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Throughout the Japanese colonial period, Korea's reading public paid close attention to Chinese revolutions against Japanese and Western empires. Korean nationalists viewed China's revolutionary struggles as important for liberating Korea from Japan, a stance that reveals a transnational basis of Korean nationalism in the colonial era. One such nationalist was Sin Ŏnjun (1904–38), Tong'a Ilbo 's Shanghai-based correspondent, who played a critical role in conveying the momentous events in contemporary China to colonized Koreans. Drawing on Sin's example, this article shows how Sino-Korean transnationalism constituted Korea's left-wing, progressive nationalism in the 1930s. Although Sin Ŏnjun was a nationalist rather than a communist, he highlighted the communist struggles in China in his dispatches. He saw communism as the only viable way of solving China's internal and external problems, although he, at the same time, disapproved of Chinese communists' "terrorist methods." This article argues that this position also reflected his stance in favor of a broad communist-nationalist alliance in the Korean independence movement. He saw Korea's liberation agenda as closely related to the revolutionary events in China, thus accomplishing a synthesis between Korean nationalistic and social aspirations and an East Asia–wide transnational paradigm of a universal emancipatory struggle. [ABSTRACT FROM AUTHOR]

This study looks at how education policies in colonial Korea changed over time in order to accommodate the needs of the colonial authorities during the period of Japanese colonial rule in Korea (1910-1945). The colonial experience can be divided into four different periods according to the four Educational Ordinances issued in 1911, 1922, 1938, and 1943 by the colonial government with each period corresponding to a historic event or context. The constitutive relevance of colonial discourse for an understanding of education can be found in the gradual transformation of the education sector in Korea under colonial rule. It is evident that Japanese colonial policy was inherently contradictory in principle and in practice. On the one hand it sought the assimilation of the Koreans, while on the other it maintained its discriminatory and exploitative practices. Such contradiction was obvious within the colonial education system. As the principal instrument of assimilation, education was regarded as the primary means to subordinate the ethnic identity of the colonised and to transform them into loyal imperial subjects. An overview of the four different periods relevant to the changing circumstances to which the education sector responded reveals the social-historical implications of the instrumentality of colonial education. [ABSTRACT FROM AUTHOR]