War Memory Nationalism And Education In Postwar Japan

The controversy over official state-approved history textbooks in Japan, which omit or play down many episodes of Japan’s occupation of neighbouring countries during the Asia-Pacific War (1931-1945), and which have been challenged by critics who favour more critical, peace and justice perspectives, goes to the heart of Japan’s sense of itself as a nation. The degree to which Japan is willing to confront its past is not just about history, but also about how Japan defines itself at present, and going forward. This book examines the history textbook controversy in Japan. It sets the controversy in the context of debates about memory, and education, and in relation to evolving politics both within Japan, and in Japan’s relations with its neighbours and former colonies and countries it invaded. It discusses in particular the struggles of Ienaga Saburo, who has made crucial contributions, including through three epic lawsuits, in challenging the official government position. Winner of the American Educational Research Association 2009 Outstanding Book Award in the Curriculum Studies category.

The controversy over official state-approved history textbooks in Japan, which omit or play down many episodes of Japan’s occupation of neighbouring countries during the Asia-Pacific War (1931-1945), and which have been challenged by critics who favour more critical, peace and justice perspectives, goes to the heart of Japan’s sense of itself as a nation. The degree to which Japan is willing to confront its past is not just about history, but also about how Japan defines itself at present, and going forward. This book examines the history textbook controversy in Japan. It sets the controversy in the context of debates about memory, and education, and in relation to evolving politics both within Japan, and in Japan’s relations with its neighbours and former colonies and countries it invaded. It discusses in particular the struggles of Ienaga Saburo, who has made crucial contributions, including through three epic lawsuits, in challenging the official government position. Winner of the American Educational Research Association 2009 Outstanding Book Award in the Curriculum Studies category.

"Japan has long wrestled with the memories and legacies of World War II. In the aftermath of defeat, war memory developed as an integral part of particular and divergent approaches to postwar democracy. In the last six decades, the demands placed upon postwar democracy have shifted considerably—from social protest through high economic growth to Japan’s relations in Asia—and the meanings of the war shifted with them.This book unravels the political dynamics that governed the place of war memory in public life. Far from reconciling with the victims of Japanese imperialism, successive conservative administrations have left the memory of the war to representatives of special interests and citizen movements, all of whom used war memory to further their own interests.Franziska Seraphim traces the activism of five prominent civic organizations to examine the ways in which diverse organized memories have secured legitimate niches within the public sphere. The history of these domestic conflicts—over the commemoration of the war dead, the manipulation of national symbols, the teaching of history, or the articulation of relations with China and Korea—is crucial to the current discourse about apology and reconciliation in East Asia, and provides essential context for the global debate on war memory."

How did East and West Germany and Japan reconstitute national identity after World War II? Did all three experience parallel reactions to national trauma and reconstruction? History education shaped how these nations reconceived their national identities. Because the content of history education was controlled by different actors, history education materials framed national identity in very different ways. In Japan, where the curriculum was controlled by bureaucrats bent on maintaining their purported neutrality, materials focused on the empirical building blocks of history (who? where? what?) at the expense of discussions of historical responsibility. In East Germany, where party cadres controlled the curriculum, students were taught that World War II was a capitalist aberration. In (West) Germany, where teachers controlled the curriculum, students were taught the lessons of shame and then regeneration after historians turned away from grand national narratives. This book shows that constructions of national identity are not easily malleable on the basis of moral and political concerns only, but that they are subject to institutional constraints and opportunities. In an age when post-conflict reconstruction and reconciliation has become a major focus of international policies, the analysis offers important implications for the parallel revision of portrayals of national history and the institutional reconstruction of policy-making regimes.

How did East and West Germany and Japan reconstitute national identity after World War II? Did all three experience parallel reactions to national trauma and reconstruction? History education shaped how these nations reconceived their national identities. Because the content of history education was controlled by different actors, history education materials framed national identity in very different ways. In Japan, where the curriculum was controlled by bureaucrats bent on maintaining their purported neutrality, materials focused on the empirical building blocks of history (who? where? what?) at the expense of discussions of historical responsibility. In East Germany, where party cadres controlled the curriculum, students were taught that World War II was a capitalist aberration. In (West) Germany, where teachers controlled the curriculum, students were taught the lessons of shame and then regeneration after historians turned away from grand national narratives. This book shows that constructions of national identity are not easily malleable on the basis of moral and political concerns only, but that they are subject to institutional constraints and opportunities. In an age when post-conflict reconstruction and reconciliation has become a major focus of international policies, the analysis offers important implications for the parallel revision of portrayals of national history and the institutional reconstruction of policy-making regimes.

Using a comparative, interdisciplinary approach, Nationalism in Asia analyzes currents of nationalism in five contemporary Asian societies: China, India, Indonesia, Japan, and South Korea. Explores the ways in which nationalism is expressed, embraced, challenged, and resisted in contemporary China, India, Indonesia, Japan, and South Korea using a comparative, interdisciplinary approach Provides an important trans-national and trans-regional analysis by looking at five countries that span Northeast, Southeast, and South Asia Features comparative analysis of identity politics, democracy, economic policy, nation branding, sports, shared trauma, memory and culture wars, territorial disputes, national security and minorities Offers an accessible, thematic narrative written for non-specialists, including a detailed and up-to-date bibliography Gives readers an in-depth understanding of the ramifications of nationalism in these countries for the future of Asia

Due to their symbolic and iconographic meanings, expressions of ‘collective memory’ constitute the mental topography of a society and make a powerful contribution to its cultural, political and social identity. In Japan, the subject of ‘memory’ has prompted a huge response in recent years.

This book provides a fresh approach to understanding the origins and possible future direction of the Northeast Asia “history wars.” Leading scholars in history, literary studies, and education present the complex issue in a historical context by assessing its political and cultural dimensions, particularly with regards to relations between Japan and Korea. Their essays also touch on the significance of civil society efforts to advance peaceful reconciliation and the social and political forces that have worked to frustrate such efforts since 1945. At its core, this volume explores the political significance in the gap between Korean and Japanese civil society versus governmental efforts to resolve issues lingering from the Pacific War in Asia; the significance of cultural as well as political efforts to understanding historical and contemporary relations among Northeast Asian neighboring states; and specific factors—such as textbook reform, revised school curricula, and civil society education efforts— that are working to ameliorate the heretofore deadlocked “history wars.”