Search

By examining the widespread enthusiasm for education during the Japanese occupation of Korea (1910-1945), this article sets out to contribute to historiography on so-called 'education fever' (kyoyungyol), which so far has largely concentrated on researching the period after 1945. In the 1920s and 1930s the term was used to describe a multifaceted phenomenon that was driven by a striving for upward social mobility and the idea of national self-strengthening. Based on a wide range of sources including newspapers and journals, official documents as well as missionary reports, the article argues that 'education fever' was, on the one hand, closely linked to Korean nationalism, whose proponents made frequent recourse to the ubiquitous phenomenon in order to strengthen Korean political power through education. On the other hand, despite efforts to restrict school access, colonial authorities to a certain degree were forced to respond to these demands for education, highlighting Korean agency in the process.

Existing theories of international relations have failed to interpret the hostile relations between Korea and Japan due to their Cartesian assumptions about the nature of national sovereignty and identity. Such theories view the hostilities between the two states as the result of incorrect policies or unhealthy interactions between domestic norms and foreign policies, because they believe that there are few negative structural elements between Japan and Korea. This study suggests an alternative explanation by utilising the worldview of East Asian medicine. By interpreting the formation of the Japanese and Korean national identities from the late nineteenth century and by viewing the hostility between the two states not as evidence of 'malfunctioning' inter-state relations but as a core element of their national identities, this study proposes an alternative understanding of 'problem-solving' with respect to Korea–Japan relations that is directed towards healing their relations with a long-term perspective. [ABSTRACT FROM AUTHOR]

In the decades around the turn of the twentieth century, Buddhists in imperial Japan, the British Raj, and the American empire developed lay-oriented youth groups. These groups' members developed intertwined ethnoreligious and national identities informed by Buddhists' relative status in these three empires. This article describes the trans-imperial development of early Buddhist youth groups, examines how these groups developed nationalist politics that were often intertwined with ethnic identity, and considers how the concept of "Buddhist youth" flattened differences unite lay Buddhists across various divides. [ABSTRACT FROM AUTHOR]

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]