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.
Takeyuki Gaku Tsuda
Some scholars have recently suggested that the concept of diaspora should be regarded as a type of identity or consciousness instead of as a transnational ethnic community. While it is undeniable that some dispersed ethnic populations identify as diasporic peoples, older “economic diasporas“ sometimes have lost their transnational social cohesion and do not have a diasporic consciousness. I illustrate this by examining the experiences of Japanese Americans, an important part of the “Japanese diaspora“ of Japanese descendants (Nikkei) sca ered throughout the Americas. Because they have become assimilated in the United States over the generations, they no longer maintain any notable diasporic identi fication with the ethnic homeland or to other Japanese descent ethnic communities in the Americas. Even when they encounter Nikkei from other countries, national cultural diff erences make it difficult for them to develop a diasporic identity as Japanese descendants with a common cultural heritage or historical experiences.
M. William Steele
Japan is one of the great bicycle nations of the world, ranking alongside the Netherlands, Germany, and Denmark in terms of per capita bicycle ownership and use. This article reviews the history and characteristics of Japan as a bicycle nation. It examines the emergence of a distinctive bicycle culture that offered personal mobility to ordinary people in prewar Japan and traces the contribution of the bicycle to postwar Japan's social and economic development. It reviews postwar bicycle history in: the period of reconstruction and recovery (1945-1956); the period of high economic growth (1957-1973); the period of rapid motorization (1974-1991); and the period of raised environmental consciousness (1992-present). The conclusion seeks to offer reasons for the persistence of Japan's vibrant and pervasive bicycle culture.
Learning Japanese Psychiatry
How is the knowledge embedded in a global institution such as psychiatry integrated into taken-for-granted understandings and everyday medical practice in a non-Western setting such as Japan? How can ethnographic research address this question without simplifying institutional complexity and cross-cultural variations? This paper argues that the ethnography of apprenticeship can resolve these tensions between global and local sources of cultural knowledge. Recent work in cognitive anthropology and practice theory has demonstrated the value of examining apprenticeship as a window onto dynamics of institutional production and reproduction. As an ethnographic strategy, the study of apprenticeship makes the processes through which knowledge crosses cultural boundaries accessible to research. Drawing on two years of ethnographic research on the training of Japanese psychiatrists, I describe the institutional structure in which psychiatric knowledge becomes embedded in newly trained psychiatrists. This system, known as the ikyoku system, reproduces many characteristics of Japanese organizational patterns. Examining the details of this system offers additional insight into the particular way in which psychiatric knowledge becomes situated in contemporary Japanese society. The theory of apprenticeship, however, has a much broader potential for informing ethnographic research strategies for studying contemporary global institutions.
Matsutake’s Elusive Elusiveness in 2010 Japan
Elusiveness can itself be elusive. This article considers why matsutake draw over-the-top excitement as an elusive commodity even in years of prolific harvests. In 2010 Japan, an unexpectedly copious domestic matsutake harvest prompted a precipitous drop in the mushroom’s price and made the mushroom readily accessible. The article traces the sources of consumer excitement that year, showing how matsutake commodity elusiveness is itself produced through contingent coordinations among trees, fungi, weather, pickers, mycology, popular media, and consumers. It suggests that, in 2010, media outlets and consumers resolved the contradictions of this elusiveness—celebrating matsutake’s elite status as an elusive commodity while enjoying its accessibility—by treating the bumper harvest as a euphoric anomaly.
English-medium degree programmes are one of the trends within the internationalisation of higher education in Japan. The recent university internationalisation project, Project for Establishing University Network for Internationalization, or Global 30 is a good example. English-medium degree programmes attract a larger and more diverse international student population to study in Japan and create an on-campus international learning environment for both local and international students. This article aims to shed light on what attracts Japanese students to such an on-campus international learning experience and the kinds of challenges they face in taking English-medium courses. The results of my research show that English as a medium of instruction is a good tool to attract Japanese students, but the quality and relevance of what is being delivered are also significant. Japanese students are willing to challenge themselves in a different learning environment, but they tend to do so without seeking support, which in turn limits their learning.
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.
Eric J. Cunningham
This article examines socio-cultural circulations associated with dams and other water management technologies in central Japan. Such technologies and the circulations of water they enable link communities across Japan's rural and urban spaces in social, political, economic, and cultural ways. They also produce anxieties by highlighting social inequalities and the disparate impacts of water resource development in modern Japan. Using Makio Dam in central Japan as a case study, I argue that actors in both upstream and downstream communities actively imagine and enact social relationships that work to ease the tensions that arise from unidirectional flows of water by producing sensations of harmony and common identity.
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.
The process of modernization in Japan appeared as a separation of the senses and remapping of the body, particularly privileging the sense of vision. How did the filmmakers, critics, and novelists in the 1920s and 1930s respond to such a reorganization of the body and the elevation of vision in the context of film culture? How did they formulate a cinematic discourse on remapping the body when the status of cinema was still in flux and its definition was debated? Focusing on cinematic commentary made by different writers, this article tackles these questions. Sato Haruo, Ozu Yasujiro, and Iwasaki Akira questioned the separation of the senses, which was often enforced by state. Inspired by German cinema released in Japan at that time, they explored the notion of the haptic in cinema and problematized the privileged sense of vision in this new visual medium.