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記述言語：日本語   掲載種別：研究論文（大学，研究機関等紀要）  

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記述言語：日本語   掲載種別：研究論文（学術雑誌）  

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担当区分：筆頭著者   記述言語：日本語   掲載種別：研究論文（大学，研究機関等紀要）  

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記述言語：日本語   掲載種別：研究論文（学術雑誌）  

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記述言語：日本語  

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記述言語：日本語   掲載種別：研究論文（学術雑誌）   出版者・発行元：アジア教育学会  

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記述言語：日本語   掲載種別：研究論文（学術雑誌）   出版者・発行元：韓国文化学会  

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担当区分：筆頭著者  

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記述言語：日本語  

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記述言語：日本語   掲載種別：研究論文（学術雑誌）  

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記述言語：日本語   出版者・発行元：九州大学大学院人間環境学研究院国際教育文化研究会  

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記述言語：日本語   掲載種別：学位論文（博士）  

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記述言語：日本語   出版者・発行元：アジア教育学会  

By examining the problems of teacher ideology in Colonial Korea, this article reconsiders the positioning of elementary school teachers who have previously been explained as "bearers" of the colonial education endeavor. I certainly cannot deny that teachers practiced colonial education, and that as a group they helped with the establishment of colonial education, but one aim of this article is to challenge the claims which position teachers one-sidedly in this manner. First I focus attention on problems of children involving ideological issues and the ideological offenses of teachers. Problems of children involving ideological issues in elementary schools emerged amidst the flow of large anti-Japanese movements such as the "Koshu Student Case". The teachers' roles were to conduct "proper guidance" of the thought of the children, yet some Korean teachers, rather, did the opposite by raising the ethnic consciousness of Korean children. One characteristic of this ideological activity was "the use" of the teacher's position, for example, to transmit ethnic consciousness to Korean children in classrooms and in the teacher's homes. This represents one actual situation in which thought and consciousness to resist colonial rule were promoted in elementary schools which were to have promoted "Naisen ittai"' ("harmony of Mainland and Korea") and "assimilation", and it reveals a seam in the colonial education in Korea. Furthermore, I clarified that a portion of teachers arrested for ideological offenses cultivated ethnic consciousness and independent thought during the stages when they were being trained to become teachers.

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その他リンク： http://hdl.handle.net/2324/16088

記述言語：日本語   出版者・発行元：九州大学大学院人間環境学研究院国際教育文化研究会  

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記述言語：日本語   出版者・発行元：九州大学大学院人間環境学研究院国際教育文化研究会  

This paper is a part of the research that clarifies existence modality of teachers in colonial Korea. And, this paper especially examines the sexual distinction of the teacher society in colonial Korea. I criticized explanations about teachers in colonial Korea by only one composition such as "Mainlander" (Japanese) ― Korean. And I'm clarifying the diversity of teachers in colonial Korea from some new aspects. Concretely, they are the following aspects. (1) Teachers invited from "Mainland"(Japan) and teachers trained in colonial Korea, (2) Career of stay in colonial Korea, (3) Normal schools, (4) Process of acquisition of qualifications. I'm trying to approach realities of teachers in colonial Korea through these researches. And, I want to examine how the teachers can be located in the policy of education in colonial Korea at the end of a series of research. But I should pay attention to teacher's attributes more, and clarify the complex existence modality for completion of the job. Therefore, the position of this paper is a part of the series of research. At first, teachers were occupied by men in colonial Korea. However, the number of women increased from 1920's, and the sexual distinction appeared in the teacher society at that time. Originality different from men and "Merit" of women came to be expected as woman teacher's ratio rose. However, woman teachers groaned between the social demand to the teacher and the demand to women rather than demonstrating own originality who was a woman, and was the teacher. Their "Predicament" was talked by themselves, and the understanding and the improvement were entreated. However, dissatisfaction by woman teachers disappeared on the surface under the war. Instead, it was emphasized to get rid of the conventional appearance. The look to woman teachers changed by the "stream", and they followed to it. Therefore, their dilemma what caused by the situation such as 'I'm a teacher, and I'm a woman' remained. In other words, fundamental problem of woman teachers is unsettled, and only the image and the role have changed by the "stream".

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その他リンク： http://hdl.handle.net/2324/14672

記述言語：日本語   出版者・発行元：歴史教育者協議会  

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その他リンク： http://hdl.handle.net/2324/14688

記述言語：日本語   出版者・発行元：九州大学  

This paper aims to clarify acquisition form ofteachers ofelementary schools in colonial Korea. The examination of teachers started as a new acquisition form of teachers following invitation of teachers from the "mainland"(Japan）, training of teachers in colonial Korea in 1917, wnen the examination started, there vvere few passers. （For example, passers were 37 people in the first year.） However, the number of passers of the examination, increased steadily every year because the demand of elernentary sohool teachers rose. And about 400 teachers were acquired by the examination in 1940's. In addition, the enforcement of the examination of teachers did not change greatly through the colony period. However, questions of the examination begun to change from the latter half of 1930's. In other words, the contents of question were affected by the situation （A war regime, Landsturm） and changed to things to acquire persons who promote "Kokokushinminka" education. In addition, teachers were acquired through the examinations every year, but these examinations were not only thing that make a breakthrough to a lack of teachers. This was clarified by this article that focus on attributes and motives of examinees. In other words the examination of teachers had another functions as the means for advancement of incumbent teachers. Actually, the improvement ofthe qualification by the examination efthe teacher was effective method for the improvement of the status and histher place of work, promotion to principal in the society of teachers. The examinations of teachers were carried out to meet double demands for acquisition of the quantity and quality （To make a breakthrough to a lack ofteachers, and the improvement method of the qualification）. Thus, the category of passers of the exam ination cannot juxtapose with the category of teachers who invited from "mainland" and the category ofteachers trained in normal school in colonial Korea. Because this article clarified the characteri stic of examination ofteachers and passers of it, I was able to get one clue to began the research that clarify an attribute and the state of existence of teachers who intertwined with each other in colonial Korea.

DOI： 10.15017/15675

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その他リンク： http://hdl.handle.net/2324/14676

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記述言語：日本語   出版者・発行元：教育史学会  

This paper intends to clarify diversity amongst "Mainlander" (Japanese) teachers in colonial Korea. "Mainlander" (Japanese) teachers were a central presence in elementary schools in colonial Korea that cannot be overlooked when discussing Japanese colonial education policies. Conventional literature on the subject has heretofore clarified such matters as teachers' hometown, transfers, instructional activities, and the like. Results of such studies are keys to clarifying the reality of "Mainlander" teachers. However, understanding of "Mainlanders" who became teachers in colonial Korea should not be limited to only one category, and I problematize this point. Among "Mainlander" teachers in Korea, a variety of people coexisted who can be differentiated by length of stay/career in Korea, presence or lack of experience spent in "the Mainland" (Japan) and gender. The historical reality, therefore, cannot be determined if all teachers in colonial Korea are simply labeled "Mainlander" teachers. Although it goes without saying that we should not overlook the fact that "Mainlanders" as settlers possessed specific positions and roles, at, the same time, it is necessary to recognize their internal diversity. Following this outlook, this paper differentiates so-called "Mainlander" teachers by examining the characteristics and relations of "Mainlander" teachers invited from "the Mainland" versus "Mainlander" teachers trained in Korea. First, I pay attention to the teacher-training phase of each, because it is clear that these groups passed through a different process of training. Second, I examine the characteristics and relations of both through document analysis, looking specifically at the times when these individuals became teachers, understandings about educational ideas and policies of the Governor-General's office, knowledge about Korea, and grasp of "the Mainland" were different for each group of teachers. In particular, I argue that these differences originated in differences in the teacher-training process found in Japan and colonial Korea. In addition, I argue that when "Kominka Education" became strongly entrenched, a difference in the characteristics of each type of teacher becomes evident. In addition, I reexamine the implications of the existence of invited teachers from Japan, whose presence had previously been understood as necessary in order to make up for the lack of teachers in colonial Korea.

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その他リンク： http://hdl.handle.net/2324/14675

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記述言語：日本語   出版者・発行元：九州大学大学院人間環境学研究院国際教育文化研究会  

This paper clarifies contents of studies of education by teachers in colonial Korea and examines its characteristic. In the history of 'studies of education by teachers', a lot of studies in Japanese colony have been missed till now. Under the education system to follow "mainland"(Japan) in colonial Korea, studies of education by teachers were performed for 1910-45 years. They were studies of education performed in special environment such as a colony, but we cannot deny that they were a part of studies of education by teachers of "Japan". Therefore, it is important for elucidation of studies of education by teachers in modern "Japan" to clarify how studies of education by teachers in colonial Korea were performed. Furthermore, it is a trial for finding reality of education in Japanese colony by make clear what were considered to be problems in colonial Korea, and what were objects of studies of education by teachers. Under the thought, this paper focused on "Chosen syoto kyouiku kenkiyukai" (representative organization of studies of education by teachers in colonial Korea) established in Keijo normal school. And in this paper, I examined the following points. 1. A characteristic of "Chosen syoto kvouiku kenkyukai ". (An establishment purpose and administration of"Chosen syoto kyouiku kenkyukai ") 2. Contents of studies of education by teachers. (Holding of meetings for studies of education by teachers and publication of magazines/books) As a result, provided knowledge are four points of the following. 1. Studies of education by teachers in colonial Korea were differed from "mainland's" one. It was performed based on the original viewpoint of colonial Korea. 2. Researchers cannot be limited to "mainlander". In other words, in "improvement" studies of Korean child education, a Korean teacher took the part, too. 3. Studies of education by teachers in colonial Korea didn't surpass a category of colonial policy. 4. When "Kokokushinminka" education was emphasized, problems and methods of studies intended its promotion. In other words, studies of education by teachers became driving force of " Kikokushinminka " education of Korean.

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その他リンク： http://hdl.handle.net/2324/14673

記述言語：日本語   出版者・発行元：九州大学大学院人間環境学研究院国際教育文化研究会  

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記述言語：日本語   出版者・発行元：九州大学大学院人間環境学研究院国際教育文化研究会  

This paper aims to clarify the reality of training and placement of elementary school teachers in colonial Korea. Through research, I came to obtain perspectives on how "inland people" (Japanese) and Koreans were trained as teachers in colonial Korea and what kind of difference existed between Keijo Normal School which was the top of normal schools in colonial Korea, and other normal schools. Furthermore this paper clarified how this difference appeared at the time of placement as teachers. Although there was no independent teacher training organization in colonial Korea at the beginning, teacher training in normal schools was specified in 1922 owing to the shortage of teachers. Henceforth, normal schools were expanded by politics, such as additional construction, trends toward governmental control, and extension of the years required for graduation. The intention of the Korean governor-general's office, which was trying to meet the double demand of teacher mass production and quality of those who bear colonial education, can be read in these politics. In elementary schools, "inland people" (Japanese) teachers and Korean teachers coexisted, and were co-educated in normal schools. However, the actual condition was coeducation out of balance. The rate of "inland people" (Japanese) students and Korean students was so imbalanced that it can be said that Keijo Normal School trained teachers of "inland people" (Japanese), and other normal schools trained Korean teachers. There were differences between Keijo Normal School and other normal schools such as year of establishment, qualification conferred and years required for graduation. Therefore, Keijo Normal School had special positioning in normal school organization. And this strongly influenced placement of teachers. Although the graduates of other normal schools were placed in the area near the normal school from which he/she graduated, the graduates of the Keijo Normal School were placed throughout the whole country of Korean. In addition, there were also examples of concentrated placement of teachers who graduated from Keijo Normal School and hiring of Keijo Normal School graduates by a particular school. In other words, selective job placement resulting from having graduated from Keijo Normal School occurred.

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その他リンク： http://hdl.handle.net/2324/14674

記述言語：日本語   出版者・発行元：歴史学研究会  

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その他リンク： http://hdl.handle.net/2324/14689

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総ページ数：192   記述言語：日本語  

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総ページ数：22, 681p   記述言語：朝鮮語  

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総ページ数：335  

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総ページ数：366  

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掲載種別：書評論文，書評，文献紹介等  

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記述言語：日本語   掲載種別：書評論文，書評，文献紹介等  

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掲載種別：速報，短報，研究ノート等（学術雑誌）  

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記述言語：日本語  

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記述言語：日本語   掲載種別：書評論文，書評，文献紹介等  

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記述言語：日本語   出版者・発行元：九州大学韓国研究センター  

DOI： 10.15017/2202919

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その他リンク： http://hdl.handle.net/2324/2202919

記述言語：日本語   会議種別：公開講演，セミナー，チュートリアル，講習，講義等  

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記述言語：日本語   会議種別：シンポジウム・ワークショップ パネル（指名）  

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記述言語：日本語  

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