the boycott of classes changed in many ways. It greatly decreased in number having a crucial moment in 1931, and the number of the boycott of classes in the elementary school became half of what it took place before, and it rarely showed nationalism in its motive or the terms desired. Its cause was chiefly a school affair. It was because the student secret societies led by the socialist group controlled their external activities under the strengthened inspection and repression of Japanese imperialism and they didn’t actively participated in the strike for the rights and interests of the students. As their resistance against colonial education was the one against Japanese colonial rule, Japanese imperialism coped with the strike resolutely even in the matter of the school affair. As the student movement of the socialist group took the form of a secret society run by selected few, many students of the nationalist group participated in a rural community enlightenment movement such as “V narod movement” by the Dong-A Daily News, Chosun Ilbo’s “Teaching the Korean language campaign”, “Summer Bible school” by Protestantism, etc. The boycott of classes decreased in number in the latter half of 1930s. And most of them chiefly arose in vocational schools because of the excessive reduction of practice hours. But the excessive reduction of practice hours was fixed by the Japanese colonial education policy and the boycott of classes was to protest against the policy. Therefore, though the reduction of practice hours was a school affair, the boycott of classes was resistance against the Japanese colonial rule. The student movement was activated again toward 1940. To recognize and meet the objective situation of Japan’s defeat, the student movement took the form of the most active armed struggle and developed with all its ability.