조이스, 교육, 그리고 식민 주체성

Joyce, Pedagogy, and Colonial Subjectivity

&nbsp;&nbsp;James Joyce&quot;s work has been explored from every possible angle or perspective of literary disciplinary clans. Joyce&quot;s text is still a burden in terms of pedagogy. In addition, it is filled with references to pedagogical or educational problems in Ireland. Under the penal laws, Catholics were not allowed to have public education or be employed as public officials according to their religious creed. They invented so-called "hedge schools," a kind of private, Catholic church-subsidized school. These schools inculcated Irish nationalism into Catholics from poor families under the penal laws. Convents and monasteries also operated as educational institutes prior to the Catholic Emancipation.<BR>&nbsp;&nbsp;In 1831 the non-denominational national schools were introduced, thus precluding Catholics from the public education, unless they converted into Protestants. In addition, these schools are not non-denominational, since its programs were designed only for Protestants. So many religious orders established the educational system through such institutions as Christian Brothers School, the Jesuit, and so on. Joyce describes this sectarian conflict by referring to these institutes in his work.<BR>&nbsp;&nbsp;Stephen Dedalus, not to mention Joyce himself, went to a school run by the Jesuit, Clongowes College. As Kevin Sullivan remarks, this school was rather conservative, since most students came from the Irish middle class including government officials. Nevertheless, the Jesuit education had a great influence on Joyce&quot;s resistance to the conventional values in the Irish society. Furthermore, Leopold Bloom&quot;s education is constructed from both traditional higher education available and Jewish upbringing. Therefore, Bloom is not contained in the Irish education system, and by extension, the British one.<BR>&nbsp;&nbsp;Irish women were excluded from the benefits of education. Instead, they were brought up under the control of Catholic authority. Their education were done by the convents or corresponding institutes. At home they were constrained by the patriarchal system.<BR>&nbsp;&nbsp;In conclusion, Joyce criticizes and undermines the education system implemented under the British occupation of Ireland and by the Catholic authorities by positioning Stephen and Bloom outside the traditional boundary. So their colonial subjectivity evades the values institutionalized through the education system and ironically reproduced by Irish Catholic authorities.