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3. Identity Problem of Korean Studies

In contrast to the rise of Hallyu and increase in demand for the Korean language, Korean studies have been encountering various forms of difficulties such as the curtailment of courses, lack of financial resources for faculty positions, and a reduction of students. This implies that there is a rather declining demand for Korean studies as a research or academic subject.

Of late, there have been discussions on the “identity” of Korean studies. First, the subject of debate is whether Korean studies should be a part of regional studies or it should belong to the humanities and social sciences that discuss general human nature. While there is even a call for the closure of Korean studies courses finding no justification for their being a separate, academic subject, some arguments find anti-colonization nature in Korean studies in the obvious historical context. On the other hand, there is a voice to caution against a certain imperialistic quality in Korean studies apparently in connection with the recent rise of Korea`s national prestige.

This confusion over Korean studies reflects the status of Korea being a semi-peripheral country. Korea is surrounded by superpowers but it maintains some advantage over the periphery states of the region. The significant growth of overseas interest in the Korean language and culture also appropriately fit into this situation. It may be reflecting this peculiar geopolitical position that scholars of Korean studies show dependent tendencies toward the center and a semi-imperial attitude toward the periphery. That is Korea`s complicated, multi-faceted reality and also the reality of Korean studies.

Korean studies may be classified into three types. The first type is national studies by Koreans. National history or national literature would fit into this category. In the second type, Korean studies means the study of Korea pursued by foreigners. In this sense, foreigners residing in Korea study Korea from their own societal and historical experiences, using them as the framework to understand, analyze, compare and judge Korea. Korean studies overseas belong to this category. The third type is Korean studies by Koreans with a comparative perspective that recognizes the outcome of Korean studies pursued by foreigners. Perhaps this category would include the study of how to define Korea as a part of the human community among various cultures and historical communities. To be more precise, Korean studies should be narrowed down into the second and third categories.

In this writer`s opinion, defining Korean studies as a regional study would be a relatively appropriate method to systematize the study. However, after passing a certain level of academic maturity, it has to become a specific major within the departmental study system. Namely, Korean studies as a regional study would be desirable as a part of the general academic system. This question, contemplated in connection with the identity of Korean studies, has to be closely related to the systematization of Korean studies.

In the event of arranging Korean studies as part of regional studies, the issue of “academic reproduction” emerges and it has to be related to Korea`s status in the world. In Korea, with the exception of certain regional courses such as Chinese studies which is known to be providing advantages in employment and future careers, most regional study courses have very limited application for students. Major colleges produce students specializing in regional studies from the existing departmental courses because this guarantees much more stable student recruitment. If Korean studies courses overseas are unable to recruit students due to unclear employment or future career prospects, the future of Korean studies will be in jeopardy. It would be the same anywhere in the world.

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