How the Japanese colonial period increased discontent in social,

How the Japanese colonial period increased discontent in social,

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Howthe Japanese colonial period increased discontent in social,economic, and educational issues

Japanesecolonized Korea from 1910-1945, a period that was characterized byviolence and violation of human rights. The Japanese authorities madesignificant reforms in the education, social, and education sectorwith the objective of making Koreans their loyal and useful subjects(Sato 1). This paper will focus on how the colonial periodcontributed towards discontent in the social, education, and economicissues.

Discontentin social influence

Theinvasion of Korea by the Japanese during the colonial error causedsocial discontent in several ways. The Japanese leadership created anintimidating atmosphere that motivated social violence as Koreanstried to fight for their rights. Koreans felt that their human rightshad been violated. For example, violence broke out in the year 1926following the death of the last king of Korea and the Japaneseengaged and in 1929, students in Kwangju demonstrated to demand forthe freedom of socialization and movement that they had been deniedby the Japanese (Korean History 1). It is estimated that the Japaneseauthorities authorized the killing of about 7,509 Koreans, especiallythose who opposed the colonial rule (Sato 1). Therefore, the presenceof Japanese on Korean soil caused social unrest and violence.Moreover, Japanese removed marriage restrictions held by Koreans,which was perceived by Koreans as a way of destroying Koreans bydisrupting their marriage institutions.

Discontentsin educational issues

Discontentsin the educational issues resulted mainly from the educationalpolicies that made by the Japanese authorities to regulate theeducational sector in Korea. For example, the colonial authorityissued the first educational ordinance in August 1911 which mainobjective was to produce obedient, useful, and loyal subjects thatcould serve the Japanese (Caprio 1-2). The colonial authority madethe Japanese language a compulsory subject and limited the number ofyears that girls could undertake the secondary school to three years.Allocating girls and boys different curriculum and study durationscreated a platform for gender-based rivalry. All instructionalmaterials in Korean history were confiscated and replaced with thosewritten in the Japanese language. The purpose of making the Japaneselanguage compulsory was to ensure that the graduates would be able tocommunicate well with their Japanese masters (Caprio 2). Moreover,every income generating opportunity in the education and othersectors was occupied by the Japanese, which rendered education forKoreans useless. The drastic changes, ranging from the change oflanguage, years of study, and instructional materials, heighteneddiscontent among Koreans who felt that the Japanese frustrated theireducation system completely and for the benefits of the colonialgovernment.

Discontentsin the economic issues

Theentry of the Japanese colonial authority resulted in the closure offirms that were owned by Korean investors. For example, the colonialauthority forced Chosun Ibo, a newspaper published in a Koreanlanguage to close down in 1940 in order to increase the market sharefor the Japanese news media (Chosunilbo 5). In addition, Japaneseshipped Korean youths (about 1 million of them) to Japan, where theywere forced to work in the mines and the Japanese industries. Thisdenied the Korean economy the bright and the enteric generation thatwas required to drive and industrialize the national economy. Peopleliving in the rural areas could also be forced to work in factorieslocated in the urban areas. Although Japanese established somefactories and companies that mobilized Korean economy, the nativeKoreans could not be allowed to own or operate businesses, whichserved as a source of discontent.

Inconclusion, the colonization of Korea by Japan destabilized thesocial, educational, and economic practices of Koreans. Thisbenefitted the Japanese while putting Koreans at a disadvantage,which in turn resulted in discontent.

Workscited

Caprio,M. CivilizingKoreans: 1910 debate over Korean education.Toshima: Rikkyo University, 2014. Print.

Chosunilbo.Seekingthe truth and excellence. Jung-gu: Chosunilbo, 2015. Print.

KoreanHistory. The Japanese colonial period. KoreanHistory.2005. Web. 15 September 2015.

Sato,H. Japan’s colonial rule of Korea was moderate. TheJapan Times.11 June. 2015. Web. 15 September 2015.