제3공화국기 한일국교정상화와 反共防日敎育政策의 변화

초록

This article examines how anti-communist and anti-Japanese education policy changed during the normalization of Korea-Japan relations under the Third Republic of Korea. Since the Korean War, anti-communist and anti-Japanese education had formed an important axis of South Korean educational policy. However, anti-communism and anti-Japanese sentiment did not function in the same way. While anti-communism remained a central state ideology within the Cold War order, anti-Japanese education was more flexible, shaped by memories of Japanese colonial rule and the changing diplomatic relationship between Korea and Japan. After the May 16 military coup, the Park Chung-hee government actively pursued the resumption of Korea-Japan talks and the normalization of diplomatic relations. In this process, Japan was no longer defined solely as an object of vigilance rooted in colonial experience. It was repositioned as a member of the Free World and a partner in anti-communist solidarity. As a result, direct anti-Japanese language weakened in educational policy, while discourses of anti-communism, international cooperation, international friendship, and national subjectivity became increasingly prominent. The Second National Curriculum clearly reflected this transition. Whereas the First National Curriculum period emphasized both anti-communism and anti-Japanese vigilance, the Second National Curriculum placed greater emphasis on anti-communist consciousness, solidarity with the Free World, and the spirit of international cooperation. After the normalization of Korea-Japan relations, the Ministry of Education’s guideline for establishing national subjectivity described diplomatic normalization as an opportunity for regional security, friendship, and economic prosperity. At the same time, the memory of Japanese colonial rule was not erased but was reorganized through the language of national subjectivity and historical vigilance. In conclusion, the transformation of anti-communist and anti-Japanese education policy during the Third Republic was not merely a retreat of anti-Japanese education. Rather, it was a policy reconfiguration formed through the interaction of Korea-Japan normalization, the Cold War anti-communist order, the justification of economic development, and nationalist educational discourse. The weakening of anti-Japanese education, the strengthening of anti-communism, and the rise of international friendship discourse constituted a mutually connected structure within educational policy.

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