ScholarWorks@숙명여자대학교

초록

This paper examines the reasons why the Japanese government's colonial education policy, encapsulated by the slogans of “Japan and Korea as one”, “universal brotherhood”, and “Great East Asia Co-Prosperity Sphere”, remained passive about the implementation of the compulsory education system until Japan's defeat in war. To this end, we reviewed the emergence of compulsory education envisioned by Ministry of Education; and elucidated the pattern of the conflicts between various groups through discourse analysis on the introduction of compulsory education by the Government-General of Korea and Koreans. In addition, while summarizing the characteristics of compulsory education envisioned by the Government-General of Korea, we also considered how it differed from the development of the compulsory education system in Japan. Our findings reveal several key points. First, the concept of compulsory education in Korea found in the “Royal Doctrine for the Establishment of Modern Education” and the “Elementary School Ordinance” of 1895; however, all of them were deleted from the “Ordinary School Ordinance” promulgated by the Residency-General. Second, the Government-General of Korea advocated a policy against establishing a compulsory education system citing issues related to educational financing and teacher supply. However, after 1938, the need to introduce compulsory education became clear as part of preparations for a wartime mobilization system. Third, the Japan, the implementation of compulsory education progressed gradually during the Meiji period, with four-year free compulsory education in 1900 and six-year compulsory education in 1907. At this time, the enrollment rate was 97%. These reviews showed that compulsory education was actively promoted in Japan because education was regarded as a state's affairs, whereas the purpose of introducing compulsory education in colonial Korea was primarily to cultivate 'people' as 'imperial subjects' for conscription. For Koreans, compulsory education meant that 'rights' were deprived and only 'duty' was imposed.

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