Hybrid Spaces: Japanese Teachers in Korean Rural Schools during the Wartime Mobilisation (1931-1945)

Autor/in	Lee, Yoonmi
Titel	Hybrid Spaces: Japanese Teachers in Korean Rural Schools during the Wartime Mobilisation (1931-1945)
Quelle	In: Paedagogica Historica: International Journal of the History of Education, 58 (2022) 3, S.390-405 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lee, Yoonmi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0030-9230
DOI	10.1080/00309230.2021.1941145
Schlagwörter	Colonialism; Educational History; Foreign Countries; Asian History; Rural Schools; Elementary School Teachers; Decision Making; Teacher Attitudes; Political Influences; Cultural Influences; Autobiographies; Teacher Student Relationship; War; Japan; South Korea + Suchen Sie Ihr Suchwort? Kolonialismus; History of education; Bildungsgeschichte; Ausland; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Decision-making; Entscheidungsfindung; Lehrerverhalten; Political influence; Politischer Einfluss; Cultural influence; Kultureinfluss; Autobiography; Autobiografie; Autobiographie; Teacher student relationships; Lehrer-Schüler-Beziehung; Krieg; Korea; Republik
Abstract	This paper examines the memories of Japanese teachers who worked in Korea during the colonial period. By focusing on the autobiographical narratives of three Japanese primary school teachers who worked in rural Korea between 1931 and 1945, this study aims to unpack the relatively under-studied aspects of colonialism. Their narratives carried personal histories regarding their choice to study and work in Korea, the nature of their relationship with Korean children, and the memories of the political and cultural atmosphere at schools in pre-war Korea. These memoirs were accounts of Japanese colonialism through the "Japanese eyes". As they intimately interacted with the local community and students, their memories were multifaceted and complicated; these were not simply apologetic or nostalgic but involved particular social relations that they had experienced in Korea. In this paper, I attempted to shed light on the reconstruction of the grander narrative of pre- and post-war educational history in the region by looking at the complexity of their "reflected" memories. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01