‘This insightful monograph brilliantly uncovers the intricate politics and power dynamics depicted within the Korean-language textbooks of both Koreas. Through a meticulous examination of these educational resources, the author demonstrates how political leaders effectively establish and validate their ruling ideologies. As a result, this book is poised to captivate scholars from a diverse range of regions, including the United States, the former Soviet Union, China, Japan, as well as the two Koreas.’ Changzoo Song, Senior Lecturer in Korean & Asian Studies, University of Auckland ‘Dong Bae Lee’s research on Korean language textbooks represents a significant and groundbreaking contribution to our understanding of politics, ideology, and the school textbooks. Using data from two rival countries, it shows unique examples on how political ruling ideologies influence school knowledge, and foster different national identities and nationalism.’ Lee Soojin, Daegu National University of Education The Politics of Korean Language Textbooks in the Two Koreas This book investigates the politics embedded in the Korean-language textbooks utilized between 1895 and 2019, within the context of one Korea (pre-colonial and colonial eras), the divided Koreas, and an ethnic Korean group residing in Japan (Chongryon).
By analysing the inclusions and omissions from Korean-language textbooks, the author successfully highlights the impact of Korean politics, making clear how rulers have attempted to control their citizens and legitimize their rule by using primary school Korean-language textbooks as a medium for political education and inculcation. This work succinctly displays how different visions of ideal citizenship have been presented in Korea and traces the resulting shift in views toward neighbouring nations, identifying how different rival countries were demonized at different times. This book also shows some consistent omissions, such as the lower classes and marginalized individuals, within their respective nations. Presenting recommendations for potential improvements of the content of future textbooks, this study will be of interest to students of Asian studies, post-colonial studies, critical curriculum studies, critical discourse studies, and Korean studies.
Dong Bae Lee is Korean major convenor at the University of Queensland, Australia. Their research concerns the critical analysis of language (English, Korean, and Chinese) textbooks and curriculum, post-colonial drama in Korea, language policy, and multiculturalism in the school curriculum. Routledge/Asian Studies Association of Australia (ASAA) East Asian Series Edited by Morris Low Editorial Board: Geremie Barmé, Australian National University, Colin Mackerras, Griffith University, Vera Mackie, University of Wollongong and Sonia Ryang, University of Iowa. This series represents a showcase for the latest cutting-edge research in the field of East Asian studies, from both established scholars and rising academics.
It will include studies from every part of the East Asian region (including China, Japan, North and South Korea and Taiwan) as well as comparative studies dealing with more than one country. Topics covered may be contemporary or historical, and relate to any of the humanities or social sciences. The series is an invaluable source of information and challenging perspectives for advanced students and researchers alike. Japan's New Left Movements Legacies for civil society Takemasa Ando 16.
Chinese Stories of Drug Addiction Beyond the opium dens Guy Ramsay 17. Anti-nuclear Protest in Post-Fukushima Tokyo Power Struggles Alexander James Brown 18. Japan in Australia Culture, Context and Connection Edited by David Chapman and Carol Hayes 19. Reporting Mental Illness in China Guy Ramsay 20.
The Representation of Japanese Politics in Manga The Visual Literacy of Statecraft Roman Rosenbaum For more information about this series, please visit: https://www.com/Routledge-Asian-Studies-Association-of- Australia-ASAA-East-Asian-Series/book-series/SE0467 The Politics of Korean Language Textbooks in the Two Koreas Nationalism, Ideologies and Education Dong Bae Lee First published 2024 by Routledge 4 Park Square, Milton Park, Abingdon, Oxon OX14 4RN and by Routledge 605 Third Avenue, New York, NY 10158 Routledge is an imprint of the Taylor & Francis Group, an informa business © 2024 Dong Bae Lee The right of Dong Bae Lee to be identified as author of this work has been asserted in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988. All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Trademark notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe.
British Library Cataloguing-in-Publication Data A catalogue record for this book is available from the British Library ISBN: 978-0-367-33051-4 (hbk) ISBN: 978-1-032-64391-5 (pbk) ISBN: 978-0-429-32014-9 (ebk) DOI: 10.4324/9780429320149 Typeset in Times New Roman by SPi Technologies India Pvt Ltd (Straive) Contents List of figures List of tables Preface Acknowledgements 1 Introduction 2 Analysis of Korean language textbooks in the pre-colonial era 3 Analysis of textbooks of the colonial period 4 Analysis of the textbooks of the neo-colonial period 5 Textbooks under the dictatorships 6 Textbooks in the 21st century 7 Soviet neo-colonial influence in North Korean language textbooks 8 Textbooks in the era of Kim Jong Il (during the late 1990s and early 2000s) 9 Analysis of Chongryon Korean language textbooks used in Japan 10 Summary and conclusions Index Figures 2.1 The Chinese Emperor Lee Se-min’s eyes were shot by Korean archers 4.1 The UN soldier admired by the ROK children 4.2 The boy playing the teacher’s role 4.3 A female teacher playing the role of policewoman 5.1 Koreans and their professional roles in overseas countries 5.2 A hand grenade is thrown at the wheel of the tank 5.3 Two ants working hard to gather their food 5.4 Two cicadas suffering in winter 5.5 Two teams competing in a tug of war 5.6 Santa from the ROK presenting gifts to North Koreans 5.7 Dong-Ho’s grandmother worrying for her younger siblings in North Korea 5.8 A communist supervisor watching child laborers 5.9 Students rushing to the battlefield 5.10 Residents are sweeping outside their houses 5.11 Environmental protection and the New Village Movement 5.12 Saving up money 5.13 A police officer leading the reserve forces to catch North Korean spies 6.1 Stop rubbing out our forests – use public transport more 6.2 The Paris Climate Agreement (PCA) on environmental issues 6.3 Children in front of Korean forsythia 8.1 Raising the kite from DPRK toward ROK for the children of ROK to welcome 8.2 Striking American soldiers’ heads with a club 9.1 Picture of Mangyeongdae 9.3 The Children’s Palace 9.4 High-rise apartment buildings Tables 4.1 Korean language textbooks (1945–1972) included in study 5.1 Contrast between South Korea and North Korea 6.1 21st century textbooks analyzed 6.2 Asian women migrants 7.1 Major themes in the five textbooks analyzed 9.1 Content of two Koreas and Chongryon community activities Preface This monograph investigates the politics embedded in the Korean-language textbooks utilized between 1895 and 2019, within the context of one Korea (pre-colonial era and colonial era), as well as the divided Koreas, and the de- territorialized ethnic Korean group called Chongryon residing in Japan. This book shows unique examples of how political changes influence the content of Korean-language textbooks by analyzing the textbooks used in primary schools. Koreans use the same language, are mostly one race, and used to share cultural traditions. But this project shows that different political changes have fostered different attitudes toward nationalism and Korean identity (including ideal citizenship), and differing dominant values and norms.
Each regime across the period studied has used the content of school textbooks to help legitimize their rule. This study begins with the period leading up to Japan’s colonization of Korea in 1910. After 36 years of Japanese rule, Korea was liberated as a result of World War II, which also brought about the division into the Democratic People’s Republic of Korea (DPRK; North) and the Republic of Korea (ROK; South). The ROK then experienced the neo-colonial influence from the United States, while the DPRK was influenced by the USSR.
After a period of dictatorship under military leaders from the 1960s to the 1980s, the ROK has moved to democratic government in the 21st century. The DPRK is still ruled by a dictatorship. The dynastic succession of powers and the cult of personality in the DPRK in the 21st century make that country a very particular case. Analysis of the textbooks shed light on how the DPRK regime could sustain its power by implanting its ruling ideology in its citizens.
The ROK still exists in tension with the DPRK, and the impact of the Cold War remains. As well, the divided Koreas are still a frontline in the tensions among the superpower nations of the United States, China, and Russia. Additionally, Korea’s division also affects the many ethnic Koreans living in Japan. By considering such dynamics, this book investigates how political changes over time (pre-colonial, colonial, neo-colonial, dictatorship, democratic government, and the cult of personality in DPRK and Chongryon textbooks) affected the content of textbooks.
Using critical discourse analysis and visual image analysis, this book looks into texts and images in the textbooks and identifies what political ideologies are evident and how they are embedded, both implicitly and explicitly. This book will be of interest to scholars and students of Asian studies, post-colonial studies, critical curriculum studies, critical discourse studies, and Korean studies. As this monograph deals with six countries (United States, USSR, China, Japan, and the two Koreas), scholars and students in these countries will find material of interest in this monograph. This book will also inform scholars and students who study the formation and content of school curricula in communist and/or dictator regimes in comparison to democratic governments, which the case of the two Koreas reveals.
Acknowledgements I would like to express my gratitude to many academics and editing experts whose valuable contributions have greatly aided me in composing this monograph. First, I want to extend my heartfelt appreciation to Debra Hamilton for her exceptional dedication and meticulousness in editing and proofreading this manuscript. Her unwavering patience and kindness throughout the process have been truly invaluable. I am grateful to the Academy of Korean Studies for their contributions of funds toward this project as well.
I have also been fortunate to receive remarkable assistance from scholars and students at the School of Languages and Cultures, including individuals such as Ki Young Choi, Dr. Hai suk Kim, Yeun Ji Cho, Haegyeong Hong, Dabin Kang, Qunyi Wang, and another editor, Adrian Cohen. In particular, I extend my heartfelt gratitude to Jisoo Han for coordinating all of the illustrations, which I deeply appreciate. Additionally, I would like to express my special appreciation to Dr.
Changzoo Song at the University of Auckland. His genuine advice, friendship, and insightful guidance throughout the process of applying for the CUPKS grant, as well as his encouragement to pursue this project, have been invaluable. Finally, I would like to express my utmost gratitude to my family. My wife, Hannah deserves special appreciation for her unwavering support through prayer and for enduring the many challenges this project posed and my absences during research trips.
I am also thankful to Sarah and Paul for their love that strengthened me.4324/9780429320149-1 Introduction This book explores the political dimensions of primary-school Korean- language textbooks that have been published in the two Koreas during different political regimes. The influence of politics and ruling ideologies on national curriculum and textbooks has been documented in the literature (Lee, 2021; Liu, 2003). This study aims to investigate the impact of political ideologies and power relationships on the content of Korean-language textbooks. The analysis in this project employs critical discourse analysis (CDA) and visual image analysis (VIA), considering that language textbooks comprise both texts and images.
In the domain of post-colonial studies, the prevalent approach has been to deconstruct the dominant narratives propagated by the former colonizers. However, the case of Korea is unique in that it was colonized by Japan from 1910 to 1945 and, following liberation in 1945, faced neo-colonial impact from both the United States in the South and the USSR in the North.