대한제국기 ‘국민’ 형성과 여성론 = Nation-Building and Discourse on Women in the Taehan Empire

다국어 초록 (Multilingual Abstract)

This study examines the intellectuals’ discourse on women and their imageof women in respect of nation and nation-state building from late 19th to early20th century. The intellectuals, who followed such early reformers as Yu Kil-chunwho had carried out Enlightenment Movement since “opening of port,” aimedto form modern nation-state like Western powers and accepted the modern discourseand a new concept of women. They realized that husband and wife-centered familywas the base for the modern nation-state in the West. They noted the importanceof the woman’s role as a mother and wife and were interested in her status,role and rights.
Women were positioned lower than men and their roles were regarded as lessimportant than those of men in the premodern society. It was in educationalopportunity that gender inequality and discrimination were the most blatant. Unlikemen, women were not given the formal educational opportunity, especially publiceducation. Uneducated women could not take part in the public sphere. Women’sroles were limited to those as a mother and wife and even the roles were subordinatedto those of male family members like their husband and son.
In an effort to recreate the subjects of dynasty into ‘nation’ and draw theircapability for building modern nation-state up, the intellectuals started to getinterested in issues on women, who consisted of the half population of Koreanpeople. They thought that women’s humble social position and few rights resultedfrom a lack of education, therefore insisting educating women. The efforts toimprove the ‘human right’ of women were made by new legislation during Kaboreform period. The legislation included the prohibition of early marriage, thepermission of remarriage, and the establishment of women’s school. The intellectuals insisted on the necessity of women’s education in terms of ‘national education’for ‘nation-building’ with the following two logics:First, women as a mother need to be well-educated because they takeresponsibility for raising their children into desirable ‘nation.’ Second, women’seducation is indispensable for making women into state members like men.
The two logic was overlapped, but the intellectuals put more weight on thefirst than on the second. However, there was no difference in that both logicwas focused on national interests rather than on women’s individual interests orhappiness.
The intellectuals intended to form the ‘nation’ and enlighten women regardingtheir rights and duties. When it comes to showing patriotism and carrying outnational duties, women were not differentiated from men. Nevertheless, the waythey carry out of their duties was different from the way men do. The necessityof women’s education was closely interwoven with women’s duties andresponsibilities as ‘nation.’ Women were expected to take important duties andresponsibilities for their nation as well as for their family. The duties andresponsibilities included raising their children into the future important ‘nation’and supporting their husbands who worked for society and country. Like this,women’s duties and responsibilities were still defined as certain roles at home.
However, women’s demands for direct participation in the affairs of society andstate gradually appeared.
Women’s rights were still restrictive while their duties and responsibilitiesextended from private sphere to public sphere. Women’s human rights, basedon natural rights, were discussed in several ways, but the discussion about women’sparticipation in politics as ‘nation’ and female suffrage could hardly be found.
In contrast, the topic of women’s participation in politics was discussed inJapan and China in the same period and a movement for female suffrage wasdeveloped in there although it ended up in vain as in Western countries at thattime.
Regarding the reason why female suffrage was not discussed in Korea, we shouldconsider the situ...

참고문헌 (Reference)

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