해방기 국어교육의 교육이념에 관한 담론 지형 연구 : 교육잡지 『조선교육』과 『새교육』을 중심으로 = The Direction of Korean Language Education in Joseongyoyuk (Korean Education) and Saegyoyuk (New Education) in Post-Liberation Period

다국어 초록 (Multilingual Abstract)

This paper analyzes articles related to Korean language education published in the educational journals Joseongyoyuk and Saegyoyuk from 1947 to 1949, tracing the trajectory of its aims and directions during the Liberation Period. Through this, it seeks to reconstruct the discourse landscape concerning the educational ideology of Korean language education formed in the process of passing through liberation and state- building.
The contributors who published articles on Korean language education in the two journals were primarily education specialists such as university professors, primary school teachers, and Ministry of Education compilers. Based on democracy and nationalism, which were the most central educational ideologies of the time, they defined the concept of the Korean language and the goals of Korean language education, and intensely sought the direction that Korean language education should take in the new era.
In this process, they clearly recognized that ‘language’ underlies Korean language education, and from the outset emphasized the sociality of language, defining it as a socially shared asset. They aimed to establish the purpose of Korean language education under the premise of ‘linguistic community=nation=state’. These discussions on setting educational goals for Korean language education during the Liberation Period naturally linked with discussions on educational content necessary for embodying and transmitting educational ideals, focusing on the formation of the nation(ethnic/civic) through literary readers. Therefore, in the discourse field of Korean language education during the Liberation Period, ‘literature’ was recognized as a public tool containing unique national thoughts and emotions conforming to the educational ideology for nation-building, and an effective medium that could convey and teach specific expressions of life.
Furthermore, regarding the issue of Hangul-exclusive writing, which was the most contentious issue in Korean language education at the time, articles in Joseongyoyuk and Saegyoyuk initially took opposing stances between a decolonial linguistic view based on linguistic nationalism and a pragmatic stance advocating for linguistic realities or cultural traditions. After the establishment of a singular government in August 1948, these discussions evolved in a direction where the logic of scientification, civilization, and modernization overlapped. Thus, the issues concerning the establishment of the ‘Korean language’ and the direction of Korean language education during the Liberation Period were closely intertwined with the politics of literacy and the sociocultural conditions of the time.