식민지 조선 불취학자들의 배움 (야학경험자의 구술사를 토대로)

식민지 조선 불취학자들의 배움 (야학경험자의 구술사를 토대로)

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Description
인터뷰조사로 야학경험자를 방문하면 처음에는 ‘제대로 된 학교도 아닌데 왜 조사를 하느냐’라던가 ‘인터뷰할 정도로 대단한 내용도 없다’, ‘기억나는 게 별로 없다’라는 등의 다소 소극적인 반응을 보였지만 인터뷰가 시작되고 어느 정도 시간이 경과하면 긴장도 풀리고 이야기도 탄력을 받아서인지 점점 마치 어렸을 때로 돌아간 것처럼 천진난만한 표정을 보이면서 당시의 경험담을 풀어내는 분들이 많았다. 그래서인지 인터뷰가 끝나고 작별인사를 할 때가 되면 불편한 몸을 이끌고 문 밖까지 나와 배웅하면서 고마워하시거나 “언제 또 오냐?”라며 아쉬운 표정을 짓는 분들도 적지 않았다. 학교에 다닐 수 없어 야학에 다닌 사실을 부끄럽게만 여겨 왔던 자신들의 과거를 전부 쏟아내 후련해서인지 또는 누군가가 자신의 어린 시절 이야기에 귀 기울여 주고 인정받았다는 느낌이 들어서인지 어르신들 표정에서 뭔가 치유 받고 해방된 듯한, 그리고 한층 기분이 고양된 듯한 느낌을 받은 적도 종종 있었다. 이번 조사가 어르신들께 조금이나마 위안이 되었기를 바라본다.
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서장조선민중의교육욕구는충족되었는가?
제1절근대교육과조선민중······················································3
제2절선행연구의검토와본연구의과제······································9
제3절식민지교육사연구에서의구술사연구방법의가능성··············15

제1장식민지조선의교육정책전개
제1절‘취학독려’에서‘학생선발’로전환·······································25
13·1운동이후의교육정책변화··········································27
2조선총독부의미온적인학교증설정책··································33
제2절일석이조의사회교육시책전개·········································43
1‘학교를중심으로하는사회교육’시책···································45
2‘졸업생지도’시책·························································51
3‘국어’의보급정책·························································57
제3절사립교육기관에대한통제··············································63

제2장교육욕구의고조와야학증가
제1절3·1운동이후의교육열발흥과입학난문제························77
1입학경쟁의심화와불취학아동문제····································79
2교육에서의지역격차및남녀격차······································85
제2절불취학자의배움터,야학의증가·······································91
1야학의유형:야학과학술강습소의구분································94
2야학의설립주체및목적················································96
3교육내용및교재························································103
4재정및운영상황························································105
제3절민중교육운동과야학····················································111
1청년및노농단체,종교단체의민중교육운동··························113
2농민계몽및문자보급운동··············································114

제3장불취학자들의배움의실태
-1930~40년대야학경험자의구술사를바탕으로-
제1절1930~40년대의교육상황과불취학문제····························123
제2절구술사로본야학실태··················································133
1조사대상및내용·방법·················································137
2야학경험자의구술사로본불취학아동의배움·······················147
제3절사설학술강습소에서의불취학아동의배움·························191
1입학난문제로인한사설학술강습소에대한기대와우려············193
2학교대체시설및입시학원으로서의기능·····························199
3지역의거점시설로서의역할···········································203

제4장여성의배움과야학
제1절식민지기조선인여성의교육상황····································213
1조선인여성의불취학문제와요인·····································215
2조선총독부의여자교육정책과조선인여성상························220
제2절여성교육에서의야학의역할과의미·································227
13·1운동이후여성교육의새로운움직임······························229
2신여성의사회적활동과야학··········································235
제3절야학에서의여성의배움실태와특징
-1930~40년대야학경험자의구술사를토대로-························243
1야학에서여성의배움에주목하는이유································245
2구술사로본여성의배움과야학·······································246

제5장야학교사의교육실천
제1절야학교사의유형··························································263
제2절야학교사에의한교육실천의실태
-1930~40년대야학경험자의구술사를토대로-··························275
1학생들의눈에비친교사들의교육실천································278
2야학교사가증언하는교육실천········································302
제3절조선에서살아가는야학교사들········································311
1민중의교육욕구및생활향상을위한민중야학의교사들············313
2농촌계몽활동의일환이었던계몽야학의교사들······················317
3관제야학의교사들······················································319
4민간영리야학의교사들·······················································321

종장불취학자의배움과야학
제1절불취학자들에게야학은어떠한곳이었나?··························327
제2절본연구의의의와과제··················································337

참고문헌·············································································344
사항색인·············································································355
인명색인·············································································362