This study examined the impact of Chosun's Imperial Government's policy on the Korean primary school textbooks published under the Japanese imperialistic rule. This study aims to investigate the political ideology embedded in the Japanese primary language textbooks used in Korea during the colonial era (1910-1945) and whether the textbooks marginalized the Korean students. The main questions for this research are "whose ideology and whose interests were emphasised, and what ideal worlds were presented in the language textbooks written under the Japanese imperialistic rule", and "how ideology was embedded in the Japanese primary language textbooks in Korea during colonial era".
To answer these questions, this study utilises critical curriculum theory, colonial curriculum and Japanese curriculum. Using the methods of Critical Discourse Analysis (CDA) and Critical Visual Image, this research analysed the colonial power and the dominant ideology produced in the colonial textbooks. When Korea was colonised, a foreign language "Japanese" was treated as the national language and foreign language textbooks, "Japanese textbooks" were used as the national language textbooks in Korea. This research hence examines the development of education (called "Chosun educational ordinance") during the colonial period and also analyses two levels of language textbooks "Kukoudokbon" that were published by "Chosunchongdogbu" for Korean students, and two levels of language textbooks "SohakKukoudokbon" that were published by Japanese educational department for Japanese students. By comparing "Kukoudockbon" and "SohakKukoudokbon", this study verifies how Japanese imperial ideologies were constructed in the language textbooks in Korea.
The study shows aspects of the colonial education curriculum, discrimination, assimilation, and training Korean students for the colonisers’ own benefit and on their ideology. This research also reveals that the Japanese textbooks silently oppressed the Korean students and presented them as inferior subject. In conclusion, the results show that these colonial textbooks were used as a tool in delivering colonial ideology, and to position and mould the Korean students to become "Japanised".