The study is intended to identify the contemporary meaning of publicness and accountability, and to set the concept of publicness and accountability concerned with the role of school system leaders In general, Being "public" has the means of "commonality" and "openness" from the aspect of content, and has the meaning of "official recognition" and "personal responsibility" from the aspect of legitimacy. The phases made of these aspects of publicness, give great influence on the characteristics of curriculum, and make the curriculum uniform, extensive, diverse and stratous as the phase stands. The transition of the characteristics of curriculum give change to the role of educational leadership. On the other hand the movement to seek educational accountability gives momentum to the argument that important powers should be given to schools in order to promote school-based management. This movement asks the school system leaders, who are located at the hub between the school board and school, to be more accountable, politically and ethically to make school more accountable. As a conclusion, 5 phases of the professional socialization of leadership: Survival, Control, Stability, Educational Leadership and Professional Actualization are examined in relationship with the argument about publicity and accountability as mentioned above. The findings of this study are supposed to play an important role in getting perspectives for training and recruiting of school system leaders, and making schools more accountable.

抄録全体を表示

This essay explores the role of Koreans in the process of extending telegraphic services from 1910 to 1937. In contrast to previous studies which have focused on the telegraphic policies of the Japanese Government-General of Korea, I will focus on the role and activities of Koreans in extending telegraphic services during this period. First, as one of several industrial promotion programs implemented by Japan, budget allocation for the implementation of telegraphic policies was relatively high until 1915. Although this spending declined for a while with the introduction of a financial plan for a self-sufficient colonial Korea, it began to increase again after World War I. However, as a result of the "3.1 Independence Movement" in 1919, the budget for telegraphic services was spent almost entirely on facilities for the military and police ruling colonial Korea, rather than on facilities for the public. This trend continued in the 1930s, assigning budget allocations for the construction of a telegraphic network for the government and control of colonial Korea and Manchuria. Second, most new public telegraphic facilities in colonial Korea took the form of telegraphic facilities created by petition (seigan denshin shisetu) and by donation (kifu denshin shisetu), established since the 1920s through investment by Koreans. While programs for telegraphic expansion stagnated as a result of tight fiscal policy, demand for telegraphic services increased dramatically and resulted in the "telegraphic congestion" of 1918. In the face of this congestion, private organizations began action pressing the Government-General for the expansion of telegraphic facilities. Both facilities established by petition and by donation played a significant role in the extension of telegraphic services in colonial Korea from the 1920s to the first half of the 1930s. These facilities established with the encouragement of Koreans, especially public-spirited men of the locality (chiikiyushi), facilitated the transformation of colonial Korea into a market- and information-oriented society. Existing studies have seen the telegraphic service in colonial Korea as a mean of colonial suppression and a part of an imperial telecommunications network connecting Japan with colonial Manchuria This paper argues that the telegraphic facilities created through investment by Koreans also played a leading role in the extension of telegraphic services since the 1920s.

抄録全体を表示