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Title Page

Contents

ABSTRACT 11

CHAPTER 1. INTRODUCTION 14

1.1. Euphemism surrounding the term 'Military Comfort Women' 16

1.2. Background History of the 'Military Comfort Women' 19

1.3. Filling the Gaps 24

1.4. Aims, Objectives, Research Questions, and Methodology 35

1.4.1. Research Aims and Objectives 36

1.4.2. Research Questions 38

1.4.3. Research Methodology 39

1.5. Structure of the Study 40

CHAPTER TWO. REVIEW OF PREVIOUS STUDIES 42

2.1. The 'Military Comfort Women' Movement in South Korea 42

2.2. The 'Military Comfort Women' Movement in the Philippines 56

2.3. 'Military Comfort Women' and Human Rights Education 66

2.4. Curriculum Design and Teaching Resources 73

2.5. History Textbook Controversy 76

CHAPTER THREE. METHODOLOGY 83

PHASE 1. ONLINE SURVEY 85

3.1. Development of Research Design, Data Collection Instrument, and Pre-Testing 85

3.2. Target Population and Recruitment of Survey Respondents 87

3.3. Survey Instrumentation Design and Implementation 88

3.4. Sample and Representativeness 90

3.5. Data Analysis 90

PHASE 2. INDIVIDUAL IN-DEPTH INTERVIEW 92

3.6. Target Population and Recruitment of Interviewees 92

3.7. Interview Design and Implementation 93

3.8. Sample and Representatives 95

3.9. Data Analysis 97

CHAPTER FOUR. RESULTS AND DISCUSSION 101

4.1. Demographic Profile of Respondents 101

4.2. Teachers' General Level of Awareness, Issue Participation and Activism 112

4.2.1. General Level of Awareness 112

4.2.2. Issue Participation and Activism 122

4.3. 'Military Comfort Women' in the K to 12 Basic Education Curriculum and Social Studies Textbooks 124

4.3.1. 'Military Comfort Women' in the K to 12 Basic Education Curriculum 124

4.3.2. Ages of the Students Taught 134

4.3.3. Teaching Content Included into the Discussion of 'Military Comfort Women' 135

4.3.4. Teaching Hours Spent 139

4.3.5. Teaching Resources Used 142

4.3.6. 'Military Comfort Women' in Social Studies Textbooks 149

4.4. Teachers' Own Understanding, Knowledge Base, Teaching Aims and Approaches 153

4.4.1. Teachers' Own Understanding and Knowledge Base 153

4.4.2. Teachers' Personal and Professional Aims 155

4.5. Teachers' Initial Training, Professional Support and Development 159

CHAPTER FIVE. OPPORTUNITIES AND CHALLENGES 165

5.1. Limited Curriculum Time 166

5.2. Lack of Organized Teaching Content and Curriculum Guideline 168

5.3. Lack of Teaching Resources 170

5.4. Teachers' Aims and Student Progress 174

5.5. Lack of Professional Support and Teacher Training 177

CHAPTER SIX. CONCLUSION 181

Bibliography 192

Appendix 204

국문초록 217

List of Tables

Table 1. Overview of the Research Design 40

Table 2. Lawsuits filed from South Korea, the Philippines, Netherlands, China, and Taiwan to the Japanese Government 49

Table 3. Research Design: Phase 1 and Phase 2 of the Study 85

Table 4. Process of Developing the Research Design, Data Collection Instrument, and Pre-Testing Procedure 87

Table 5. Scale Reliability Statistics of Measured Items for Teachers' Issue Awareness, Topic Inclusion of 'Military Comfort Women' in Social Studies... 91

Table 6. Online Individual In-depth Interview: Respondents' Profile 96

Table 7. Summary of themes and sub-themes 99

Table 8. Representativeness of Achieved Online Survey Sample by Region (n 556) 110

Table 9. Significant Relationship between Length of Teaching Experience and Level of Issue Awareness 119

Table 10. Significant Relationship between Length of Teaching Experience and Teaching Practices 157

List of Figures

Figure 1. Gender Profile of Online Survey Respondents (n 556) 102

Figure 2. Age Profile of Online Survey Respondents (n 556) 103

Figure 3. Religious Affiliations of Online Survey Respondents (n 556) 104

Figure 4. Political Preferences of Online Survey Respondents (n 556) 105

Figure 5. Employment Status of Online Survey Respondents (n 556) 106

Figure 6. Years of Teaching Experience of Online Survey Respondents (n 556) 107

Figure 7. Subject Areas Taught by Online Survey Respondents (n 556) 108

Figure 8. Types of School where Online Survey Respondents Taught/Are Currently Teaching (n 556) 109

Figure 9. Online Survey Respondents' Prior Experience in Teaching 'Military Comfort Women' (n 556) 111

Figure 10. Online Survey Respondents' Awareness on the Existence of the Filipina 'Military Comfort Women' (n 556) 113

Figure 11. Online Survey Respondents' Understanding of the 'Military Comfort Women' (n 556) 115

Figure 12. Online Survey Respondents' Learning Experience about 'Military Comfort Women' in Schools (n 556) 117

Figure 13. Online Survey Respondents' Actual Learning Experience about 'Military Comfort Women' by Grade Level (n 556) 118

Figure 14. Grade/Level of Students Taught about the 'Military Comfort Women' (n 118) 135

Figure 15. Hours Spent on Teaching about 'Military Comfort Women' (n 118) 140

Figure 16. Hours Spent on teaching about other Wartime Sexual Slavery, Systematic Rape, and/or Violence against Women (n 118) 141

Figure 17. Number of Teaching Hours Currently Used (n 118) 142

Figure 18. Scope of Content in Social Studies Textbooks (n 118) 143

Figure 19. Availability of Teaching Aids Provided to Teachers (n 118) 144

Figure 20. Teachers and Students Visiting former "Comfort Stations" in the Philippines (n 118) 145

Figure 21. Teachers and Students Visiting Memorial Sites, Research Institutes, Organizations, and/or Museums dedicated to 'Military... 146

Figure 22. Online Survey Respondents' Recommendation as to which Level/Grade the Topic of 'Military Comfort Women' Issue should be... 152

Figure 23. Online Survey Respondents' Own Knowledge in teaching about 'Military Comfort Women' (n 118) 154

Figure 24. Online Survey Respondents' Teaching Aims (n 118) 159

Figure 25. Respondents who received Training Including Specific Focus on Teaching about 'Military Comfort Women' (n 118) 160

Figure 26. Respondents who received Formal Training in their First Year of Teaching about 'Military Comfort Women' (n 118) 161

Figure 27. Respondents who receive Formal Training in Teaching about 'Military Comfort Women' provided by the School where they... 162

Figure 28. Respondents who had participated in Trainings offered by Organizations outside of the School where they currently teach (n 118) 163

Figure 29. Respondents' Willingness to participate in Formal Training and/or Training Courses provided by the Schools where they currently... 164

초록보기

 본 논문은 두 가지 주요 목표를 가지고 수행하였다. 첫째, 일본군 '위안부' 문제에 대한 필리핀 초·중·고등학교 교사들의 전반적인 인식과 태도 수준을 조사하였다. 둘째, 필리핀의 초·중·고등학교에서 일본군 '위안부'를 언제, 어디서, 어떻게, 왜 가르치고 있는지를 살펴보았다.

이 연구는 필리핀에서 사용되는 K to 12 교육과정과 사회 교과서에서 일본군 '위안부'의 표현을 조사하였다. 나아가, 일본군 '위안부' 교육과 관련하여 필리핀 교사들이 가지고 있는 교육 목적관, 접근방법, 이해수준, 지식기반, 기초적 훈련, 전문성 개발 등을 조사하였다. 이 연구는 필리핀 교사들이 일본군 '위안부'에 대해 수업할 때 직면하고 인식하는 구체적인 어려움과 전망을 상세히 파악하기 위해 마련되었다.

연구의 목적을 달성하기 위해 양적 자료와 질적 자료 두 유형의 자료를 수집하여 활용하였다. 1 차적으로는 양적 자료를, 2 차적으로는 질적 자료를 수집하는 2 단계 방법론적 접근법을 사용하였다. 연구의 첫 번째 단계는 가르치는 과목의 배경과 상관없이 556 명의 필리핀 초·중·고등학교 교사들을 대상으로 65 개의 질문으로 이루어진 온라인 설문 조사를 실시하였다. 2 단계에서는 일본군 '위안부'에 대한 교육 경험이 있는 역사 및 사회과 교사 10 명을 대상으로 심층 인터뷰를 진행하였다.

본 연구의 결과, 그리고 필리핀 사회의 집단기억, 대중매체와 대중담론, 정치사회적 의제 속에서 표현되고 있는 일본군 '위안부'의 실태를 근거로 아래와 같은 주장을 하고자 한다. 일본군 '위안부' 문제에 대해 비판적으로 평가할 수 있는 잘 훈련된 교사들의 지도 하에 체계적으로 교육받는 것이 필리핀 젊은 세대의 올바른 시민성 형성에서 매우 긴요하다. 이 연구는 현재 필리핀 교사들이 다양한 관점에서, 다양한 인식과 이해, 다양한 수준의 역사적 지식을 가지고 일본군 '위안부' 교육에 접근하고 있음을 보여준다.

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