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야학경험자의 구술사를 토대로
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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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서장 조선민중의 교육욕구는 충족되었는가?
제1절 근대 교육과 조선민중······················································ 3
제2절 선행연구의 검토와 본 연구의 과제······································ 9
제3절 식민지 교육사연구에서의 구술사연구방법의 가능성·············· 15
제1장 식민지 조선의 교육정책 전개
제1절 '취학독려'에서 '학생선발'로 전환······································· 25
1 3 · 1운동 이후의 교육정책 변화·········································· 27
2 조선총독부의 미온적인 학교증설정책·································· 33
제2절 일석이조의 사회교육시책 전개········································· 43
1 '학교를 중심으로 하는 사회교육'시책··································· 45
2 '졸업생지도'시책························································· 51
3 '국어'의 보급정책························································· 57
제3절 사립교육기관에 대한 통제·············································· 63
제2장 교육욕구의 고조와 야학 증가
제1절 3 · 1운동 이후의 교육열 발흥과 입학난 문제························ 77
1 입학경쟁의 심화와 불취학 아동문제···································· 79
2 교육에서의 지역격차 및 남녀격차······································ 85
제2절 불취학자의 배움터, 야학의 증가······································· 91
1 야학의 유형: 야학과 학술강습소의 구분································ 94
2 야학의 설립주체 및 목적················································ 96
3 교육내용 및 교재························································ 103
4 재정 및 운영상황························································ 105
제3절 민중교육운동과 야학···················································· 111
1 청년 및 노농단체, 종교단체의 민중교육운동·························· 113
2 농민계몽 및 문자보급운동·············································· 114
제3장 불취학자들의 배움의 실태
-1930~40년대 야학경험자의 구술사를 바탕으로-
제1절 1930~40년대의 교육상황과 불취학 문제···························· 123
제2절 구술사로 본 야학 실태·················································· 133
1 조사대상 및 내용 · 방법················································· 137
2 야학경험자의 구술사로 본 불취학 아동의 배움······················· 147
제3절 사설학술강습소에서의 불취학 아동의 배움························· 191
1 입학난 문제로 인한 사설학술강습소에 대한 기대와 우려············ 193
2 학교 대체시설 및 입시학원으로서의 기능····························· 199
3 지역의 거점시설로서의 역할··········································· 203
제4장 여성의 배움과 야학
제1절 식민지기 조선인 여성의 교육상황···································· 213
1 조선인 여성의 불취학 문제와 요인····································· 215
2 조선총독부의 여자교육정책과 조선인 여성상························ 220
제2절 여성교육에서의 야학의 역할과 의미································· 227
1 3 · 1운동 이후 여성교육의 새로운 움직임······························ 229
2 신여성의 사회적 활동과 야학·········································· 235
제3절 야학에서의 여성의 배움 실태와 특징
- 1930~40년대 야학경험자의 구술사를 토대로 -························ 243
1 야학에서 여성의 배움에 주목하는 이유································ 245
2 구술사로 본 여성의 배움과 야학······································· 246
제5장 야학교사의 교육실천
제1절 야학교사의 유형·························································· 263
제2절 야학교사에 의한 교육실천의 실태
-1930~40년대 야학경험자의 구술사를 토대로-·························· 275
1 학생들의 눈에 비친 교사들의 교육실천································ 278
2 야학교사가 증언하는 교육실천········································ 302
제3절 조선에서 살아가는 야학교사들········································ 311
1 민중의 교육욕구 및 생활향상을 위한 민중야학의 교사들············ 313
2 농촌계몽활동의 일환이었던 계몽야학의 교사들······················ 317
3 관제야학의 교사들······················································ 319
4 민간영리야학의 교사들······················································· 321
종장 불취학자의 배움과 야학
제1절 불취학자들에게 야학은 어떠한 곳이었나?·························· 327
제2절 본 연구의 의의와 과제·················································· 337
참고문헌············································································· 344
사항색인············································································· 355
인명색인············································································· 362
제1절 근대 교육과 조선민중······················································ 3
제2절 선행연구의 검토와 본 연구의 과제······································ 9
제3절 식민지 교육사연구에서의 구술사연구방법의 가능성·············· 15
제1장 식민지 조선의 교육정책 전개
제1절 '취학독려'에서 '학생선발'로 전환······································· 25
1 3 · 1운동 이후의 교육정책 변화·········································· 27
2 조선총독부의 미온적인 학교증설정책·································· 33
제2절 일석이조의 사회교육시책 전개········································· 43
1 '학교를 중심으로 하는 사회교육'시책··································· 45
2 '졸업생지도'시책························································· 51
3 '국어'의 보급정책························································· 57
제3절 사립교육기관에 대한 통제·············································· 63
제2장 교육욕구의 고조와 야학 증가
제1절 3 · 1운동 이후의 교육열 발흥과 입학난 문제························ 77
1 입학경쟁의 심화와 불취학 아동문제···································· 79
2 교육에서의 지역격차 및 남녀격차······································ 85
제2절 불취학자의 배움터, 야학의 증가······································· 91
1 야학의 유형: 야학과 학술강습소의 구분································ 94
2 야학의 설립주체 및 목적················································ 96
3 교육내용 및 교재························································ 103
4 재정 및 운영상황························································ 105
제3절 민중교육운동과 야학···················································· 111
1 청년 및 노농단체, 종교단체의 민중교육운동·························· 113
2 농민계몽 및 문자보급운동·············································· 114
제3장 불취학자들의 배움의 실태
-1930~40년대 야학경험자의 구술사를 바탕으로-
제1절 1930~40년대의 교육상황과 불취학 문제···························· 123
제2절 구술사로 본 야학 실태·················································· 133
1 조사대상 및 내용 · 방법················································· 137
2 야학경험자의 구술사로 본 불취학 아동의 배움······················· 147
제3절 사설학술강습소에서의 불취학 아동의 배움························· 191
1 입학난 문제로 인한 사설학술강습소에 대한 기대와 우려············ 193
2 학교 대체시설 및 입시학원으로서의 기능····························· 199
3 지역의 거점시설로서의 역할··········································· 203
제4장 여성의 배움과 야학
제1절 식민지기 조선인 여성의 교육상황···································· 213
1 조선인 여성의 불취학 문제와 요인····································· 215
2 조선총독부의 여자교육정책과 조선인 여성상························ 220
제2절 여성교육에서의 야학의 역할과 의미································· 227
1 3 · 1운동 이후 여성교육의 새로운 움직임······························ 229
2 신여성의 사회적 활동과 야학·········································· 235
제3절 야학에서의 여성의 배움 실태와 특징
- 1930~40년대 야학경험자의 구술사를 토대로 -························ 243
1 야학에서 여성의 배움에 주목하는 이유································ 245
2 구술사로 본 여성의 배움과 야학······································· 246
제5장 야학교사의 교육실천
제1절 야학교사의 유형·························································· 263
제2절 야학교사에 의한 교육실천의 실태
-1930~40년대 야학경험자의 구술사를 토대로-·························· 275
1 학생들의 눈에 비친 교사들의 교육실천································ 278
2 야학교사가 증언하는 교육실천········································ 302
제3절 조선에서 살아가는 야학교사들········································ 311
1 민중의 교육욕구 및 생활향상을 위한 민중야학의 교사들············ 313
2 농촌계몽활동의 일환이었던 계몽야학의 교사들······················ 317
3 관제야학의 교사들······················································ 319
4 민간영리야학의 교사들······················································· 321
종장 불취학자의 배움과 야학
제1절 불취학자들에게 야학은 어떠한 곳이었나?·························· 327
제2절 본 연구의 의의와 과제·················································· 337
참고문헌············································································· 344
사항색인············································································· 355
인명색인············································································· 362
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