식민지 조선의 전문학교 제도화에 따른 입학생 구성 변화: 경성법학전문학교 입학생을 중심으로

This study analyzes the enrollment records(hakjeokbu) of students admitted to Gyeongseong Law Professional School, a colonial-era Jeonmunhakyo(전문학교), between 1910 and 1943 to examine how colonial educational policies shaped the ethnic, regional, and socioeconomic composition of the student body. By focusing on students as primary educational actors, it highlights the presence and role of Japanese enrollees—largely overlooked in previous policy-oriented studies—to reconsider the reality of the coeducation of Korean and Japanese students, known as Naeseon Gonghak(내선공학). The findings are divided into three periods. In the 1910s, when the institution operated as Gyeongseong Jeonsu School, it served exclusively Korean students, fostering a colonial elite while remaining outside the Japanese imperial educational hierarchy. During this decade, entrants’ academic backgrounds became standardized as graduates of Higher Common Schools. In the 1920s and 1930s, following the Second Chosŏn Education Ordinance, naeseongonghak was introduced. Japanese enrollees included both children of resident Japanese families in Korea and students from the Japanese mainland, gradually giving the school the character of a regionally based professional institution rooted in colonial Korea. Under the wartime regime of the late 1930s and early 1940s, the proportion of Japanese students increased sharply, surpassing Korean enrollees by 1942. This change resulted from the school administration’s active recruitment of mainland Japanese students, transforming the institution into an imperial-scale educational entity for wartime mobilization. Overall, shifts in enrollment composition reveal colonial education as a key mechanism for human mobility and institutional reorganization within the Japanese Empire.