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
