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논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 발행연도
- 2004.5
- 수록면
- 133 - 184 (52page)
- DOI
- 10.17068/lhc.2004.05.7.1.133
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초록· 키워드
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This research, with the purpose of examining a social change, the formation of local elites and their activities in the Naepo area from the Korean Empire to the Japanese occupation, is taking a look at the prevalence of modern education and the student resistance movement.
The movement for establishing private schools in the Naepo area had been started in such regions as Deogsan and Taean, where sea transportation had developed, and then it continued to Hongsung, the center of politics and culture. In 1908, Gihohung Academy was founded, and by establishing its branches at Seosan, Haemi, Dangjin , and Hongju, the movement for founding private schools was more actively developed. The main activists were called Yooji or Sinsa, but in fact they were innovative Confucian scholars, minor government officials, and country governors. Together with them, Catholics and other Christians participated in this movement as well.
During the 1st and 2nd Chosun Education Principles periods, only elementary schools were increased, and there was no change for middle and high schools. Japanese imperialism attached importance to the basic education and low quality of industrial education for Korean students. From this, we can see how inferior the reality of local education and colonial education was under the Japanese occupation.
In the 1920s, the movement for establishing night schools and training schools was rapidly spread out in every army. Since there are lots of sub counties called Myun that did not have elementary schools, the movement to educate proletarian children at the level of Myun was actively expanded. The core members of the movement were usually students and people from church who graduated from elementary school.
The movement for establishing schools in the Hongsung area, main activists mostly consisted of landowners and interested local people who possessed an economic base in the field of finance and commerce, and who tried to obtain confidence and popularity through attracting activity for the schools. They organized various social groups like Youth Groups and played a leading role in the movement of the local community. Furthermore, as participants increased, interested and locals became the main activists.
In the 1920s, there were several school strikes in the Naepo area, specifically at Yesan, Hongsung, Dangjin, and the features of the school strikes are as follows.
First, school strikes took on a national and anti-Japanese character against colonial education, resisted discrimination and unqualified Japanese teachers, and their unfaithful attitude.
Second, there were 9 school strikes in the Naepo area among the total number of 28 outbreaks in the Chungnam region, so it makes up a comparatively large portion of 32.2%. This is considered a result of a progressive local peculiarity; the rapid acceptance of modern thoughts, and strong anti-sentiments in the prevalence of modern education.
Third, school strikes had occurred in the middle school rather than elementary school. This is because the resistance awareness of students graduating from elementary school and entering the higher institution, had been highly developed with regard toward the policies of colonial education and the low quality of industrial education.
The movement for establishing private schools in the Naepo area had been started in such regions as Deogsan and Taean, where sea transportation had developed, and then it continued to Hongsung, the center of politics and culture. In 1908, Gihohung Academy was founded, and by establishing its branches at Seosan, Haemi, Dangjin , and Hongju, the movement for founding private schools was more actively developed. The main activists were called Yooji or Sinsa, but in fact they were innovative Confucian scholars, minor government officials, and country governors. Together with them, Catholics and other Christians participated in this movement as well.
During the 1st and 2nd Chosun Education Principles periods, only elementary schools were increased, and there was no change for middle and high schools. Japanese imperialism attached importance to the basic education and low quality of industrial education for Korean students. From this, we can see how inferior the reality of local education and colonial education was under the Japanese occupation.
In the 1920s, the movement for establishing night schools and training schools was rapidly spread out in every army. Since there are lots of sub counties called Myun that did not have elementary schools, the movement to educate proletarian children at the level of Myun was actively expanded. The core members of the movement were usually students and people from church who graduated from elementary school.
The movement for establishing schools in the Hongsung area, main activists mostly consisted of landowners and interested local people who possessed an economic base in the field of finance and commerce, and who tried to obtain confidence and popularity through attracting activity for the schools. They organized various social groups like Youth Groups and played a leading role in the movement of the local community. Furthermore, as participants increased, interested and locals became the main activists.
In the 1920s, there were several school strikes in the Naepo area, specifically at Yesan, Hongsung, Dangjin, and the features of the school strikes are as follows.
First, school strikes took on a national and anti-Japanese character against colonial education, resisted discrimination and unqualified Japanese teachers, and their unfaithful attitude.
Second, there were 9 school strikes in the Naepo area among the total number of 28 outbreaks in the Chungnam region, so it makes up a comparatively large portion of 32.2%. This is considered a result of a progressive local peculiarity; the rapid acceptance of modern thoughts, and strong anti-sentiments in the prevalence of modern education.
Third, school strikes had occurred in the middle school rather than elementary school. This is because the resistance awareness of students graduating from elementary school and entering the higher institution, had been highly developed with regard toward the policies of colonial education and the low quality of industrial education.
목차
1. 머리말
2. 한말ㆍ일제하 내포지역의 학교 설립
3. 일제하 내포지역의 교육운동과 학생층
4. 내포지역의 항일학생운동
5. 맺음말
(Abstract)
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