• Journal of Korean Elementary Science Education
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• v.41 no.2
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• pp.236-249
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• 2022

This study analyzed the contents of science education at the elementary school level in Joseon as narrated by teacher Yun Jae-Cheon (尹在千) during the Japanese colonial period. The study added commentaries and criticisms about his articles. Yun Jae-Cheon was born toward the end of the Korean Empire and gained first-hand experience of the Japanese colonial period and liberation. He was a teacher at Kyeongseong Normal School (京城師範學校) during the Japanese colonial period and published several articles related to science education in an educational journal called The Educational Study of Joseon (<朝鮮の敎育硏究>). Notably, he wrote "Science Education in Joseon" (朝鮮の理科敎育) in 1939, which analyzed and reported the overall science education at that time. This study outlined the context of science education in Joseon through the eyes of the Korean teacher during the Japanese colonial period. In Joseon, under the Japanese colonial rule, Yun Jae-Cheon's view of science education was extremely limited as he could not help to reveal the pro-Japanese activities.

• Cross-Cultural Studies
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• v.21
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• pp.289-306
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• 2010

In Jamaica Kincaid's novel Lucy, the narrator grows up with the burden of colonial legacies embedded with Englands' imperial disciplinary projects, its language, educational institutions, discourses. Colonial education interpellates the narrator into a colonial subject through its multiple ideological discourses and systems. Teaching the literature of England is the most insidious form of the Empire's disciplinary colonial projects, more powerful than military enforcement: Its mode of operation is creating phantasy and instigating and planting desire for such phantasy. As Homi Bhabha aptly theorizes as colonial mimicry and ambivalence, the narrator as colonial subject grows up split and confused as an ambivalent subject, simultaneously mimicking and desiring for the phantasized England as real, while resisting and criticizing such up-bringing and mimetic desire. This paper explores Kincaid's rhetorical strategy of employing Wordsworth's poem, "I Wandered as a Lonely Cloud," especially her use of the flower "daffodil." Employing the concept of "daffodil gap" suggested by postcolonial critics, this paper closely examines two episodes involving the flower daffodil in the novel, one in a colonial classroom and the other in a garden in a new world and suggests that Kincaid accomplishes intertextual critique of colonial education and imperial projects.

• Korean Medical Education Review
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• v.15 no.2
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• pp.61-68
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• 2013

During the Japanese colonial period in the Korean Peninsula, Chosun (ethnic Korean) physicians were trained in vocational clinical schools, but Japanese physicians in medical school. Therefore, the Japanese government treated the Japanese physicians as medical doctors but Chosun physicians as dealers or traders in clinical services. This colonial discriminatory policy became a habitual concept to Korean physicians. Because of these traditional concepts regarding physicians, after the colonial period, the newly established Korean government also had the same concept of physicians. Therefore, in 1952, the Korean graduate medical education system was launched under a government clearance system with the claim of supporting medical specialties as clinical dealers or clinical businesspeople. During the last 60 years, this inappropriate customary concept and the unsuitable system have evolved into medical residency training education, and then into graduate medical education. Today graduate medical education has become inextricably linked to postdoctoral work in Korean hospitals.

• Philosophy of Education
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• no.66
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• pp.105-132
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• 2018

This study analyzes and compares the contents of the prohibited history textbooks to the officiated curriculum textbooks during the Japanese Intervention period. By doing so the study will discuss the curriculum regulation through the new educational sociology aspects. The results are as follows. First, the Residency-General placed Japanese advisors in educational faculties to prepare a foundation for colonial education. It was intended to influence the educational system and its contents by displaying their superiority represented by their group of elites. Second, In 1908, the authorities issued the textbook regulation, which controlled the contents of the education before the book was published. The standard for the regulation was to exclude contents that are disadvantageous to Japan, and is favorable to colonial rules. Third, The prohibited textbooks contained contents that violate the standards. This shows that during the Residency -General period the textbook examination system was a tool to control school curriculum. Fourth, after comparing the contents of both prohibited textbooks and regulated textbooks, the prohibited history textbooks included the national independence, the victory over the Japanese, patriotism, and unfavorable relations with Japan. On the other hand, the regulated textbooks omitted patriotism and ethnicity-independent content, and instead filled its content with a friendly relationship Korea had with Japan at the time. This phenomenon proves that knowledge and the way of thinking are favorable towards superior groups of society and have an influence in determining the content of school education. This is the new education sociology theology.

• Journal for History of Mathematics
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• v.36 no.3
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• pp.37-57
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• 2023

In the history of elementary school mathematics education in Korea, the period led by the Government-General of Joseon during the Japanese colonial period cannot be omitted. As a way to grasp the real state of elementary school mathematics education at that time, there is a method of analyzing elementary school mathematics textbooks published by the Government-General of Joseon. However, the actual state of the publication of them was not sufficiently known. For this reason, this study surveys the actual state of the publication of those textbooks. To this end, real information on textbooks owned currently by various institutions and information on the publication of those textbooks in the official gazette and documents of the Government-General of Joseon were checked and organized.

• International Journal of Costume and Fashion
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• v.15 no.1
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• pp.87-101
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• 2015

From the 1920s to 1945, East Asia experienced radical social change with the introduction of new fashion styles, and new ways of thinking, from the West. The emergence of a new generation of "new women" educated in modern schools was part of this phenomenon, and functioned as a trend-setting influence in East Asian society. In schools, education in dressmaking, sewing, and home economics were important parts of female education. Adopting a new fashion style is, by necessity, accompanied by the new technology of dressmaking. Given that ready-made clothing was not generally available, dressmaking education also served to introduce a new material culture. In Korea and Taiwan under Japanese colonization, the greater part of school curricula and textbooks mirrored those in Japan, which enabled these countries to develop and adopt transnational styles as well as local styles. This research explores the transition of women's fashion in East Asia in modern and colonial conditions from the 1920s to the 1940s by analysing curricula and textbooks on dressmaking in comparison with the prevailing styles in each region. This is expected to suggest the impact of modernity in East Asia and the transnational styles of fashion in colonial Korea and Taiwan, as well as Japan, developed within the local culture. Colonial conditions are also discussed in terms of their impact and limitations in the transition of styles.

• Journal of architectural history
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• v.24 no.4
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• pp.65-74
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• 2015

This paper deals with architectural activities related to Korean society in Jichang district in North East China, focused on the articles of Manseon-ilbo published there during the Japanese colonial period. Construction-related contents in the area closely connected with topical interest, publicity, and enlightenment as a local media source provide positive grounds about pending issues in colonial situations. This paper handles with articles issued in the 1940's newspapers just before the Pacific War. At that time Japanese enter in the Chinese continent, and construct a stable basis in the intimate association with Germany and Italy, countering against the United State. Among articles regarding architecture, most of contents are based on healthcare and public facilities, and urban planning. Overwhelmingly the most popular articles are about new constructions of educational facilities and residential matters. The shortage of goods and the excessive concentration of population resulted in urban and house problems, which were particularly much more serious in Korea society. Such social atmosphere made all activities regarding building constructions, in particular educational facilities, in civil level rather than the helps of the Japanese colonial government. Thus, through education and house matters we can read a slice of Korean society to survive in the colonial environment of Jichang district.

• SUVANNABHUMI
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• v.14 no.2
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• pp.177-206
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• 2022

At different times in the 19^th century, the Straits Settlements and Cochinchina were both colonies that the British and the French captured the earliest in their process of invasion of Malaya and Vietnam, respectively. This study examines the transitional stage from the traditional school system to colonial school system in the Straits Settlements and Cochinchina. This could also be considered an experimental stage for building later education systems in their expanded colonies, namely British Malaya and French Indochina, from the closing decades of the 19^th century to the middle of the 20^th century. This study, exploiting various sources and applying the comparative approach, identifies the factors that affected the different attitudes and choices of policy towards traditional education models of indigenous communities (the Malays and Vietnamese) pursued by the British in the Straits Settlements and the French in Cochinchina.

• Journal of Korean Elementary Science Education
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• v.31 no.4
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• pp.424-435
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• 2012

The purpose of this study was to analyze the geological terms used in the elementary school science curriculums from 1876 to present. We collected the data of geological terminologies based on what is being used in the revised 2007 national curriculum. In this study, data was divided into three periods according to political events, "The Modern Enlightenment Period (1876~1910)", "The Japanese Colonial Period (1910~1945)", and "The Current Curriculum Period (1945~present)". During the early modern enlightenment period, translated Chinese characters' terminologies by western scholars in Qing-China were used in science books. The late modern enlightenment period, we used many translated Japanese textbooks in schools, which naturally introduced the way that Japan's terminology is used. In the Japanese colonial period, Korean students had to study science subjects written in Japanese characters, so they had used Japanese terminologies of science. After the liberation of Korea from the Imperial Japan, there was an efforts to make new Korean terminologies of geology under the new current national curriculum. However, the terminologies used in Korean textbooks ended up using and borrowing the same way that the Japanese-Sino terms of science used later.

• Journal of Korean Academy of Nursing Administration
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• v.6 no.3
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• pp.421-429
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• 2000

Two nurses' assications were organized in Korea during Japanese colonial period One was Choseon Ganhoboohoi(朝餘看護續會, the Korean Nurses' Association)started in 1923 and the other was Choseon Ganhoboohoiphoi started in 1924. Two nursing associations were very different in their members and activities. Choseon Ganhoboohoi was organized and lead by Western missionary nurses in Korea and their Korean pupil nurses. The aim of Choseon Ganhoboohoi was to become a member of ICN. Choseon Ganhoboohoi united with the Western Graduate nurses' Association in Korea, tried to raise the standard of nursing education, and became a branch of Japan Imperial Nurses' Association. All was to become a member of ICN. It continued 15 years and was quite active. But after the half of 1930s Japan's ruling policy became more and more suppressive and western missionaries were expelled from Korea so it could not but discontinue it's activities. Choseon Ganhoboohoiphoi(朝鮮觸護續協會) was organized and lead by Korean nurses. The aim of it was to do the role of nurses by social activities. So it tried health education for the public, It continued only about 2 years, But the leaders of Choseon Ganhoboohoiphoi moved to women's liberation movement and Korean liberation movement and tried to solve the problems of colonized women. The organizations and activities of Choseon Ganhoboohoi and Choseon Ganhoboohoi were two trends to develop Korean nursing during Japaneses Colonial period. The former asked for international cognizance by the raise of nursing standard, and the latter asked for national cognizance by social activities. Although two nurses' associations were different in their ways but quite same in the aspect that both tried for the development of nursing in Korea. But the colonial situation prevented them from continuing their activities. This means that the colonial situation of national level influenced deeply on the development of nursing profession.