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
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Modern school education for girls/women in Korea started with the arrival of women missionaries/teachers from the West at the turn of the twentieth century. The students, either orphans or those from impoverished families, came to the boarding schools to be fed and have a place to stay. They were truly the ‘subaltern’ of Korea, who did not have ‘voice.’ Through collective hymn singing, an integral part of education, they were taught to write and speak to ‘express’ themselves but also acquired Western ways of living and thinking.
The close relationship between the Western teachers and their Korean students has led to the assumption that they found a voice of their own. However, I will argue that the so-called ‘liberated’ voice was only a mere gesture of a ‘real’ one. Women’s ‘outcry’ represented by the singing style of Korean folk music, was repeatedly corrected by the teachers in hymn singing, reflecting the imposition of Western esthetics. By observing women’s musical activities in their relation to political, cultural, and institutional aspects of Korea at that time, I will argue that behind women’s seemingly ‘independent’ voices, obtained from ‘modern’ education and religion of the West, there were other hidden, highly political (colonial and nationalistic) and old (Confucian) belief systems that adroitly generated or manipulated the women’s voice.
As has rightly been stated, “It is not so much that subaltern women did not speak, but rather that the others did not know how to listen” (Spivak 1996: 287-308). Thus, my focus is not to retrieve their voices but rather to ‘interpret’ them.
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