日帝의 敎育政策과 學生의 勤勞動員(1943-1945)

국문 초록 (Abstract)

1. 머리말
2. 日常的 學徒戰時動員體制의 强化過程
1) 제4차 조선교육령(1943. 3)
2) 일상적 동원체제의 제도성립(1943. 7 ~ )
3) 일상적 동원체제의 급속한 확대와 학교 재편(1944. 4 ~)
4) 모든 學徒의 勞動·防衛 要員化와 교육포기(1945. 4 ~ )
3. 學徒 勤勞動員政策의 變化와 實狀
1) 식량증산 중심의 일시적 근로동원
2) 일상적 근로동원의 통년화·체계화
3) 학생의 동원과 통제 방법
4. 맺음말 - 조선인의 대응을 조망하며

다국어 초록 (Multilingual Abstract)

Imperialist Japan suffered shortages of its labor and military forces as the Pacific War continued even longer. So it forced people in its colonies into forced labor.
In particular, Japan mobilized a lot of Koreans to alleviate labor shortages, and as a result Korea suffered from labor shortages.
As things got unfavorable to Japan, the status of colonial Korea cannot but be enhanced in the so-called 'the Greater East Asia Co-Prosperity Sphere'.
At that time students were the only group which could be mobilized with
ease.
In this thesis I put this idea into 'the constant student mobilization system in war-time'.
In 1943 Japan declared 'the 4th Education Decree' in Korea and since then. it had focused its education policy for colonials on mobilization of students into forced labor to increase food production and military exercise in school to breed reserve forces. Under the Decree. Korean students could not have any access to learn humanity. And such education policy is in a mere response to retrieve from a crushing defeat over the War with the U.S. on Guadalcanal in Feb .. 1943 and on Saipan in July, 1944. In other words given the situation. the War. this education policy was different from the previous.
Forcibly mobilized students were not able to oppose that they are recruited into labor force in spite of their physical sufferings. Because how much they beared fruit was well linked with their future. including going on to a school of higher grade and getting a job. Moreover. as 'a distributing system' was implemented. students had to unwillingly work to survive. In order to be free from the harrowing situation. then-students regarded the possibility of Japan's defeat in the War as their hope. There is a good example of reflecting this : after Japanese imperial army defeated on Saipan in July. I944. a student underground organization was on the increase. Nationalist consciousness in students' subconscious, coupled with that, had a considerable effect on them, and, in turn, a deep sense of 'repugnance to war' spread among them all over the country. The foundation of Japan shaked by self-contradiction.
Under 'the student mobilization system in war-time' students who had been mobilized and had military exercise in school in their school age unconsciously had mentality and habits made at that time. Since 1945 their words and thoughts were strongly projected onto Korean contemporary history. And this will be addressed next time.