Introduction Japan’s verticality—its predominance of steep, forested hills and mountains—makes for a topsy-turvy hydrologic landscape. Waterways cut through the country’s mountainous interior in a netlike series of shallow, fast-running streams and
Eric J. Cunningham
A Chronological Overview
Despite modernization of the Japanese school system after 1872, this period was marked by the war in East Asia and nationalism focusing on the emperor, whereby the imperial rescript of 1890 defined the core of national education. Following defeat in the Second World War, Japan reformed its education system in accordance with a policy geared towards peace and democracy in line with the United Nations. However, following the peace treaty of 1951 and renewed economic development during the Cold War, the conservative power bloc revised history textbooks in accordance with nationalist ideology. Many teachers, historians and trade unions resisted this tendency, and in 1982 neighboring countries in East Asia protested against the Japanese government for justifying past aggression in history textbooks. As a result, descriptions of wartime misdeeds committed by the Japanese army found their way into textbooks after 1997. Although the ethnocentric history textbook for Japanese secondary schools was published and passed government screening in 2001, there is now a trend towards bilateral or multilateral teaching materials between Japan, South Korea, and China. Two bilateral and one multilateral work have been published so far, which constitute the basis for future trials toward publishing a common textbook.
This article examines how middle school history textbooks published between 1951 and 1995 explain the origins of the Japanese as an ethnic group (minzoku). The analysis shows that despite the relatively long period from which the sample of textbooks was taken, these texts continue to emphasize two categories of Japanese identity: a biologically heterogeneous people through prehistoric immigration and a unified language. Building on the latter theme, the textbooks continued to treat the innovation of the kana as a quintessential development underlying the Japanese cultural achievement. The analysis reveals that the narrative tone shifted from being emotive in the early 1950s texts to somewhat muted in later decades.
Social Quality Perspectives
Rachel Kurian and Chihiro Uchiyama
This article argues that the social quality approach can be usefully applied to studying “models of elderly care“ that enhance the wellbeing of the elderly and empower them to participate in social activities. Examining three cases in Japan and another three cases in e Netherlands, the study identifies actors, institutions and processes that have provided services for the elderly, highlighting the importance of history and culture in influencing the “social“ of the elderly. The article deals with a range of opportunities and possibilities for optimizing care for the elderly, both as individuals and as a group, through promoting their social inclusion, social cohesion, socio-economic security and social empowerment. Grounded in community networks, as well as in social and intergenerational interaction, these “models“ demonstrate how care-givers, including nurses and family members, are also empowered in these processes. These discussions, reflecting empirical reality and conceptual insights, provide the basis of sustainable welfare policies that improve the social quality of the elderly.
This article examines the impact of contemporary higher education policy at a rural university in Japan. Hirosaki University, although a national university with an attached medical school, is far from the centre of academia in Japan, with a comparatively low ranking among national universities in Japan, and severe budget constraints. The policies that influence the trajectory of the university simultaneously illustrate two dimensions. On the one hand, they reflect global trends of neoliberal higher educational governance as these unfold in a leading nation-state within Asia. On the other hand, they show how policies originating within central government ministries and dictated by population and budget dynamics yield a highly localised outcome that forces a peripheral university to concentrate its efforts predominantly in its own community.
Yoshiko Nozaki and Mark Selden
Japan's right-wing nationalists have launched three major attacks on school textbooks over the second half of the twentieth century. Centered on the treatment of colonialism and war, the attacks surfaced in 1955, the late 1970s, and the mid-1990s. This article examines three moments in light of Japanese domestic as well as regional and global political contexts to gain insight into the persistent problem of the Pacific War in historical memory and its refraction in textbook treatments. There are striking similarities as well as critical di erences in the ways the attacks on textbooks recurred and in the conditions of political instability.
Emerging from the defeat of the Second World War, Japan shifted its national lens from empire building abroad to productivity and prosperity at home. Organized around a particular form of sociality and capitalist economics, citizens worked hard for 'myhomeism' - the attachments (of men at the workplace, women to the household, children to school) that fuelled fast-growth economics and rising consumerism. In the last two decades of economic decline and more irregular employment, the 'nestling' of family and corporate capitalism has begun to unravel. In the 'lost decade' of the 1990s, many young Japanese assumed the ranks of what activist Karin Amamiya calls the 'precariat' - those precariously un(der)employed, unable to assume the social citizenship of my-homeism, and existentially bereft. How are people not only surviving hard times but also remaking their ties of social connectedness and their calculus of human worth?
One Path to Positive Anthropological Activism
Aaron L. Miller
anthropologist, and by sharing my experiences researching the controversial issue of corporal punishment in Japan. Based on these experiences, I believe that the field of anthropology will fade into the shadows of irrelevance unless we can find a way to interpret
The challenges and benefits of taking English-medium courses for Japanese students
changing environment’ ( Knight 2008: 4 ). In Japan, the government has played a significant role in the internationalisation of universities since 1983 when it began its first project, the ‘100,000 International Students Plan’, which was followed by the
Minor Traditions, Shizen Equivocations, and Sophisticated Conjunctions
Casper Bruun Jensen and Atsuro Morita
This special issue was prompted by the 50th Anniversary Conference of the Japanese Society of Cultural Anthropology (JASCA), held in Chiba, Japan, in May 2014, in conjunction with the International Union of Anthropological and Ethnological Sciences