Author: Hung Kyu BangPublisher:
ISBN:
Category : Education
Languages : en
Pages :
Book Description
Japan's Colonial Education Policy in Korea 1905-1930
Author: Hung Kyu BangJapan's Colonial Educational Policy in Korea
Author: Hung Kyu BankgPublisher:
ISBN:
Category : Education
Languages : en
Pages :
Book Description
Japan's Colonial Educational Policy in Korea, 1905-1930
Author: Hung Kyu BangPublisher:
ISBN:
Category : Education
Languages : en
Pages : 458
Book Description
Japan's Colonial Educational Policy in Korea
Author: Hung Kyu BankgPublisher:
ISBN:
Category : Education
Languages : en
Pages : 458
Book Description
Japan's Colonial Eudcational Policy in Korea, 1905-1930
Author: Hung Kyu BangPublisher:
ISBN:
Category : Education
Languages : en
Pages : 458
Book Description
Japanese Colonial Educational Policy in Korea (1910-1945)
Author: Moon-Jong HongPublisher:
ISBN:
Category : Education and state
Languages : en
Pages :
Book Description
Japanese Colonial Education in Korea 1910-1945
Author: Russell A. VacantePublisher:
ISBN: 9781667893396
Category :
Languages : en
Pages : 0
Book Description
This study investigates the impact of Japanese colonial education in Korea. It examines how formal colonial education affected the attitudes and behavior of Korean students towards Japan's colonial domination of Korea. The lived experience of Koreans who attended school during the colonial era, beginning with primary school and ending with college graduation, forms the focus of this study. The seven individuals presented in this oral history project tell of their colonial educational experience and how they believe this experience affected their attitudes toward Japanese colonialism. Their account of this experience provides us with insight into the sociopolitical tension, at the personal level, created by Japanese colonial education. This study also provides fresh insight into the relationship that educational achievement has to nationalism. In order to gain a perspective on colonial education from the bottom up, questions such as the following were posited: (1) what motivated Koreans to attend government schools, (2) what were the socio-economic backgrounds of students who received a colonial education, and (3) what impact did colonial formal education have on student political consciousness. To gather this and other information that goes beyond that contained in established colonial literature the interviews were conducted within the framework of the following three questions: (1) did students' attitudes change according to the length of time they spent in school, (2) what influence did the family have on student political attitudes and what affect did colonial schools have in changing those attitudes, and (3) did the type of education a student received, i.e., academic or vocational, affect his perception of colonialism. These three categories were established less to get answers to specific questions than to derive a dense biographical discussion and narrative that then could be analyzed in depth. This study does not make a general statement about Japanese colonialism or colonial education in Korea. It does provide keen insight into the lived colonial educational experience of Koreans and the effects that such an experience had on their attitudes and behavior.
Manual of Education of Koreans ...
Author: Korea. GakumukyokuPublisher:
ISBN:
Category : Education
Languages : en
Pages : 112
Book Description
Japanese Colonial Education Policy in Korea
Author: Moon-Jong HongAsian-american Education
Author: Meyer WeinbergPublisher: Routledge
ISBN: 1136498354
Category : Education
Languages : en
Pages : 510
Book Description
Asian-American Education: Historical Background and Current Realities fills a gap in the study of the social and historical experiences of Asians in U.S. schools. It is the first historical work to provide American readers with information about highly individual ethnic groups rather than viewing distinctly different groups as one vague, global entity such as "Asians." The people who populate each chapter are portrayed as active participants in their history rather than as passive victims of their culture. Each of the twelve country-specific chapters begins with a description of the kind of education received in the home country, including how widely available it was, how equal or unequal the society was, and what were the circumstances under which the emigration of children from the country occurred. The latter part of each of these chapters deals with the education these children have received in the United States. Throughout the book, instead of dwelling on a relatively narrow range of children who perform spectacularly well, the author tries to discover the educational situation typical among average students. The order of chapters is roughly chronological in terms of when the first sizable numbers of immigrants came from a specific country.