이호철의 자전적 소설에 나타난 월남민의 정체성

류동규(Ryu Dong-gyu) 韓國批評文學會 2009 批評文學 Vol.- No.33

This paper analyzes the identical factor in Lee Ho-chul’s novel from in the middle of 1960’s to in the early 1970’s and has a purpose of studying the identical aspects over these works. Lee Ho-chul’s satirical novel in the middle of 1960’s is divided into two kinds. The one is to criticize the South Korean regime secondhand through self-caricature, the other is to satirize an outsider North Korean Refugee. These works try to find the inside of South Korean regime by separating ‘self’ and ‘the other’. On the other hand, he publishes novels of the lower middle class’s daily life in 1970’s, has a compassion for the outsider North Korean Refugee in these works. These eyes of compassion have a meaning of ‘self-understanding’ through ‘the other’. Especially, his autobiographical novel Nampung Bukpung is a high confession of himself, ascertains the North Korean refugee’s identity by searching ‘the other’s origin historically. Like above, his transformation of recognition for ‘self’ and ‘the other’ explains an internal opportunity that Lee Ho-chul’s novel transforms his senses into divided system from displaced people. Lee Ho-chul ascertains his identity as a North Korean refugee by an historical view over ‘the other’ and reaches into the objective recognition to the divided system.

자아정체성 확립을 위한 성장서사 읽기-쓰기 통합 교육

류동규(Ryu Dong-gyu) 韓國批評文學會 2010 批評文學 Vol.- No.37

The aim of this essay is to present a model of literary education for establishing self-identity by examining the theory and procedure of organically integrating the Growth Novel reading activity with Self Growth-Narrative writing activity. For this purpose, this essay develops a discussion with the main idea of ‘the Family Romance’. Family Romance is a useful point of view to explain the structure of the Growth Novel and students’ growth experiences. In chapter 2, the process of reading the Growth Novel through the structure of the Family Romance is presented by 3 steps. The Growth Novel has structures such as the crisis of an ego a child suffers during the independence from parents, solidarity or conflict between a sibling, attempt of restoring families, the growth of an ego, and so forth. Students find self experiences by understanding structures like these. Chapter 3 presents the process of self Growth-Narrative writing by 3 steps. Students write 2 to 3 short narratives about the sub-topics the Family Romance offers. Then, in the activity of connecting short narratives, they form the upper narrative to link short narratives, and finally they write a long narrative covering self experiences inclusively. The Self Growth-Narrative Writing activity helps students establish self-identity by letting them perceive themselves as a integrated self.

난민의 정체성과 근대 민족국가 비판

류동규(Ryu Dong-gyu) 한국비평문학회 2008 批評文學 Vol.- No.29

Yumaeng(流氓), the first novel Son, Chang-sup published after moving to Japan, dealt with the identity problem of the-then Korean residents in Japan, who were refugees stuck in very peculiar circumstances. Their lives in Japan shows the paradox of the modern nation-state. As for the primary narrative style, the novel has the characteristics of nation narrative. All the characters are conditioned and arranged by the positions of nation states. Moreover, the origins and formations of modern states are the principles of the narrative. In this narrative style, the Korean residents in Japan experience splitting identity, which represents the specific identity state Korean refugees in Japan came to possess. Meanwhile, the nation narrative shows ambiguity as the narrator's personal accounts are added. The narrator's personal stories are almost identical with the writer's real experience, so that, in the end of the novel, things end up differently from the usual nation narrative. Thus, the novel Yumaeng(流氓) shows the explication of an isolated individual in a modern state system and carries the significance of criticism of the modern nation state.

상호문화성 형성을 위한 다문화 소설교육

류동규(Ryu, Dong-gyu) 국어교육학회 2017 국어교육연구 Vol.65 No.-

이호철의 역사소설과 식민지 역사의 재현

류동규(Ryu, Dong-gyu) 국어교육학회 2014 국어교육연구 Vol.55 No.-

식민지 학교의 기억과 그 재현

류동규(Ryu Dong-gyu) 우리말글학회 2011 우리말 글 Vol.51 No.-

Ha, Geun-chan's novels have dramatically changed since 1970s, due to the Agreement between Korea and Japan in 1965. After this historical event he came to become suspicious about his ethnic identity, which he used to regard stable. At that time Ha, Geun-chan tried to reconstruct his ethnic and personal identity by presenting his youth memories of colonial school in various ways. In his novel, colonial school is shown as the place where the colonial distinction is structured. In this place the colonial rulers are distinguished in two types. While the ‘principal’ is described as a barbarous and inhuman character, the ‘female teacher’ as a bucolic and an favored one. In this place of memory, colonial boys are the main character and they soothe the colonial gap among them. The representation through ‘stereotype’ and ‘play’ was the device to release the pain of reminding such memories. On the other side, the novel of Ha, Geun-chan represent the memory of liberation as ironic experiences. This means that the memory of liberation can be interpreted in various ways by the nation or people that have been liberated from the colonial condition. In this regard, in his novels he tends to represent the same memory in different ways. Then, after, he tries to solve the unstable identities of a nation and people after colonialism. To do this he put his ‘father’ in front in the novel as one of the inspiring factors against the colonial system.

문학교육 정전으로서의 『만세전』 텍스트 다시 읽기

류동규(Ryu, Dong-gyu) 국어교육학회 2016 국어교육연구 Vol.62 No.-

The purpose of this study is to analyze the way the text of 『Mansejeon』 contained in high school literature textbooks is intended to be read and to propose a new direction of reading. The literature textbook interprets 『Mansejeon』 as an integrated narrative. Unlike this approach, this paper has adopted the viewpoint of reading 『Mansejeon』 as a conflicted narrative in a bid to seek the possibility of interpreting the work in a more abundant manner. The literature textbook interprets 『Mansejeon』 as one of those ‘national narrative’ and contains no more than two scenes out of the 『Mansejeon』 text. Both scenes depicted the leading character Lee In-hwa discovering the reality of his nation and people. From this perspective, the journey of the main character in 『Mansejeon』 is intended to lead him to find the reality of his nation and people. However, reading 『Mansejeon』 is anything but being fixed. The narrative in Mansejeon has cracks here and there. The incident of meeting a ‘gat’ (Korean traditional hat) peddler is laid out in different direction from the description of Lee In-hwa, creating an irony. In addition, readers are also able to read the mixed feelings of the leading character Lee In-hwa in the scene where he identified colonized Joseon as a ‘grave’. The debate so far has been an attempt to decanonize the text of 『Mansejeon』 contained contained in high school literature textbooks. This will bear significant implications in that it has secured diversity in ways of interpretation in literature education.

개인발표 : 웃음의 맥락을 활용한 풍자소설 교육

류동규 ( Dong Gyu Ryu ) 한국문학교육학회 2010 문학교육학 Vol.31 No.-

Satire novels make often use of sharp and cynical laughter and they have been a main topic of novel education. Satire novels give a significant contribution to education because they offer the learner multiple reading experiences. This paper intends to suggest a more effective method to teach satire novels by leveraging on the context of laughter. One of the novels of Chae Man-sik, "Chisuk", is used to exemplify the method. First of all, this work presents the context of laughter as shown in the following figure, which is an adaptation of S. Chatman`s narration model.Next, based on such model, a step?wise method for teaching satire novels is introduced. By following the presented method, learners will be able to fully enjoy a satirical novel through personal interpretation of the communication structure and the ideas of the main characters.

65년 체제 성립기의 학병 서사

류동규(Ryu, Dong-gyu) 한국어문학회 2015 語文學 Vol.0 No.130

Lee Byung-Ju’s 〈The Gwan-Bu Ferry Boat〉 was released when the ‘1965-Year System’ was established. As the ‘1965―Year System’ was established, experienced student soldiers constructed their group identity using methods that were different from those of before. To those experienced as student soldiers, being student soldiers was an experience of contradictoriness. 〈The Gwan-Bu Ferry Boat〉 was a piece which exposed this with the most depth. 〈The Gwan-Bu Ferry Boat〉 reproduces the contradictoriness experienced by student soldiers through a frame structured story. This reveals two types of formal characteristics. First, 〈The Gwan-Bu Ferry Boat〉 crosses four different layers of time. The protagonist Yoo Tae∼rim, who is a Japanese student studying abroad at the end of the colonial era, explores colonial history with his Japanese friend E. Also, the narrator of the late 1960s records the whereabouts of Yoo Tae-rim during the liberation period. 〈The Gwan-Bu Ferry Boat〉 attempted to view the student soldier experience as a historical one through such time intersections. Next, different narrative egos are overlapped. The viewpoints of Yoo Tae-rim and E overlap in their exploration of colonial history. Also, in reproducing Yoo Tae-rim’s student soldier experience, the viewpoints of the narrator ‘I’ and Yoo Tae-rim overlap. Such overlaps in narrative egos also coincide with the viewpoints of the writer Lee Byung-ju. 〈The Gwan-Bu Ferry Boat〉 attempted to reproduce the experience of contradictoriness within the experiences of student soldiers through these overlaps of narrative egos.

1960년대 손창섭 장편소설에 나타난 가부장제 이데올로기 비판

류동규(Ryu, Dong-gyu) 한국문화융합학회 2009 문화와 융합 Vol.31 No.-

This study aims at examining the criticism of Patriarchal Ideology of Son Chang-seob s novel in the 1960 s. Son Chang-seob published 9 volumes of novels serially in the newspaper during 10 years in the 1960 s. The principal themes are marriage and sexuality. Leading characters desire to get a position of patriarch through finding-wife narrative. A hero of <As time goes by(세월이 가면)>(1960) and a heroine of <My Name is Woman(내 이름은 여자)>(1961) have a strong desire to return to traditional patriarchy, but these trials are ended in failure. Patriarchy connects with modernized ideology at that time. In <Husband and Wife(부부)>(1962) and <The Class of Human(인간교실)> (1963), the principal characters show ambivalent attitudes toward traditional patriarchy and modern patriarchy. In Son Chang-seob s novels, a sexuality means resistance against patriarchal ideology. But patriarchal ideology controls this kind of sexuality. It appears as a separation of spirit and body. The spirit (tends to) control the body efficiently with modernized ideology.