청소년 시의 학교 공간 인식과 주체성 = Spatial Perception of School in Korean Adolescent Poetry and Subjectivity

다국어 초록 (Multilingual Abstract)

This study analyzes the spatial perception of ‘school’ in Korean adolescent poetry since the 2000s and aims to elucidate how otherized adolescents recover their subjectivity through poetry.
School functions as a social institution responsible for national public education and is a realistic living space where adolescents spend most of their day. However, within the current entrance exam-oriented education system, school has become an increasingly controlled and oppressive space.
Adolescent poetry, through critical spatial perception of this school environment, not only induces empathy from adolescent readers but also reflects the universal experiences and perspectives of youth.
The school space implemented in adolescent poetry possesses a dual nature. First, school is an otherization space where adolescents must endure a developmental period in which they have lost their capacity for subjectivity and must comply with teachers’ authority. Second, it is a space of emotional bonding where interactions unfold during lunch time in the cafeteria, on the playground, and among peer groups. Within the tension between these two spaces, adolescent poetry depicts how adolescents positively accept their present reality through small joys while maintaining hope for the future.
Adolescents construct their own sense of place by recognizing school from various perspectives—as boundary, center, path, threshold, and margin.
Through poetic imagination, they form counter-cultures of escape and resistance, creating an inner refuge through which they recover their subjectivity.
The diversity of this space recognition allows adolescent readers to approach poetry more readily, while simultaneously reflecting the psychology of adolescents who endure the current deficient reality yet aspire to someday transcend it. Adolescent poetry expresses the process of adolescents as others growing into subjects through spatial perception and simultaneously carries educational significance in advocating for youth to develop as genuine subjects within educational settings.