Teaching Korean Culture and History through Korean Literature
RESOURCES TEACHING RESOURCES ESSAY
Teaching Korean Culture and History through Korean Literature
By Sarah Campbell
“ What am I looking for ? Soul , my blind soul , endlessly darting like children at play by the river , answer me : where am I going ?” 1
Written in response to Japan ’ s occupation of Korea ( 1910 – 1945 ), these lines from nationalist writer Yi Sanghwa ’ s poem convey a deep sense of desperation and uncertainty . In 1910 , Japan annexed Korea and set up a colonial government that would remain in power for thirty-five years . Yi ’ s poem expresses the alienation Koreans endured because of living under foreign rule . They constitute a lasting image recorded for close inspection and contemplation . When students in my Asian literature classroom are presented with a quality piece of literature like Yi ’ s , they quickly begin to realize an author has a greater purpose than just simply telling a story or crafting a memorable metaphor ; rather , students encounter and welcome an authentic voice that challenges them to consider a perspective other than their own .
Literature has the ability to personalize the narrative and frame the setting in a way that history textbooks often cannot . The short story has proved to be a powerful and meaningful tool for teachers wanting to address the Korean experience in their curriculums . The condensed text facilitates multiple readings and makes historical analysis more accessible for the high school and undergraduate reader . This essay highlights five Korean short stories that humanities and social studies teachers can use to enhance their study of the Korean experience during the twentieth century .
Teaching Korean Literature from the Japanese Colonial Period ( 1910 – 1945 ) Most of the literature generated during the colonial period examined social problems resulting from Japanese occupation ; the preferred genre was the short story , as it could be written and read quickly . Japan ’ s control of Korea was harsh . The first decade of colonial rule is often referred to as the “ dark period ,” as Japan dominated all aspects of Korean life . The Koreas editor Mary Connor writes , “ The Japanese convinced themselves that despite the fact that Koreans were the same race , they were inferior people .” 2 Japan stringently controlled politics , economics , education , religion , morals , health , and public welfare in their new colony . Korean children were taught Japanese language as well as Japanese customs , religion , and culture . Japan worked to efface Korean culture , language , and customs to ensure complete loyalty and obedience to the Japanese emperor .
Korean writers rapidly reacted to the oppression , inequalities , and social decay around them . Objecting to their loss of independence , Korean nationalists used literature , film , drama , and music to foster a national identity that would garner support from the majority of the Korean people . Not all Koreans adopted the same approach to eradicating Japanese rule ; likewise , not all Koreans held the same vision for the future of their country once released from oppression . Writing produced during this period was highly nationalistic , and literary themes diverged into two directions : One fostered a cultural nationalistic voice , and another endorsed a radical nationalistic voice .
The differing ideologies are especially evident in the short stories generated during this time . Cultural nationalists tended to be a bit more conservative in their approach , promoting revitalization of Korean history , culture , tradi- tions , and the nation ; and the radical nationalistic writers presented the leftist or Marxist position , favoring an international classless society over restoring the former Korean nation that existed prior to Japanese occupation .
Colonial Period : The Cultural Conservative Nationalistic Voice Born in 1897 and educated in Korea and Japan , Yom Sang-sop is often cited as the leader of the White Tide Movement that incorporated European realism into Korean literature ; his nationalistic writing exposes the dismal reality of the Korean laborer after the failed March First Movement of 1919 . 3
Yom Sang-sop ’ s short story “ The Rotary Press ” tells the story of a newspaper in crisis . Tensions run high while workers and management await the arrival of their paychecks . 4 Workers have not been paid in months and are struggling to feed their families ; in desperation , the workers verbally and physically threaten management . Management tries to appease the workers , for fear the laborers will walk off the job , resulting in the governorgeneral revoking the paper ’ s publication rights and closing the local newspaper forever . In the midst of this conflict , the workers realize the importance of the newspaper . The workers begin to understand their efforts at the newspaper mean much more than a paycheck and that their labor serves to communicate the Korean voice , the determination and strength of the laborer and the pride they feel in their national identity .
To reinforce the national voice within Yom ’ s piece , specific events and themes in “ The Rotary Press ” should be related to historical facts . Drawing parallels between the literature and the historical narrative provides students with a more thorough understanding of the past . Depending on the students ’ ability levels , teachers can either self-select quotes from their favorite historical sources or present students with a general graphic organizer ( see Table 1 ), so they can formulate parallels between the story and the historical record independently . 5 Reading Yom ’ s story with history in mind will help students appreciate how difficult conditions were for Koreans under Japanese rule and provide a personal perspective not as evident from a history text .
Historical fact Summarize or directly quote from primary or secondary source . Textual quote Direct quote from the story that parallels historical fact .
In Korea Through the Ages : Vol . 2 , Modern ( 2005 ), a Korean independence fighter sadly recalled that “ brilliant young men have only a few paths to take , they become pessimists and immerse themselves into despair ” ( 76 ).
Yom ( 1925 ) writes : “ I feel like an anchovy that ’ s been dried for three years ” ( 38 ).
Table 1 .
Explain in terms of plot Literally explain how this historical fact was presented in the story .
Below : Student Sample Response
The Korean workers are barely making ends meet . As men , they are unable to provide for their families , and this causes anger , depression , and frustration . Many of the Korean men turn to alcohol in an attempt to lessen their shame .
Effect of the historical fact on reader , on story ’ s conflict , on author ’ s theme .
Readers clearly see how difficult conditions were for Korean workers under Japanese rule . Yom shows how easily an individual ’ s sense of worth can be effaced , consequently weakening the heart and soul of the entire group , in this case , all Koreans .
59
156 161
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