The purpose of this research is to find out the meaning of accepting regional literature in Korean education and to suggest the concrete acceptance method. A linkage between Korean education and regional nature is a consideration about multiple situations of language appearance, that is, veins acting on knowledge construction. And it is an opportunity to expand cultural areas of Korean education by means of a job for showing unintended aspect of education. First of all, I set categories of the marginality, traditionality, quotidiannity as elements of meaning operation to construct regional nature. Specially, in culture area, considering making universal things by changing regional things into society, world and so on, when we discuss regional literature in Korean education, I emphasized that a change of vision is needed to mark regional nature which is united to universal area into the origin of trouble. I realized that I could make a field of Korean education into a dynamic field various powers are rivaling in respect that regional literature resolve a problem of concrete space into a problem of life and a problem of practice. I dealt with four areas, that is, creative succession of tradition, difference and discord education, false cease-fire education, sensibility as ways of accepting regional literature in Korean education. We have to look regional nature as a area that multiple communication is possible in order to approach regional nature more dynamic way. Through a logic of decentralization, we can sublate dual concept framework and set a system of multiple, multilayered, divergent and new communication. When regional literature gets out of Seoul oriented structure and universal criteria of literature general and becomes a literature understanding and criticizing a problem happening here right now, I believe that Korean education could find the way to overcome estrangement between life and education through regional literature.