식민지 조선의 일본인 교사가 산출한 문학

Abstract

This thesis was to review how the ontology, which the management in human named ‘the education’ fundamentally has, and the contrived ‘nationalization’ designed by the colonialism in the early 1940s acutely conflicted at most through the literatures produced by Japanese teachers in Chosun(Korea in Japanese colonial era proceeded). Firstly, I examined the literal backgrounds how the literatures of the Japanese teachers who lived in Chosun debuted in the literary circle in accordance with the process of the contexts of Korean peninsula's ‘national language’(Japanese). In addition, I analyzed the forms of the ‘image of educator’, which were shown in each work. There were few writers who were teachers in Japanese colonial era among the Japanese writers who lived in Chosun and debuted their works on the Chosun literary People's Association and 『kokuminbungaku(国民文學)』 as their main stages including the ‘national language’ writers who were grown up in Chosun through their participation in the literary coterie magazines. They mainly expressed the interactions between Japanese teachers, Chosun students and Korean teachers who were their colleagues based on their teaching lives and experiences. Obi Juzo(小尾十三), Miyajaki Seitaro(宮崎清太郎) and Kubota Yukio(久保田進男) who this thesis reviewed, are included in this writer group. I concluded the two facts by considering the forms and meanings of the literatures which they produced. Firstly, the ideal image of educator = their self-image from ‘outside’, which they pursued and formed, was developed ex post facto through their awareness of substitutes for Chosun people (students and teachers) all the time rather than leading and viewing ‘transcendentally’. Also, they were reformed as the outside ‘teachers’ by ‘being driven’ from Chosun people. Internalizing the image of the ‘model’ educator, which was ruminated through Chosun people, and being the ‘teacher’, who was superior to the ‘Chosun people’, based on the superiority of ‘national language’ were their self-reformed politics based on their experiences in Chosun. Next, they formed the image of educator who pursued the whole-person education which assisted growing human being even though they accepted the educational beliefs sent by Japan and the discussion about the ‘national literary theory(国民文学論)’ in that period. However, they suggested the most ‘ideal’ real examples of ‘national literature(国民文學)’, which the discussion about the ‘national literary theory’ considered by connecting the general human nature to the special nationality in the stage, ‘outside’, and finally produced the works which were subordinated to the ‘nation’.