The purpose of this study is to analyze the meaning of Joseon school or Korean school (hereafter, Korean school) education in the context of Japanese foreign education through oral history of Korean residents in Japan. I focused on how the collective ... The purpose of this study is to analyze the meaning of Joseon school or Korean school (hereafter, Korean school) education in the context of Japanese foreign education through oral history of Korean residents in Japan. I focused on how the collective identity and educational experience of Korean residents who were born and raised in Japan formed through the Korean school education was implemented and applied in Japanese society. Participants were 7 Korean residents in Japan who were educated at Korean school. They all grew up in Kansai region including Osaka Prefecture and Hyogo Prefecture. The oral data was collected three times from September 17, 2014 to February 29, 2016. The oral interviews were conducted two times, two hours per session. As to the analysis of oral data, we first prepared the classification table according to the detailed themes and then cross-checked between the history of Korean residents in Japan as well as related literatures and the memories of the oral interviewees. The results of this study are as follows. Among the seven study participants, the parents of second-generation Koreans in Japan sent them to Korean school to raise them as Koreans. In the case of third and fourth generation, it was found that when parents were from Korean school, their children also tended to go to Korean school. Among them, there were cases where they went to Japanese schools from the Korean school education stage. There was a difference in going to Japanese school between the second and the fourth generations. Two second-generation participants went to Japanese evening high school after graduating from Korean intermediate school because of financial difficulties of the family. On the other hand, a fourth-generation participant chose Japanese university after graduating from Korean high school because he “wanted to experience Japanese education because he lives in Japanese society.” In addition, there was a limit for them to be employed in the Japanese society based on the educational background of the Korean school. In the case of the second generation, even after graduating from a higher education institution in Japan, there was no expectation that they would be able to get a job in Japanese society. However, since the 1990s, the discrimination against foreigners such as Korean residents in Japan has eased, and they were able to enter the Japanese society as national lecturers and university lecturers, so that they had jobs that can make the most of the special characteristics of Korean residents in Japan. The oral interviewees recognized that there was no relation between the development process of foreign education policy in Japan and Korean school education. They said that the education of foreigners in Japan was “consistent with the exclusion of Korean schools.” However, unlike the Japanese central government, local governments implemented the policies such as providing subsidies to Korean schools, accepting the graduates of Korean schools in public and private universities, and providing fare discounts for students of Korean schools in local private railways. Korean residents in Japan have formed a collective identity through Korean school. They entered the Korean school and learned Korean language, history and culture, and regarded themselves as Koreans. The students of Korean school were undergoing a process of reaffirming themselves not only in school education but also in the presentation sessions and public lessons with Korean residents in Japan. Among the research participants, after becoming adults, there were some who discover and accept their new identity such as accepting Japanese society as part of their own, or seeking their role as Koreans residing in Japan. Based on the results of this study, from the viewpoint of the linkage between education and society, while the Japanese government consistently implemented the exclusion policies toward the education of Korean schools, they were partially accepted at the local level, indicating the inconsistency between the central and local governments. For this reason, Korean residents in Japan have suffered identity confusion in the process of their contact with Japanese society, and have had a “forced identity” in which they have to constantly explain who they are in the Japanese society. This is a case study of how the education of ethnic group without national affiliation is practiced in Japan where the national education system is clearly established. In the conclusion, the implications to be considered at the policy level are discussed for further research. ，韩语毕业论文，韩语论文范文 |
