Abstract Few Anglophone rhetoric studies have explored how colonial environments affected the work of American-supported schools and performances. Korea’s first women’s college, however, used hybrid Korean, American, and Christian cultural references in the pageantry, visuals, and music of its 1930 May Day to negotiate Japanese colonization. These May Day “performative educational rhetorics” acknowledged colonial authority while resisting Japanese assimilation objectives until they were silenced during Japan’s Pacific War. Unlike American-operated schools in U.S. colonies and occupied territories, therefore, Japanese colonization rendered performances not only of Korean but also Christian and American identities as potentially subversive symbols of freedom.

中文翻译：

---

日本占领期间韩国女子学院的表演教育修辞学，1930-1943

摘要 很少有英语修辞研究探讨殖民环境如何影响美国支持的学校和表演的工作。然而，韩国第一所女子学院在其 1930 年五一节的盛况、视觉效果和音乐中使用了韩国、美国和基督教的混合文化参考，以协商日本的殖民化。这些“五一”“表演性教育言论”承认殖民权威，同时抵制日本的同化目标，直到日本太平洋战争期间这些目标被压制。因此，与美国殖民地和被占领土上的美国开办的学校不同，日本的殖民化不仅将韩国人的表现，而且还表现出基督徒和美国的身份，作为潜在的自由颠覆性象征。