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韓國 女性의 新文化 運動 : 1920年代 初期의 女性 文化運動을 中心으로
鄭世鉉 淑明女子大學校 亞細亞女性問題硏究所 1971 아시아여성연구 Vol.10 No.-
This thesis is to reveal the new cultural movement which had back in the beginning of 1920 among the women under Japanese regime. The Revolution of March 1st, 1919 failed by the suppression of Japanese, but our people deployed the new mode of race educational and cultural movement as a all-out counter-attack against Japanese imperial governing organization. Especially, the considerable number of new women's strata were made with the educated women through the educational period which had before 1.920 in the Korean woman's society and on these :foundation, the new cultural movement could be made by tile newly educated women leaders even after 1920, the following is the outline of those movement at that time. 1. The prevailing woman's thought back in the beginning of 1920 was to center to the criticism against male right, improvement of women's power equality of human rights and self-awakening etc. The real mood for woman's social emancipation movement began when the $quot;women's friendly association$quot; showed up and in the beginning, they women could not get away from the boundary of feudalistic women's status and dimly, they were convinced that the woman's better position must be secured up to the level which includes the woman's modern thinking of their existence. 2. In general, variant theories of woman's culture were brought from the advanced cultural society, where modernized woman's idea was pervaded widely such as love, new home life, sanitation, woman's vocation, religion, social project, new thinking of marriage, literature, art and these new thinking was much helpful to the establishment of new women's existing values. 3. The education was the main item of woman's new cultural movement it was thought that the social education was important as well as school education and in view of the above statement, the modern cultural movement which women fought had two big trends in study of whole theory based on modern culture and the one was to fight against Japanese control and the other was to against traditional consciousness which made thought they were superior to male and this movement had double meaning of struggle and these women's movement had connection with the total race movement.
光州 學生 民族運動의 全國的 擴大에 대하여 : Anti Japanese Movement
鄭世鉉 淑明女子大學校 1973 論文集 Vol.13 No.-
Kwangju Students' Anti-Japanese Movement was a milestone on the national movement line which conversely developed movements for independence in various ways under the more tightened Japanese colonial system after the Samil Independence Movement in 1919. The students' movements during 1929 and 1930 should not be estimated as students' movements in a simple sense. Because the students' anti-Japanese struggle begun in Kwangju was the struggle by students conscious of, on a national dimension, the imperialistic Japan, the invader, which temporarily stopped Korean history by occupying Korean territory forcibly and repressing Korean people. 1) As Kwangju students' anti-Japanese struggle contained national affirmation in a positive sense, students in Chullanam-do could immediately join the action of Kwangju students. 2) The national movements of Korean people within its territory could be united as single national power of "Singanhoe." under the existing situation that only the radical left-wing was excluded, overcoming differentiation and conflict since 1920. These socil conditions were the direct background which promoted nationwide students' movements. 3) As many organizations such as social organizations, youth organizations, students' organizations as well as Singanhoe immediately supported Kwangju Students' Movement, students' movements turned to the character of national movement. The only difference between common national movements was that the subjects of the struggle were students. 4) Singanhoe played the basic role in Seoul Students Movement. Its support under the name of reality investigation of Kwangju Students' Movement. could be interpreted as multi-purposeful intervention which included cheerup and sympathy. Moreover, Singanhoe was the guarding background in production and circulation of manifestoes spreaed in schools and other important places in Seoul at early December, 1929. Also it was a desirable contribution to the formation of the atmosphere to promote students' movement that Singganhoe, in spite of tight repression, continuously propelled a number of meetings such as report lectures, speeches opposing press repression and meetings for the enlightenment of people. 5) Especially the students' movements in Seoul in December, 1929 and January, 1930 through press which survived continuing confiscation and deletion could be the stimulating accelerators to nationwide students' groups. 6) There appeared several types of students' movements originated from Kwangju Students' Movement because of different conditions according to districts and schools. These are a few examples: a) presentation of petitions; b) presentation of manifestoes; c) circulation of manifestoes; d) cheers within schools; and e) demonstrations. No matter what were their substances and types of action, the students' movements were all in common in the fact that they were patriotic anti-Japanese struggles, not expecting their prices, on the national independence line.