The Korean Student Movement: The Mobilization Process The Korean Student Movement: The Mobilization Process
The Korean Student Movement: The Mobilization Process The Korean Student Movement: The Mobilization Process
The Korean Student Movement: The Mobilization Process The Korean Student Movement: The Mobilization Process
Dissertations, Theses, and Masters Projects Theses, Dissertations, & Master Projects
1989
Recommended Citation
Park, Byeong Chul Ben, "The Korean Student Movement: The Mobilization Process" (1989). Dissertations,
Theses, and Masters Projects. Paper 1539625551.
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THE KOREAN STUDENT MOVEMENT:
A Thesis
Presented to
In Partial Fulfillment
Master of Arts
by
Byeong-chul Park
1989
APPROVAL SHEET
Master of Arts
fey&tynf CA^/f'7)'.
' / / Author K
Edwin H. Rhyne
John H . Stanfield Yf
ii
To those who are struggling
for the welfare of Korean community.
iii
TABLE OF CONTENTS
Acknowledgements...........................................v
Abstract........... vi
Chapter One
Introduction........................................... 2
Chapter Two
Review of Literature..................................13
Social Change as a Source of Discontent ....... 23
Chapter Three
A Brief Historical Background.........................33
Chapter Four
Structure of Mobilization.............................39
The Selected Groups in Social Organization......... 39
The Mobilization Process of the Students........... 44
Chapter Five
Role of Idea, Ideology, and Myth .....................69
Chapter Six
Conclusion............................................ 87
Appendix 1 ................................................ 93
Appendix II............................................... 99
Bibliography............................................. 102
ACKNOWLEDGEMENTS
v
ABSTRACT
Ideas are combined with moral and mythical qualities in the culture
and become a facilitating factor of the movement. Ideas are important for
the organized protest movement. They provide the direction, a clear
target, and hopes, without which sustained violent confrontation would not
be possible. Although ideas in themselves do not cause the violent
movement, the way in which actors translate them into a plan of action
becomes important in understanding confrontations. This is what Sorel
calls a "myth." Therefore, we find the coexistence of both extreme
characteristics in the ideological rhetoric of the radical Korean
students: moral virtue and leftist absolutism.
THE KOREAN STUDENT MOVEMENT
THE MOBILIZATION PROCESS
I . INTRODUCTION
2
3
pressure cooker under which the heat has been turned up while
the lid has been tightly clamped down. Unless the heat is
people, who are enormously influential, sow the seeds of, and
(Alexander, 1982).
it as follows:
student movement for readers who are not familiar with the
they dichotomize the world into "us" and "them," so that the
13
14
them.
should not neglect the fact that the student group is among
theories since very few are seen "purely as one type of theory
(Tilly, 1978:198) /Then one must ask: How and why have South
Of course, this pull theory has its own problems, such as the
b o n d s .1
p u 1
Given the facts above it seems to me that "pull" theories ^
that after the collision is over the rest of the groups who
them.
example, the GNP per capita, which was less than $100 in 1960,
but the new classes were unable to have their own autonomous
organizations.
from 1945 to 1948 played the major role in tipping the balance
against the Marxist left. He continues to argue that the
battle was an effort for national unity, not another case of
Soviet* s national expansionism. It seems to me that he is
primarily concerned with being morally putative towards the
U.S. interventionism into the Korean affairs, which condition
is believed to cause revolution. Therefore, presupposing the
revolutionary condition, Cumings tends to mythify the mass as
a left counterforce against the right wing class and its
supporter, the U.S. interventionist.
27
this regard, the Park Chung Hee and Chun Doo Hwan governments
poor and the rich. This has, in itself, provided more serious
issues for the student movement beginning in the 1970s.5 What
the students have been most concerned about is, among other
// ^
issues, the unequal distribution of wealth. As they put it:
one might wonder why the Korean students negatively view the
how to act and more likely to define who they are in an effort
condition of one.
movement circle.
III. A BRIEF HISTORICAL BACKGROUND
(Henderson, 1988:7).
33
demonstrations against Korean collaborators with the Japanese,
October 1979 at the hands of the director of the KCIA, Kim Jae
Gyu.
arrested as a result.
opposition.
manifested.
39
40
for power, both materially and ideally.11 Park Chung Hee used
10 • • • •
It can be argued that it is no coincidence that
demonstrations are more frequent and active in the most
prestigious universities in Seoul, such as Seoul National
University, Yonse University, Korea University, Sunggyun Kwan
University, etc., and that they have taken leading roles in
the Korean student movement.
Park Chung Hee was from the second class of the Korean
Kwon, and the Director of KCIA, Kim Jae Kyu (who assassinated
coup (such as Kim Jong Pil) were from class eight. Chun Doo
Hwan was from class eleven; Roh Tae Woo, the present Korean
society from it, helps create conditions which make easier the
it:
modern Korea is not the same as the youth in the Confucian era
responsibility.
they get into a school, they have to remain at the same school
and who they are. Since they are both structurally and
(Rhyne, 1988:8). j^Given the resource base and given the dense V
and viable organization within the student body, it is not j
were the right cause and the leader for them to mobilize their
government.
who was often duly elected with strong support from his
actually took the offer, and some refused it and chose a path
whenever they need and want to. All too often, out of
as well. Kim (1983:2 07) shows how these small groups ofTl
l
\
government.
2A • • • •
The human rights report issued by Asia Watch describes
the Yushin system as "the style of traditional monarchy."
Park Chung Hee "ignored the legislative process and the
National assembly altogether and adopted the tactic of issuing
decrees" (Asia Watch, January 1986:16).
56
to a report in 1981:
One might then wonder how new members were recruited into
players, etc.
ideology in which each member knows only his own superior and
individuals.
federal group? for each had "a reason to join with the others
1988:37).
demanding that the U.S. issue an apology for what they called
older generation but also limits the support from the body of
"I was too scared. If you got arrested you might not be able
ideology in depth.
V. ROLE OF IDEA, IDEOLOGY, AND MYTH
protest group to spell out its ends, to name its enemies, and
69
70
the further the Korean student movement goes, the better the
attention because two days later was the day commemorating the
the moral evil and name its enemies, to offer "a counter
Armed with moral ideas, the Korean students are not hesitant
1988:10).
il-gu (April 19th) revolution also bore a new myth, and added
villains and who are heroes. Then, the common enemy becomes
apparent:
This clear separation of the evil from the good helps the
apparently far more violent than in the 1960s and 70s. Why?
and democracy" (111 Song Chung, 1985:5) , which means that they
system. They declare that the year of 1980 was the end of
the goal of the April student revolution in 1960 has not been
will. This means that they now have their own ideology and
to the students:
regime is not the sole enemy; for them the real enemy is
manipulated by imperialists.
spoiled power.
enemy, their faith convinces them that if they kick out all
c o u r t :38
struggle:
38 • •
He received death sentence, but it was reduced later
to life imprisonment.
86
South Korea has increased the student population and has thus
87
88
primary networks that link students by m eans of strong J
dichotomy of the "us” and the "them” ; and they provide hope
the same coin. Thus, extreme moral virtue can at the same
strong identity.
Spring, 1450
Students at National Confucian Academy in Seoul
protest the Great King S ejong’s alleged "soft-on-
Buddhism" policies. [Altogether 96 protest
incidents by students and scholars occur throughout
the Yi dynasty (You Young-ik, 1987:65).]
93
94
Summer, 1961
The Korean Central Intelligence Agency is founded
as a major national instrument of control and
suppression of internal criticism.
March, 1964
Students in Seoul demonstrate protesting the K o r e a 1s
"low posture" in establishing diplomatic ties with
the former colonial power.
September-October, 1977
Student protests increase in intensity, refusing to
cooperate with the "Student Defence Corps," which
has become the only legally recognized campus
organization.
May, 1978
Park re-elected through indirect electoral process.
This is followed by nationwide student
demonstrations demanding an end to the Yushin
Constitution and restoration of civil rights.
February, 1983
Large-scale arrests of students for alleged
membership in a "Democratic People's Federation" and
a tightening of campus security.
February, 1986
Nineteen students, members of Sammintu committee,
96
are indicted in connection with the seizure of the
USIS building in May 1985, and draw jail terms
ranging from two to five years.
May 3, 1986
Violent student demonstrations occur in Inchon.
August, 1986
The prosecutor General's Office announces the arrest
of 169 members of two "leftist-leaning" student
groups during the spring semester for allegedly
masterminding violent anti-government
demonstrations.
December, 1986
Government prosecutors announce that 3,405 persons
have been arrested in 1986 in connection with
political activities, including campus
demonstrations — the total includes 2,919 students.
July 9, 1987
At a funeral procession for Lee Han Yol, a Yonse
University student who died after being struck in
the head with a tear gas canister, an estimated
half million march in an anti-government protest.
November, 1988
Students clash with riot police throughout the
country, demanding the arrest of former President
Chun Doo Hwan. Chun apologizes his wrongdoings
during his seven-year rule and goes into internal
exile.
APPENDIX II
METHODOLOGY
taking bits and pieces from every available source. Given the
99
100
particular subject. Thus, I have simply tried to obtain all
drawn from:
resources.
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102
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VITA
Bveona-chul Park