ABSTRACT
The Chunkyojo movement regarded the origins of the problems in South Korean education to reside in the economic exploitation of education by the Japanese colonial administration. For instance, the YMCA Declaration of 1986 (Chunkyojo 1990b) stated that the period of Japanese rule ‘treated our people to be slaves and prepared them to be slaves...and now we are just very loyal slaves’ in the modem economic system. Similarly, Byon (1990, 226) claimed that the colonial society was ‘an imperial capitalist system, which allowed for maximum exploitation...teachers roles were as agents of imperialism, to oppress and control the students according to the militarised education policy’, while Kim Yun-Young (1991a) commented that the structures and processes of the modem system had their origins in the colonial model.
