지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
오류제보하기
The teachers officially hired at the common schools during the Japanese occupation period were called Hundo instructors. They constituted the base of enlightened intellectuals of the time, and they were also part of the administrative system used in colonial ruling. When the Japanese imperial authorities colonized Joseon and began their colonial ruling of Joseon, they chose not to recognize the teachers’ previous status that was certified by the Daehan imperial government, and chose to provide them with a new rank which was referred to as ‘Hundo’, creating a newly organized group of teachers who would oversee colonial education. Naturally, the number of Hundo instructors were fairly small in the early days, yet the size of the Hundo group grew rapidly and significantly as elementary education was expanded.
The Hundo instructors were guaranteed with stable income, annuity and social status. Many people wanted to pursue it, and many talented students applied to the teachers college. But they soon faced discrimination from the Japanese staff of the school, and they were also put in positions that were fairly vulnerable to the abuses of the Japanese headmasters. The requirements from the Imperial authorities also increased, doubling the workload of the Joseon teachers.
The Hundo instructors of the colonial period were treated as administrative officials(public servants), and enjoyed both the status of an official and an intellectual inside the local community. They were blessed with modern education, and were very proud of being a professional elite armed with modern knowledge and background. Sometimes this kind of pride turned into a bureaucratic mentality which made them believe they were reigning over the general population. Sometimes that pride turned into a sense of identity of a critical intellectual. Yet coming into the 1930s, the Hundo instructors’ sense of identity of being critical intellectuals was severely weakened, and their identity as members of the imperial ruling party was significantly strengthened. The imperial ruling got stronger and harsher, and their bureaucratic mentality was amplified, which had quite an influence upon the nature of the teachers group that surfaced after the liberation.
The Hundo instructors were guaranteed with stable income, annuity and social status. Many people wanted to pursue it, and many talented students applied to the teachers college. But they soon faced discrimination from the Japanese staff of the school, and they were also put in positions that were fairly vulnerable to the abuses of the Japanese headmasters. The requirements from the Imperial authorities also increased, doubling the workload of the Joseon teachers.
The Hundo instructors of the colonial period were treated as administrative officials(public servants), and enjoyed both the status of an official and an intellectual inside the local community. They were blessed with modern education, and were very proud of being a professional elite armed with modern knowledge and background. Sometimes this kind of pride turned into a bureaucratic mentality which made them believe they were reigning over the general population. Sometimes that pride turned into a sense of identity of a critical intellectual. Yet coming into the 1930s, the Hundo instructors’ sense of identity of being critical intellectuals was severely weakened, and their identity as members of the imperial ruling party was significantly strengthened. The imperial ruling got stronger and harsher, and their bureaucratic mentality was amplified, which had quite an influence upon the nature of the teachers group that surfaced after the liberation.
목차
머리말
1. 보통학교 훈도집단의 규모와 구성
2. 보통학교 훈도의 사회적 위상
3. 식민지 훈도의 정체성과 사회의식
맺음말
Abstract
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