Abstract
Japanese within the Manchukuo education bureaucracy stood out from their contemporaries in other Japanese colonies in their opposition to including militaristic and Japanese emperor-centered materials in the schools. As late as 1943, they published textbooks that focused on the students' daily lives rather than on encouraging respect for the military or reverence for the Japanese imperial family. Here, the author discusses how the congruence of an attempt by Manchukuo authorities at gaining authenticity and the progressive background of leading Japanese educators in the region brought about an education system that was unlike any other in the Japanese empire. Using Manchukuo textbooks, education journals, and postwar memoirs, the author examines a school of thought among Japanese colonial language educators, referred to as reform optimists, who held that whole language education could solve the contradiction between Manchukuo's stated ideal of ethnic equality and the reality of Japanese domination.
| Original language | English |
|---|---|
| Pages (from-to) | 895-925 |
| Number of pages | 31 |
| Journal | Journal of Asian Studies |
| Volume | 68 |
| Issue number | 3 |
| DOIs | |
| Publication status | Published - Aug 1 2009 |
| Externally published | Yes |
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All Science Journal Classification (ASJC) codes
- Cultural Studies
- History
Cite this
The word is mightier than the throne : Bucking colonial education trends in Manchukuo. / Hall, Andrew Reed.
In: Journal of Asian Studies, Vol. 68, No. 3, 01.08.2009, p. 895-925.Research output: Contribution to journal › Article
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TY - JOUR
T1 - The word is mightier than the throne
T2 - Bucking colonial education trends in Manchukuo
AU - Hall, Andrew Reed
PY - 2009/8/1
Y1 - 2009/8/1
N2 - Japanese within the Manchukuo education bureaucracy stood out from their contemporaries in other Japanese colonies in their opposition to including militaristic and Japanese emperor-centered materials in the schools. As late as 1943, they published textbooks that focused on the students' daily lives rather than on encouraging respect for the military or reverence for the Japanese imperial family. Here, the author discusses how the congruence of an attempt by Manchukuo authorities at gaining authenticity and the progressive background of leading Japanese educators in the region brought about an education system that was unlike any other in the Japanese empire. Using Manchukuo textbooks, education journals, and postwar memoirs, the author examines a school of thought among Japanese colonial language educators, referred to as reform optimists, who held that whole language education could solve the contradiction between Manchukuo's stated ideal of ethnic equality and the reality of Japanese domination.
AB - Japanese within the Manchukuo education bureaucracy stood out from their contemporaries in other Japanese colonies in their opposition to including militaristic and Japanese emperor-centered materials in the schools. As late as 1943, they published textbooks that focused on the students' daily lives rather than on encouraging respect for the military or reverence for the Japanese imperial family. Here, the author discusses how the congruence of an attempt by Manchukuo authorities at gaining authenticity and the progressive background of leading Japanese educators in the region brought about an education system that was unlike any other in the Japanese empire. Using Manchukuo textbooks, education journals, and postwar memoirs, the author examines a school of thought among Japanese colonial language educators, referred to as reform optimists, who held that whole language education could solve the contradiction between Manchukuo's stated ideal of ethnic equality and the reality of Japanese domination.
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U2 - 10.1017/S002191180999009X
DO - 10.1017/S002191180999009X
M3 - Article
VL - 68
SP - 895
EP - 925
JO - Journal of Asian Studies
JF - Journal of Asian Studies
SN - 0021-9118
IS - 3
ER -