Practical or Impractical: Some Notes on Koreans’ Educational Priorities in Imperial Japan
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During the years of Japanese colonial rule, as a result of the expansion of primary education in Korea and a slower expansion of schools beyond that level, more and more Koreans flocked to the metropole of the Japanese Empire for schooling. The authorities tolerated their migration only for certain disciplines of “practical” learning that, in keeping with their dismissive view of Koreans as an industrially underdeveloped people, loomed as the most urgent educational priority. Korean commentators often agreed. But Korean youngsters were unwilling to limit their educational options. Despite some evidence of growing concern among Koreans themselves for acquiring “practical” skills, there probably was not a consistent trend in favor of them. Practical or not, Koreans pursued education in Japan proper on their own terms. Incapable of unilaterally imposing its educational schemes, the colonial regime gave in to Koreans’ own educational aspirations to a considerable extent. All this, in the end, suggests that Koreans’ quest for education and other aspects of their colonial experience for that matter ought to be approached in the context of active interplay between the colonial regime and its colonial subjects.
Abstract
During the years of Japanese colonial rule, as a result of the expansion of primary education in Korea and a slower expansion of schools beyond that level, more and more Koreans flocked to the metropole of the Japanese Empire for schooling. The authorities tolerated their migration only for certain disciplines of “practical” learning that, in keeping with their dismissive view of Koreans as an industrially underdeveloped people, loomed as the most urgent educational priority. Korean commentators often agreed. But Korean youngsters were unwilling to limit their educational options. Despite some evidence of growing concern among Koreans themselves for acquiring “practical” skills, there probably was not a consistent trend in favor of them. Practical or not, Koreans pursued education in Japan proper on their own terms. Incapable of unilaterally imposing its educational schemes, the colonial regime gave in to Koreans’ own educational aspirations to a considerable extent. All this, in the end, suggests that Koreans’ quest for education and other aspects of their colonial experience for that matter ought to be approached in the context of active interplay between the colonial regime and its colonial subjects.
참고문헌 (38)
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