Public lecture presentation slides (6.28.2013)
•
1 like•1,413 views
<panel> East Asian Images of Japan Recent disputes between Japan and her regional neighbours have been met with resentful incomprehension by many Japanese - contributing to the election in December 2012 of perhaps the most nationalist Diet since 1945. These developments highlight the persistent gulf between the images most Japanese harbour of their country, and the ways it (and they) are perceived and portrayed by their neighbours. This panel stems from a project that aims to help bridge this gulf and promote a more informed debate about on Japan's relationships with other East Asian societies. Over the past three years, an international network of scholars based in East Asia, Europe and North America has been looking at the portrayal of Japan in a range of media - school texts, TV, cinema, museums and the internet - in societies including China, Korea, Taiwan, Hong Kong, Singapore, Malaysia and the Philippines. A major international symposium in Fukuoka this September 6-7 will showcase this research. This panel presentation introduces a small sample of work by several of the scholars involved. Naoko Shimazu first offers an overview of the work of the broader network, discussing the various ways in which Japan is portrayed as an 'Other' in societies throughout East Asia. In the course of outlining the various images of Japan that prevail in different societies, she will discuss why these particular images have emerged, and how they relate to domestic debates over national and local identities. Paul Morris and Christine Han discuss the cases of Hong Kong and Singapore respectively. While the histories of these societies are in many respects comparable (predominantly ethnic Chinese, former British colonies, occupied by Japan during the Second World War), the kinds of images of Japan that have emerged in the postwar period, and the ways in which these have been produced or manipulated by key elites, reflect important differences in the political and social dynamics that have shaped their recent histories. Edward Vickers then compares the portrayal of Japan in major national historical museums of the People's Republic of China and Taiwan, focusing particularly on two museums opened or re-opened in 2011: the National Museum of China (Beijing), and the National Museum of Taiwan History (Tainan). He argues that the images of Japan visible in these two flagship institutions reflect both fundamental differences in historical experience vis-a-vis Japan, and the stark divergence in official discourse on national identity within Taiwan and China over recent decades. They also reflect the different ways in which the role of museums has evolved on either side of the Taiwan Strait over recent years - a phenomenon closely related to broader political and social change (or the lack of it).
Recommended
More Related Content
Similar to Public lecture presentation slides (6.28.2013)
Similar to Public lecture presentation slides (6.28.2013) (20)
More from Institute of Contemporary Asian Studies (ICAS) at TUJ
More from Institute of Contemporary Asian Studies (ICAS) at TUJ (20)
Recently uploaded
Recently uploaded (20)
Public lecture presentation slides (6.28.2013)
- 5. Four categories as Japan as the ‘Other’ 1. normative ‘Other’ 2. dominant ‘Other’ 3. alternative ‘Other’ 4. distant ‘Other’
- 9. Singapore Singapore • 1300: Temasek • 1819 – 1942: British colony • 1942 – 1945: Japanese Occupation • 1945 – 1959: British colony • 1959 – 1963: Self government • 1963 – 1965: Merger with Malaysia • 1965 – present: Independent Singapore
- 12. National Education (Lee Hsien Loong, 1997) • develop national cohesion, the instinct for survival and confidence in our future • foster in young a sense of identity, pride and self‐ respect as Singaporeans; strengthen their emotional attachment to the nation • each Singapore Story ‐ how Singapore succeeded against the odds to become a nation… ‘(including the) 3 years of the Japanese Occupation Singaporeans suffered a traumatic experience of cruelty, brutality, hunger, and deprivation’ (Lee)
- 13. The Singapore Story • Singapore’s modern history – founding – colonial period – Japanese Occupation – post‐war history • self‐governance • merger • independence • post‐independence history – security, economic, social issues
- 15. • History and Social Studies • primary and lower secondary • 1980s, 1990s and 2000s History textbooks
- 16. Findings • Topics – Context/Background of the War in Singapore and Malaya – The Course of the War in Singapore and Malaya – Life during the Japanese Occupation – The End of WWII and of the Japanese Occupation, – Remembrance of the War and the Occupation (viz. people and sites)
- 17. Findings • Topics – Context/Background of the War in Singapore and Malaya – The Course of the War in Singapore and Malaya – Life during the Japanese Occupation – The End of WWII and of the Japanese Occupation, – Remembrance of the War and the Occupation (viz. people and sites) Decreased 28 percentage points Increased 10 percentage points Increased 8 percentage points Increased 7 percentage points
- 19. 1. Causes of the Fall of Singapore – effectiveness of Japanese army – loyalty to country and Emperor – brave, strong, active, in control, merciless, brutal, cruel, clever, noble Themes
- 21. 3. Suffering – Japanese cruelty emphasised • Kempeitai, Sook Ching • atrocities ‘Vivid images are provided – in prose, and sometimes also in pictures – of atrocities being committed, such as beheadings and displaying severed heads.’ ‐ Khamsi and Han
- 23. – violent, selfish, incompetent rulers • chopping / displaying heads • taking best supplies for themselves – vicious, hate‐filled, vengeful • Sook Ching – systematic persecution to ‘wipe out’ anti‐ Japanese elements
- 26. • resilience and resourcefulness of local population – making soap, shoe polish, frying pans, bottles – mutual help and co‐operation ‘irrespective of ethnicity’
- 27. • archetypal historical enemy – Japan’s role as an ‘Other’ • brave, loyal, efficient, strong, active, in control, merciless, brutal, cruel, clever, noble • both a negative and positive model • downplaying of differences in treatment of ethnic groups Portrayal of the Japanese
- 28. Context • moral panic 1990s – young people’s – ignorance of Singapore history (according to the PAP) – lack of commitment to the country • multi‐ethnic society – history of ethnic conflict • vision of the political elite for Singapore
- 29. Aim of portrayal of Japanese • example of hostile ‘Other’ to be repulsed and emulated • ensure buy in to the National Education messages – sense of national identity, pride and self‐respect – knowing the Singapore story ‐ how Singapore succeeded against the odds to become a nation – understanding unique challenges, constraints and vulnerabilities – instil core values, and the will to prevail • promote national identity, values, and unity – emphasis on common experience and identity – downplay differences in treatment
- 31. The ‘Learn From Japan’ Campaign • late 1970s – late 1980s • programmes – industrial productivity movement – community (grassroots) policing • issues / significance – changing perceptions of Japan in East Asia (positive / negative) – Japan and authoritarian government in Singapore – Japan as model for Singapore’s developmentalism
- 32. Background factors: urbanisation • relocation – from kampongs to HDBs • HDB statistics (# of apartments) 1965 52,000 1970 121,000 1976 255,000 1980 376,000 • government concerns / objectives – moulding national consciousness – severing strong ethnic ties – dealing with dislocations of urbanisation
- 33. Background factors: advanced industrialisation • oil shock (1973) – disadvantages of low value‐added, labour‐ intensive industries • economic restructuring – the ‘Second Industrial Revolution – reskilled labour force • potential threats – labour militancy
- 35. Rediscovering and reimagining Japan from the late 1970s • Japan as an Economic Power and Its Implications for Southeast Asia (ISEAS, 1974) ‘Some Southeast Asian countries fear they are becoming too dependent on Japan and are in danger of losing their economic sovereignty.’ • wartime legacy: ‘Blood Debt’ Controversy, 1962 • Wee Mon Cheng, Ambassador to Japan, 1970s, and ‘Japanophile’ • Lee Kuan Yew – fact‐finding Mission to Japan, 1979
- 36. The Productivity Movement • fact‐finding missions to Japan – industrial policy – productivity – labour‐management relations • radio broadcasts (SBC) – company unionism – worker motivation – consensus decision‐making • support from Japan – Labour Ministry of Japan seminar (1982) – Japanese specialises • conferences – Learning from the Japanese Experience (1981), Ezra Vogel • public campaigns – ‘Teamy’, the Productivity Bee
- 37. Vogel’s advice • Singapore should replicate – Japanese national bureaucracy – Japanese thrift – desire to learn from abroad – government‐business co‐operation – long‐range planning ‘With carrots and sticks and a little administrative guidance they can get people to move and respond.’ Vogel
- 38. Kohei Goshi (JPC) on the Japanese Model • ‘defective’ Western labour‐ management relations – the ‘human being’ is absent’ – confrontation vs co‐ operation – technology and machines over ‘brains’ • the Japanese approach – The Wind and the Sun – familial relationship between company and employee – shared sense of national vulnerability
- 39. “Teamy”
- 41. Japanese Community Policing and the ‘New Singaporean Man’ • fact‐finding missions & reports (1980s): Proposals on Introduction of Police Box System for Reorganization of the Singaporean Police (1982) • Japanese police visit Singapore to provide training • trial NPPs established in 1983 • by 1989: 91 NPPs islandwide • duties: bicycle patrols, home visits, street directions • no powers of arrest
- 44. Conclusion • campaign slows in late 1980s: – interest in the Swiss model – resistance / skepticism from ordinary Singaporeans – national differences • successes: – QCCs (WITs) – OJT • ideological utility: – legitimizing authoritarian / interventionist governance – fostering national identity (vs ethnic) – promoting conciliatory labor‐ management relations • legacies:
- 45. Summary: images of Japan • the historical enemy – to be repulsed and emulated • the Asian social and economic model • a tool for social and economic transformation • a ‘motive force’ (Pempel 1996/7) • cure for social ills – individualism delinquency, drug abuse, abortion, divorce • an ideological device
- 48. Context/Background • HK: – UK colony 1842‐1997 – Capitalism – depoliticization • SAR of the PRC 1997 • PRC – 1949‐mid 1980s ‐ Communism/Maoism as state ideology – Mid‐1980s ‐ Cold War ending, state capitalism, nationalism – new friends and foes, new official histories
- 49. Purpose & Focus • What are pupils in Hong Kong expected to learn about Japan / the Japanese, and how has that changed? • analysis of the most popular Chinese History and (World) History textbooks. • History: 1996, 2004 and 2009 for History, and • Chinese History: 1993, 2005 and 2009
- 50. • We also compared – the most recent editions with one other popular textbook for each of the subjects • Ling Kee texts for World History [Cheung et al 2004 and 2009]) • the Modern Educational Research Society texts for Chinese History (Chan et al 2004; Lui et al 2009) – little significant variation in terms of the extent and nature of the coverage between the texts published by different publishers
- 51. Comparison of…. • the space textbooks devote to the coverage of Japan • the titles of the sections through which the texts are organised • the portrayal and depiction of the Japanese that the text is promoting • the nature of the pictorial images and questions that are used in the text
- 52. World History: Topics • Japanese modernisation • militarism • reconstruction and growth after World War II • Japan’s post‐war relations with other Asian countries • 47,80,87 pp.
- 53. Modernisation: messages • 1996 – success of Japan’s modernisation – better at learning from ‘the West’ – stress strong leadership – admiration for Meiji oligarchs • 2004 + – shifts to a teleology that sees this primarily as a prelude to and preparation for the wars of the 1930s and 1940s. • the ‘Important Figure File’ – Hirobumi and Meiji (1996 edition) replaced with with Giichi Tanaka and the Showa Emperor (2004 edition) • modernisation – 1996 ‐ 42 pp. – 2009 ‐20pp.
- 54. Militarism: Messages • 1996 – Japan justaposed with other countries – stresses international context and contingency – notes the flourishing of democracy during the Taisho era. • 2004+ – shifts to 20th century focus – removes comparison with China’s self‐strengthening; – stresses the subordination of cultural, educational and scientific endeavour to nationalistic aims – overall • Japan no longer a model of modernisation in the face of Western aggression • militarism as part of an unbroken narrative of Japan’s early 20th Century history
- 55. Post WWII Reconstruction/Development • 1996 ‐ not covered • 2004 ‐ focus on economic growth • 2009 – political focus – endorses one‐party domination of LDP for providing the stability needed for modernization’ – the LDP’s reduced dominance, the formation of new political parties, and ‘frequent changes of prime ministers’ are ‘obstacles to political development’ • notes – increased defence spending – constitutional change – visits to the Yasukuni Shrine – Japan’s attempts to expand the remit of military to deal with ‘surrounding situations’ have caused ‘the suspicion and disapproval of other Asian countries’
- 57. Japan’s Post‐war Relations with other Asian Countries • 2004 – stresses US influence – queries commitment to peace • 2009 – ‘How did Japanese prime ministers affect the relations between Japan and China?’ – ‘From the view of Asian countries, is post‐war Japan a friend or foe?’ • problems: Japan responsible for – relations with China – Yasukuni Shrine – territorial disputes – Japan’s trade deficit with China – the 1958 ‘Nagasaki National Flag Incident’ • stresses tensions with other Asian countries
- 58. Chinese History Topics 27, 41, & 42 pp • Japan’s Invasion of China • China’s All Out Resistance against Japan’s Invasion • China’s Foreign Policy during the War of Resistance
- 59. Japan’s Invasion of China • 1993: from discrete incidents to war/invasion • 2005: focus on militarism & continuity (‘How did Japan set about gradually invading China from the early 1930s?’) • new topics, e.g. ‘Thwarting the Reunification of China’ • increased coverage of Nanjing massacre
- 60. China’s All Out Resistance against Japan’s Invasion • from 2005 • added: ‘Japans fierce attack on China’s rear base’ • use of Mainland historical terminology • KMT recognised • US role reduced: Pearl Harbour attributed to China’s prolonged resistance • the local reduced • 2009: Yasakuni Shrine introduced
- 61. Omissions • Japan’s substantial economic support for the PRC from the late 1970s) • that the Japanese school textbooks that have sparked outrage in China and Korea are little‐ used • that Japanese leaders have formally apologised for atrocities • that attempts to refer the territorial dispute over the Diaoyu/Senkaku Islands have been rejected by the PRC • that wartime ‘collaborators’ were not all forced to do so
- 62. Overall • World History – from modernization to militarism – stresses Japan’s current relations with Asian countries as a continuation of its history – focus on Yasakuni etc • Chinese History – from incidents to causes – pathological militarism – stress on Chinese resistance and Japanese power and fierceness – reduces US and increases Chinas role in winning war – Yasakuni etc.
- 64. Outline of Presentation 1.Background a. Philippine history curriculum b. Textbook production, regulation and use 2. National identity formation in education 3. Portrayal of Japanese Occupation a. Previous studies (e.g. Yu‐Jose, 2004) b. Emerging themes (review of 6 textbooks) 4. Conclusion (for the chapter of Maca and Morris) 5. Case studies on post‐war komiks
- 65. History Curriculum and Textbooks • National curriculum = list learning competencies (Philippine Education Learning Competencies 2010) • PH history taught in Grades 4‐6 Social Studies and Grade 7 (HS Year1) Philippine History subjects; (6 books were reviewed) • JPN occupation covered in 4 grade levels as separate unit; or subsumed under WWII American colonial government in the PH
- 66. History Curriculum and Textbooks • No ‘official’ History or Social Studies textbooks; ‘private’ writers commissioned by DepEd • ‘Deregulated’ production and use of textbooks; allegedly to curb corruption • DepED role delimited to vetting of manuscripts alignment to national curriculum
- 67. History Curriculum and Textbooks • Textbooks define the curriculum….it is the setter of both the basic agenda for classroom activity and principal sourcebook for both teachers and students (Hornedo, et al, 2000, p.vi) • Error‐riddled textbooks controversy (in 2007,DepED released 21‐page errata guide for 11 social studies textbooks )
- 71. Portrayal of Japanese Occupation (2) (Maca and Morris 2013 study) a) Sanitized discussion on colonization and war history ‐neutral tone; avoids using the label ‘colonization’ b)Declining coverage of the Japanese occupation‐ e.g. 7 out of 152 pages of PH colonial history c) Declining ‘shock value’ in presentation of themes of destruction and suffering ‐ Less pictures, more ‘caricatures; harrowing pictures of ‘Death March’ removed (next slide)
- 73. Portrayal of Japanese Occupation (2) d) Americans as ‘liberators’ and the vilification of ‘collaborators’.Resistance as “Bandits ‐Less ‘hero‐worship’ of Filipino anti‐Japanese war heroes; less vilification of ‘collaborators’ from elite class e) Emphasis on ‘good’ Filipino‐Japanese post‐ war relations 5) Today, we have forgiven the Filipinos who collaborated and the Japanese who did atrocities to our people. We have good relations with the Japanese today. (Zaide 2010, p.160) f) The Americans as war heroes ‐ JPN atrocities overshadowed by grand narrative about American ‘liberators’
- 74. Portrayal of Japanese Occupation (2) d) Americans as ‘liberators’ and the vilification of ‘collaborators’ ‐Less ‘hero‐worship’ of Filipino anti‐Japanese war heroes; less vilification of ‘collaborators’ from elite class e) Emphasis on ‘good’ Filipino‐Japanese post‐ war relations 5) Today, we have forgiven the Filipinos who collaborated and the Japanese who did atrocities to our people. We have good relations with the Japanese today. (Zaide 2010, p.160) f) The Americans as war heroes ‐ JPN atrocities overshadowed by grand narrative about American ‘liberators’
- 75. Summary and Conclusion (1) • Consistent portrayal of the Japanese as the most brutal amongst Filipino aggressors • Portrayal is depoliticized; emphasis on good post‐war relations • No indictment of colonization (including the US and Spanish colonization) • Muted portrayal of the ‘threatening other’ (i.e. Japan) in the curricula (as compared to other Asian countries)
- 76. Summary and Conclusion (2) • Prevailing view and approach to history/social studies education (history for ‘history’s sake, apolitical); education goals stops short at token ‘nationalism’ • Dominance of moral (1990s) and peace (2000s) education in social studies curriculum; focus on harmony and reconciliation • ‘Politics of reconciliation and forgetting’ (Nakano, 2011); attitude of political leaders towards Japan‐Philippine economic relations takes precedence; overseas
- 77. Summary and Conclusion (3) • Curriculum thrust on ‘internationalism, or global citizenship’ (to promote Filipino labor migration) eclipses ‘nationalism’ • Limitations in education resources (manifested in DepED prescribed no. of pages per textbook due to budget constraints)
- 78. Summary and Conclusion (4) • Negative portrayal of JPN occupation used to portray American colonization in a benign light • Narration of facts and events; not woven into a ‘national’ narrative of anticolonial suffering, struggle and heroism • Philippines can be portrayed as the ‘anti‐ developmental state’ ; failure of the state to exert strong central control of the education system (Maca and Morris, 2012)
- 81. General Yamashita in Lakan Dupil: Ang Kahanga‐hangang Gerilya (Lakan Dupil: The Amazing Guerilla) (Liwayway 25 August 1946, 34) General Yamashita in ‘Lakan Dupil: Ang Kahanga‐hangang Gerilya’ (Lakan Dupil: The Amazing Guerilla) (Liwayway 25 August 1946, 34)