This document provides information about a module on the media and politics of contemporary Japan taught at Kent University in Spring 2011/12. It includes the module convenor's contact information, lecture and seminar times, an introduction outlining the module's focus on theoretical approaches to media studies and analysis of issues in Japanese media. The module will be divided into sections covering key concepts, representations of Japan/the West in media, the role of media in constructing national/cultural identities, and contemporary issues in Japanese media institutions. Assessment includes a 1000-word essay analyzing a printed image and a 2000-word essay choosing from topics comparing nuclear explosions in US/Japanese media to representations of sex/gender and politics in Japanese media.
Manga, comics and its depictions on sexuality (re)chibisidd
the topic revolves around manga , a Japanese origin form of comics and how they provide different content for different age groups . it has emerged as of late into a subculture and spread across the globe and people enjoy its diversity .
Manga, comics and its depictions on sexuality (re)chibisidd
the topic revolves around manga , a Japanese origin form of comics and how they provide different content for different age groups . it has emerged as of late into a subculture and spread across the globe and people enjoy its diversity .
Essay On Child Labour For Kids. Child Labour Essay in English for School Stud...Lorri Soriano
Essay Child Labour Telegraph. Essay On Child Labour In Simple English Telegraph. Child Labour Essay in English for School Students, Kids and Children. Who Is Child Labour Essay Sitedoct.org. Child Labour Essay in English for Students. Essay on child labour Child labour essay in english. Child Labour Essays Child Labour Labour Economics. Child Labour Essay in English. Causes And Effects Of Child Labour Essay Sitedoct.org. The Problems of Child Labour - Free Essay Example PapersOwl.com. Child Labour Essay in English for students Essay on Child Labour .... Essay on Child labour in English for Class 1 to 12 Students. Joys Child labour Essay. Scholarship essay: Child labour in india essay. Child labour. Essay on Child Labour 900 Words Paragraph on Child Labour. Article on child labour in 200 words. Article on Child Labour 500 .... child labour essay - Yahoo Image Search Results Essay words, Common .... Camille-Child labour essay. Child Labour Essay for School Students in English Essay on Child Labour. Facts and opinions with article of child labour. Short and easy essay on child labour - euthanasiapaper.x.fc2.com. Abbys Child labour Essay. how to stop child labour essay Archives Gupshups. child labour: all you need to know in Indian context - iPleaders. Essay On Child Labour In India 1500 Words Pdf. Essay on Child Labour for Students and ChildrenEssay on Child Labour .... Child Labour. Challenges of Child Labor - Free Essay Example PapersOwl.com. Child labour essay with headings - discursiveessay.web.fc2.com Essay On Child Labour For Kids Essay On Child Labour For Kids. Child Labour Essay in English for School Students, Kids and Children
Beyond the Memory of Patriotism: Seeking a Way to Reconcile Patriotism-Memory...AJHSSR Journal
ABSTRACT: This paper examines the reconciliation of patriotism and war time memory in Japanese history
text book disputes, challenging the perceiveddichoto my between these concepts. It focuses on the ideological
clash betweenSaburoIenaga'sadvocacy for educationalfreedom and the nationalistic stance of the Japanese
Society for HistoryTextbook Reform (Tsukurukai). The author argues for a democratic and
rationalizedinterpretation of patriotism thatcoexists with historical memory.The authoroutlines the importance of
historytextbooks in shaping national identity and memory, tracing Japan's post-WWII textbookapproval system
and debates on wartimehistoryportrayal. Ienaga'slawsuitsemphasized the necessity of educationreflectingsocietal
values and acknowledging national errors for truepatriotism. Conversely,
TsukurukaiadvocatedminimizingJapan'swartimeatrocities, promoting "healthynationalism."Despite their shared
critique of postwar democracy, Ienaga and Tsukurukai diverge significantly in addressing Japan's dark past and
defining patriotism. The author concludes that genuine patriotism involves openly admitting past mistakes and
learning from history. This approach challenges Tsukurukai's tendency to overlook Japan's negative history,
advocating for a balanced, truthful educational representation of the past, essential for a globally responsible and
peaceful future.
Keywords–Patriotism, Historical memory, Japanese history textbooks, educational freedom, National identity
Tadanori Yokoo: Clash of Reality & IdealsNina Chan
For this project, I had to research a graphic designer, write a biography, and design a book that reflects the work of the designer. The problem was not from writing about the designer, but compiling all of the information and transferring the text into the book. Throughout the process of designing the book, I felt confined to the four-column grid and a strict structural layout. It was difficult pushing past the standard book layout and coming up with a creative concept. I found that sketching out the entire book by hand and having a rough, but visual representation, of the final product is very beneficial.
Tadanori Yokoo is the designer I was assigned to research. His work is incredibly inspiring and very autobiographical. His work does not follow the norm nor is it simplistic. His style of designing and juxtaposing images and words contrast my own personal style aesthetic, which is clean, orderly, and simplistic. However, after being completely immersed in his work, ideology, and philosophy, I’ve learned to break out of what I’m accustomed to and tried something different. Yokoo is a complex and utterly unique designer. I wouldn’t want to reflect a strict, cold, and minimalistic style in the book especially since he’s the complete opposite.
I attempted to add variety to the pages, while keeping the four-column grid guideline, by cropping out some of his images from his artwork and blowing them up so they create an interesting visual interest on the page. I also took works that reflected the chapter and cropped some of his posters to create a border across the pages. Yokoo is a very colorful and saturated character, and I wanted to reflect that throughout the book by using bright colors.
Since he’s a modern designer, the type faces I used throughout the book are: Helvetica Neue for title pages and subheads, Century Gothic for chapter openers, and Baskerville for the body of text. Initially, I wanted every page to have a colorful background, but I found it daunting to the eye because it will affect the readability of the text, so I opted for the standard white background with black text.
Overall, this project was educational, stimulating, and fun. I learned a lot about Tadanori Yokoo, his time period, and grew a fascination for psychedelic art. I was able to challenge myself to break out of what I’m used to and attempt a style that’s new and different. I believe my end product is successful and something I am proud of.
Nissim Kadosh OtmazginSteger chap. 5 The cultural d.docxcurwenmichaela
Nissim Kadosh Otmazgin
Steger chap. 5: The cultural
dimension of globalization
� Wed. April 4 Recitation
� Chap. 5 Response paper due: Tues. April 3
10:00 PM
Chap 5 reading
March 28 Thurs. lecture: Social convergence and the
appeal of pop culture
� Reading: Nissim Kadosh Otmazgin, “Japanese Popular
Culture in East and Southeast Asia: Time for a
Regional Paradigm?” japanfocus.org (2008)
Steger Chap 5: What is culture?
An aspect of social life concerned with the
symbolic construction, articulation, and
dissemination of meaning
Culture: 3 meanings
1. Human culture: symbolic expression,
universal to all human societies (Steger)
2. Cultural sphere: symbolic expression in one
group of societies that separates it from
another group
� “Western culture,” “Asian culture” “Islamic
culture”
3. National culture: symbolic expression in one
society that separates it from other societies
� “Chinese culture,” “Japanese culture,”
“Korean culture”
Homo sapiens—modern humans
� Homo sapiens are capable of symbolic
thought
� Words, objects, visual forms are invested
with meaning
Ex: China’s symbol of “soft power”
Stylized symbol
Manipulated symbol
Japan’s symbol of soft power
kawaii “cute”
Hello Kitty toast
Manipulated symbol: Goodbye Kitty
Manipulated symbol: USA
Steger’s 3 important themes
1. The tension between sameness and difference in the
emerging global culture
2. The crucial role of transnational media
corporations in disseminating popular culture
3. The globalization of languages: some languages are
increasingly used in international communication
while others may disappear
Downside of Media Corporations
� TV & Internet dominate social life; civic bonds
weaken
� Pop culture takes over; news and educational
programs have been transformed into
entertainment shows
� Cultural globalization includes weakening of
professional autonomy of journalism
� No more objectivity in news; business and politics
shapes the news for their own interests
Electronic devices OFF
Nissim Kadosh Otmazgin
Japanese Popular Culture in East and
Southeast Asia: Time for a Regional
Paradigm? (2008)
Population map—major cities
Japanese pop culture (2008)
� Anime films and TV cartoons
� Miyazaki Hayao, Doraemon, Astro Boy, Sailor
Moon, Lupin, Ampan Man, and Poke’mon
� Manga
� Singer-actors (‘talent’/ ‘idol’)
� TV dramas
� 1992 (Love Generation); 1997 (Long Vacation)
� gambaru message (“do your best in adversity”)
Clickers ON
Which form of Japanese pop
culture are you most familiar with?
A. Japanese anime films and TV cartoons
B. Japanese manga comic books
C. Japanese pop singer-actors (‘talent’/‘idol')
D. Japanese TV dramas
E. Not familiar with any of them
Doraemon episode: ������
https://www.youtube.com/watch?v=SWhUtlg
MMUA
Culturally specific: “Flowing noodles”
Universal: “Boy wants to impress girl”
https://www.youtube.com/watch?v=SWhUtlgMMUA
Explaining the app ...
Reading Journals (10 or 100 points total 8) Each week for weeks.docxsedgar5
Reading Journals (10% or 100 points total / 8) Each week for weeks 2-9, you will complete and submit a reading journal that summarizes the main points from the week’s reading and discusses ideas you developed based on the readings. The length and style are at your discretion. I cannot imagine that you would be able to adequately summarize and reflect on the week’s readings in less than two pages, but you might. It will be most helpful to you if you complete these weekly.
There are three grade possibilities for these assignments:
12.5 = You submitted something and it met expectations by engaging all the readings;
9 = You submitted something and it did not meet expectations;
0 = You did not submit anything. This is almost a simple “check” assignment.
The “9” grade is for those submissions that show you have not done (all) the reading or not done it thoroughly.
These assignments are mainly for you to a) keep you on track and b) give you a record of your ideas about the readings.
Length: 2+ pages Style: Informal, Formal, Academic, Whatever Works For You Citation: Mention the authors, use quotations marks, and, if it’s helpful for you, refer to pages.
The Problem of Biculturalism: Japanese American Identity and Festival before World War
II
Author(s): Lon Kurashige
Source: The Journal of American History, Vol. 86, No. 4 (Mar., 2000), pp. 1632-1654
Published by: Oxford University Press on behalf of Organization of American Historians
Stable URL: https://www.jstor.org/stable/2567581
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All use subject to https://about.jstor.org/terms
The Problem of Biculturalism:
Japanese American Identity and
Festival before World War II
Lon Kurashige
On May 23, 1934, Mihiko Shimizu persuaded the leading association of Japanese
immigrants in Los Angeles to establish a celebration in honor of their American-
born children. Such a Nisei, or second-generation, festival, he asserted, was needed
to reenergize the small businesses of Little Tokyo, which no longer enjoyed the rapid
growth and prosperity they had in the 191 Os and 1920s.1 Shimizu saw the sluggish
market for his dry goods as an indication of a long-term trend that would prove
more devastating to Japanese retailing than the current depression.
IntroductionIn this paper complete all the required activities a.docxvrickens
Introduction
In this paper complete all the required activities and answer the reflection questions. This assignment will help extend your understanding of the unit topics and concepts to applications in everyday life. Please respond to all of the questions in paragraph form with the question numbers labeled. You should incorporate concepts from the readings into your answers and cite the readings as needed. The paper should be 2-3 pages and submitted via Canvas by Sunday 11:59 pm CT.
Directions
Question 1
Watch the clip linked below that describes race as a social constructed category. Why is a color-blind approach to racial inequality not effective? Describe examples of how racial inequality is reproduced by social institutions. Why Color Blindness Will NOT End Racism | Decoded | MTV News (Links to an external site.)
Question 2
The racial gap in wealth is a good example of intersectionality in social problems.
· Explain how homeownership and neighborhood segregation is an example of the connection between wealth and racial inequalities.
· How have policies and histories impacted the current racial gap in wealth?
· To inform your response watch the following film clip, research the history and current state of segregation and home value in your city (or nearest major city), and examine the graph below.
Video Clip:
Race the House we Live In (Links to an external site.)
Reasearch:
The Washington Post: America is more diverse than ever- but still segregated (Links to an external site.)
Reading Journals (10% or 100 points total / 8) Each week for weeks 2-9, you will complete and submit a reading journal that summarizes the main points from the week’s reading and discusses ideas you developed based on the readings. The length and style are at your discretion. I cannot imagine that you would be able to adequately summarize and reflect on the week’s readings in less than two pages, but you might. It will be most helpful to you if you complete these weekly.
There are three grade possibilities for these assignments:
12.5 = You submitted something and it met expectations by engaging all the readings;
9 = You submitted something and it did not meet expectations;
0 = You did not submit anything. This is almost a simple “check” assignment.
The “9” grade is for those submissions that show you have not done (all) the reading or not done it thoroughly.
These assignments are mainly for you to a) keep you on track and b) give you a record of your ideas about the readings.
Length: 2+ pages Style: Informal, Formal, Academic, Whatever Works For You Citation: Mention the authors, use quotations marks, and, if it’s helpful for you, refer to pages.
The Problem of Biculturalism: Japanese American Identity and Festival before World War
II
Author(s): Lon Kurashige
Source: The Journal of American History, Vol. 86, No. 4 (Mar., 2000), pp. 1632-1654
Published by: Oxford University Press on behalf of Organization of American Historians
Stable ...
Essays should have a clear argument supported by evidence from the.docxSANSKAR20
Essays should have a clear argument supported by evidence from the readings (https://drive.google.com/drive/folders/0B3D5tcB4swW_WmVTeXF4LVdWWVE?usp=sharing ). While it is fine to state your personal opinion on these questions, please be sure that you support your opinion with historical evidence. The best answers will have an argument and will be very detailed. The answer should have a beginning, middle and an end, and will probably be 400 words.
1. What role does the West play in shaping modern East Asia? How does this role change over time (if it does change). In your opinion is the role of the West a net positive or a net negative? Why?
2. What are the merits and demerits of the Champion of the East and the Gentleman of Western Learning’s arguments in Discourse of Three Drunkards on Government. Which view do you support? Why?
3. What is the nature of nationalism in the Japanese and Chinese contexts? What does it stem from? How do nationalistic sentiments change in the first three decades of the twentieth century in East Asia?
4. Describe the changes in Japan-Chinese relations over time beginning in 1895 up through 1937. In what ways do relations change? What factors force them to change?
5. By the 1920s, Japan had already become an important world power, while China remained mired in warlord politics and political factionalism. How do you account for the differences in China and Japan? What factors helped facilitate Japan’s “rise”?
6. Evaluate the arguments made by Japanese leaders regarding Pan Asianism from the early 20th century up through the creation of the Greater East Asia Co-Prosperity Sphere. What was attractive about these sentiments for many people in East Asia? How do you yourself feel about the way the Greater East Asia Co-Prosperity Sphere was portrayed?
7. How did Chiang Kaishek rise to prominence in China in the 1920s? What was the legitimacy of Chiang Kaishek’s Nationalist government based upon? How do the campaigns against the Chinese Communist Party fit into this?
8. How do you view Wang Jingwei? Was he a collaborator as he is commonly portrayed in China or is he a patriot whose reputation has been slandered since the end of the war? To answer this question, you must address the differences between collaborators and resisters in the wartime period. What constitutes these two categories? What problems are there in using these two turns of phrase?
9. Scholars have suggested that the Pacific War between Japan and the United States was inevitable, but there is a considerable amount of disagreement about when it became inevitable. What single point do you consider to be the “point of no return” for the outbreak of the war? Please note in your response at least two other potential points and explain why you did not choose them.
Reading List: (https://drive.google.com/drive/folders/0B3D5tcB4swW_WmVTeXF4LVdWWVE?usp=sharing ).
Week 1
*John Dower, “Structures and Ideologies of Con ...
T W OThe Internment of AnthropologyWartime Studies of.docxperryk1
T W O
The Internment of Anthropology:
Wartime Studies of Japanese Culture
On the one hand we dogmatically insist that anthropology rests on ethno-
graphic research involving personal, prolonged interaction with the Other. But
then we pronounce upon the knowledge gained from such research a discourse
which construes the Other in terms of distance, spatial and temporal. The Oth-
er’s empirical presence turns into his theoretical absence, a conjuring trick . . .
to keep the Other outside the Time of anthropology.—Johannes Fabian, Time
and the Other
In War Without Mercy, historian John Dower’s 1986 book on the racial
discourses that informed the war between Japan and the United States,
there is a fleeting but vitally important point about the terms of the na-
tional perception of Japanese Americans.1 ‘‘The treatment of Japanese
Americans,’’ Dower begins, ‘‘is a natural starting point for any study of
the racial aspects of the war, for it reveals not merely the clear-cut racial
stigmatization of the Japanese, but also the oªcial endorsement this
received’’ (79). He then concludes that the key to understanding the
terms of their treatment rests in the oªcial program of ‘‘community
analysis’’ or ethnographic study that the War Relocation Authority
(wra) ‘‘established in the ten camps in which Japanese-Americans
were incarcerated’’ (79). Although Dower does not elaborate on the
possible implications of community analysis, the ambitions of com-
munity analysts were well documented at the time, and they revolved
around using interviews with the internees in an e¤ort to develop theo-
ries of Japanese behavior that would be useful after the war when the
United States occupied Japan. Thus, anthropology’s central role in the
Downloaded from https://read.dukeupress.edu/books/chapter-pdf/88386/9780822380832-003.pdf
by University of California Santa Cruz user
on 29 May 2019
44 A N A B S E N T P R E S E N C E
‘‘treatment’’ of Japanese American internees begins to suggest some-
thing of the truth of Johannes Fabian’s argument quoted in the epi-
graph to this chapter—that anthropology makes its Other (in this case,
Japanese Americans) by using information gathered from ‘‘personal,
prolonged interaction’’ in an e¤ort to set the Other beyond the spatial
and temporal realm of the examiner (in occupied Japan) and, thus,
‘‘keep the Other outside the Time of anthropology.’’2 The work of the
mostly liberal, white camp anthropologists or ‘‘community analysts,’’
as they were oªcially known, was beset with problems peculiar to the
national and institutional politics of the war, a fact that complicates the
ways in which Japanese Americans were ultimately constructed as ra-
cial Others. American anthropological studies of internment became
not just another example of the American propensity for seeing Japa-
nese Americans as Japanese aliens, but more important, the studies be-
came a clearinghouse for certain transitions in the deployment and
power of anthrop.
T W OThe Internment of AnthropologyWartime Studies of.docxdeanmtaylor1545
T W O
The Internment of Anthropology:
Wartime Studies of Japanese Culture
On the one hand we dogmatically insist that anthropology rests on ethno-
graphic research involving personal, prolonged interaction with the Other. But
then we pronounce upon the knowledge gained from such research a discourse
which construes the Other in terms of distance, spatial and temporal. The Oth-
er’s empirical presence turns into his theoretical absence, a conjuring trick . . .
to keep the Other outside the Time of anthropology.—Johannes Fabian, Time
and the Other
In War Without Mercy, historian John Dower’s 1986 book on the racial
discourses that informed the war between Japan and the United States,
there is a fleeting but vitally important point about the terms of the na-
tional perception of Japanese Americans.1 ‘‘The treatment of Japanese
Americans,’’ Dower begins, ‘‘is a natural starting point for any study of
the racial aspects of the war, for it reveals not merely the clear-cut racial
stigmatization of the Japanese, but also the oªcial endorsement this
received’’ (79). He then concludes that the key to understanding the
terms of their treatment rests in the oªcial program of ‘‘community
analysis’’ or ethnographic study that the War Relocation Authority
(wra) ‘‘established in the ten camps in which Japanese-Americans
were incarcerated’’ (79). Although Dower does not elaborate on the
possible implications of community analysis, the ambitions of com-
munity analysts were well documented at the time, and they revolved
around using interviews with the internees in an e¤ort to develop theo-
ries of Japanese behavior that would be useful after the war when the
United States occupied Japan. Thus, anthropology’s central role in the
Downloaded from https://read.dukeupress.edu/books/chapter-pdf/88386/9780822380832-003.pdf
by University of California Santa Cruz user
on 29 May 2019
44 A N A B S E N T P R E S E N C E
‘‘treatment’’ of Japanese American internees begins to suggest some-
thing of the truth of Johannes Fabian’s argument quoted in the epi-
graph to this chapter—that anthropology makes its Other (in this case,
Japanese Americans) by using information gathered from ‘‘personal,
prolonged interaction’’ in an e¤ort to set the Other beyond the spatial
and temporal realm of the examiner (in occupied Japan) and, thus,
‘‘keep the Other outside the Time of anthropology.’’2 The work of the
mostly liberal, white camp anthropologists or ‘‘community analysts,’’
as they were oªcially known, was beset with problems peculiar to the
national and institutional politics of the war, a fact that complicates the
ways in which Japanese Americans were ultimately constructed as ra-
cial Others. American anthropological studies of internment became
not just another example of the American propensity for seeing Japa-
nese Americans as Japanese aliens, but more important, the studies be-
came a clearinghouse for certain transitions in the deployment and
power of anthrop.
Essay On Child Labour For Kids. Child Labour Essay in English for School Stud...Lorri Soriano
Essay Child Labour Telegraph. Essay On Child Labour In Simple English Telegraph. Child Labour Essay in English for School Students, Kids and Children. Who Is Child Labour Essay Sitedoct.org. Child Labour Essay in English for Students. Essay on child labour Child labour essay in english. Child Labour Essays Child Labour Labour Economics. Child Labour Essay in English. Causes And Effects Of Child Labour Essay Sitedoct.org. The Problems of Child Labour - Free Essay Example PapersOwl.com. Child Labour Essay in English for students Essay on Child Labour .... Essay on Child labour in English for Class 1 to 12 Students. Joys Child labour Essay. Scholarship essay: Child labour in india essay. Child labour. Essay on Child Labour 900 Words Paragraph on Child Labour. Article on child labour in 200 words. Article on Child Labour 500 .... child labour essay - Yahoo Image Search Results Essay words, Common .... Camille-Child labour essay. Child Labour Essay for School Students in English Essay on Child Labour. Facts and opinions with article of child labour. Short and easy essay on child labour - euthanasiapaper.x.fc2.com. Abbys Child labour Essay. how to stop child labour essay Archives Gupshups. child labour: all you need to know in Indian context - iPleaders. Essay On Child Labour In India 1500 Words Pdf. Essay on Child Labour for Students and ChildrenEssay on Child Labour .... Child Labour. Challenges of Child Labor - Free Essay Example PapersOwl.com. Child labour essay with headings - discursiveessay.web.fc2.com Essay On Child Labour For Kids Essay On Child Labour For Kids. Child Labour Essay in English for School Students, Kids and Children
Beyond the Memory of Patriotism: Seeking a Way to Reconcile Patriotism-Memory...AJHSSR Journal
ABSTRACT: This paper examines the reconciliation of patriotism and war time memory in Japanese history
text book disputes, challenging the perceiveddichoto my between these concepts. It focuses on the ideological
clash betweenSaburoIenaga'sadvocacy for educationalfreedom and the nationalistic stance of the Japanese
Society for HistoryTextbook Reform (Tsukurukai). The author argues for a democratic and
rationalizedinterpretation of patriotism thatcoexists with historical memory.The authoroutlines the importance of
historytextbooks in shaping national identity and memory, tracing Japan's post-WWII textbookapproval system
and debates on wartimehistoryportrayal. Ienaga'slawsuitsemphasized the necessity of educationreflectingsocietal
values and acknowledging national errors for truepatriotism. Conversely,
TsukurukaiadvocatedminimizingJapan'swartimeatrocities, promoting "healthynationalism."Despite their shared
critique of postwar democracy, Ienaga and Tsukurukai diverge significantly in addressing Japan's dark past and
defining patriotism. The author concludes that genuine patriotism involves openly admitting past mistakes and
learning from history. This approach challenges Tsukurukai's tendency to overlook Japan's negative history,
advocating for a balanced, truthful educational representation of the past, essential for a globally responsible and
peaceful future.
Keywords–Patriotism, Historical memory, Japanese history textbooks, educational freedom, National identity
Tadanori Yokoo: Clash of Reality & IdealsNina Chan
For this project, I had to research a graphic designer, write a biography, and design a book that reflects the work of the designer. The problem was not from writing about the designer, but compiling all of the information and transferring the text into the book. Throughout the process of designing the book, I felt confined to the four-column grid and a strict structural layout. It was difficult pushing past the standard book layout and coming up with a creative concept. I found that sketching out the entire book by hand and having a rough, but visual representation, of the final product is very beneficial.
Tadanori Yokoo is the designer I was assigned to research. His work is incredibly inspiring and very autobiographical. His work does not follow the norm nor is it simplistic. His style of designing and juxtaposing images and words contrast my own personal style aesthetic, which is clean, orderly, and simplistic. However, after being completely immersed in his work, ideology, and philosophy, I’ve learned to break out of what I’m accustomed to and tried something different. Yokoo is a complex and utterly unique designer. I wouldn’t want to reflect a strict, cold, and minimalistic style in the book especially since he’s the complete opposite.
I attempted to add variety to the pages, while keeping the four-column grid guideline, by cropping out some of his images from his artwork and blowing them up so they create an interesting visual interest on the page. I also took works that reflected the chapter and cropped some of his posters to create a border across the pages. Yokoo is a very colorful and saturated character, and I wanted to reflect that throughout the book by using bright colors.
Since he’s a modern designer, the type faces I used throughout the book are: Helvetica Neue for title pages and subheads, Century Gothic for chapter openers, and Baskerville for the body of text. Initially, I wanted every page to have a colorful background, but I found it daunting to the eye because it will affect the readability of the text, so I opted for the standard white background with black text.
Overall, this project was educational, stimulating, and fun. I learned a lot about Tadanori Yokoo, his time period, and grew a fascination for psychedelic art. I was able to challenge myself to break out of what I’m used to and attempt a style that’s new and different. I believe my end product is successful and something I am proud of.
Nissim Kadosh OtmazginSteger chap. 5 The cultural d.docxcurwenmichaela
Nissim Kadosh Otmazgin
Steger chap. 5: The cultural
dimension of globalization
� Wed. April 4 Recitation
� Chap. 5 Response paper due: Tues. April 3
10:00 PM
Chap 5 reading
March 28 Thurs. lecture: Social convergence and the
appeal of pop culture
� Reading: Nissim Kadosh Otmazgin, “Japanese Popular
Culture in East and Southeast Asia: Time for a
Regional Paradigm?” japanfocus.org (2008)
Steger Chap 5: What is culture?
An aspect of social life concerned with the
symbolic construction, articulation, and
dissemination of meaning
Culture: 3 meanings
1. Human culture: symbolic expression,
universal to all human societies (Steger)
2. Cultural sphere: symbolic expression in one
group of societies that separates it from
another group
� “Western culture,” “Asian culture” “Islamic
culture”
3. National culture: symbolic expression in one
society that separates it from other societies
� “Chinese culture,” “Japanese culture,”
“Korean culture”
Homo sapiens—modern humans
� Homo sapiens are capable of symbolic
thought
� Words, objects, visual forms are invested
with meaning
Ex: China’s symbol of “soft power”
Stylized symbol
Manipulated symbol
Japan’s symbol of soft power
kawaii “cute”
Hello Kitty toast
Manipulated symbol: Goodbye Kitty
Manipulated symbol: USA
Steger’s 3 important themes
1. The tension between sameness and difference in the
emerging global culture
2. The crucial role of transnational media
corporations in disseminating popular culture
3. The globalization of languages: some languages are
increasingly used in international communication
while others may disappear
Downside of Media Corporations
� TV & Internet dominate social life; civic bonds
weaken
� Pop culture takes over; news and educational
programs have been transformed into
entertainment shows
� Cultural globalization includes weakening of
professional autonomy of journalism
� No more objectivity in news; business and politics
shapes the news for their own interests
Electronic devices OFF
Nissim Kadosh Otmazgin
Japanese Popular Culture in East and
Southeast Asia: Time for a Regional
Paradigm? (2008)
Population map—major cities
Japanese pop culture (2008)
� Anime films and TV cartoons
� Miyazaki Hayao, Doraemon, Astro Boy, Sailor
Moon, Lupin, Ampan Man, and Poke’mon
� Manga
� Singer-actors (‘talent’/ ‘idol’)
� TV dramas
� 1992 (Love Generation); 1997 (Long Vacation)
� gambaru message (“do your best in adversity”)
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culture are you most familiar with?
A. Japanese anime films and TV cartoons
B. Japanese manga comic books
C. Japanese pop singer-actors (‘talent’/‘idol')
D. Japanese TV dramas
E. Not familiar with any of them
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Culturally specific: “Flowing noodles”
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Reading Journals (10 or 100 points total 8) Each week for weeks.docxsedgar5
Reading Journals (10% or 100 points total / 8) Each week for weeks 2-9, you will complete and submit a reading journal that summarizes the main points from the week’s reading and discusses ideas you developed based on the readings. The length and style are at your discretion. I cannot imagine that you would be able to adequately summarize and reflect on the week’s readings in less than two pages, but you might. It will be most helpful to you if you complete these weekly.
There are three grade possibilities for these assignments:
12.5 = You submitted something and it met expectations by engaging all the readings;
9 = You submitted something and it did not meet expectations;
0 = You did not submit anything. This is almost a simple “check” assignment.
The “9” grade is for those submissions that show you have not done (all) the reading or not done it thoroughly.
These assignments are mainly for you to a) keep you on track and b) give you a record of your ideas about the readings.
Length: 2+ pages Style: Informal, Formal, Academic, Whatever Works For You Citation: Mention the authors, use quotations marks, and, if it’s helpful for you, refer to pages.
The Problem of Biculturalism: Japanese American Identity and Festival before World War
II
Author(s): Lon Kurashige
Source: The Journal of American History, Vol. 86, No. 4 (Mar., 2000), pp. 1632-1654
Published by: Oxford University Press on behalf of Organization of American Historians
Stable URL: https://www.jstor.org/stable/2567581
Accessed: 22-01-2020 05:46 UTC
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The Problem of Biculturalism:
Japanese American Identity and
Festival before World War II
Lon Kurashige
On May 23, 1934, Mihiko Shimizu persuaded the leading association of Japanese
immigrants in Los Angeles to establish a celebration in honor of their American-
born children. Such a Nisei, or second-generation, festival, he asserted, was needed
to reenergize the small businesses of Little Tokyo, which no longer enjoyed the rapid
growth and prosperity they had in the 191 Os and 1920s.1 Shimizu saw the sluggish
market for his dry goods as an indication of a long-term trend that would prove
more devastating to Japanese retailing than the current depression.
IntroductionIn this paper complete all the required activities a.docxvrickens
Introduction
In this paper complete all the required activities and answer the reflection questions. This assignment will help extend your understanding of the unit topics and concepts to applications in everyday life. Please respond to all of the questions in paragraph form with the question numbers labeled. You should incorporate concepts from the readings into your answers and cite the readings as needed. The paper should be 2-3 pages and submitted via Canvas by Sunday 11:59 pm CT.
Directions
Question 1
Watch the clip linked below that describes race as a social constructed category. Why is a color-blind approach to racial inequality not effective? Describe examples of how racial inequality is reproduced by social institutions. Why Color Blindness Will NOT End Racism | Decoded | MTV News (Links to an external site.)
Question 2
The racial gap in wealth is a good example of intersectionality in social problems.
· Explain how homeownership and neighborhood segregation is an example of the connection between wealth and racial inequalities.
· How have policies and histories impacted the current racial gap in wealth?
· To inform your response watch the following film clip, research the history and current state of segregation and home value in your city (or nearest major city), and examine the graph below.
Video Clip:
Race the House we Live In (Links to an external site.)
Reasearch:
The Washington Post: America is more diverse than ever- but still segregated (Links to an external site.)
Reading Journals (10% or 100 points total / 8) Each week for weeks 2-9, you will complete and submit a reading journal that summarizes the main points from the week’s reading and discusses ideas you developed based on the readings. The length and style are at your discretion. I cannot imagine that you would be able to adequately summarize and reflect on the week’s readings in less than two pages, but you might. It will be most helpful to you if you complete these weekly.
There are three grade possibilities for these assignments:
12.5 = You submitted something and it met expectations by engaging all the readings;
9 = You submitted something and it did not meet expectations;
0 = You did not submit anything. This is almost a simple “check” assignment.
The “9” grade is for those submissions that show you have not done (all) the reading or not done it thoroughly.
These assignments are mainly for you to a) keep you on track and b) give you a record of your ideas about the readings.
Length: 2+ pages Style: Informal, Formal, Academic, Whatever Works For You Citation: Mention the authors, use quotations marks, and, if it’s helpful for you, refer to pages.
The Problem of Biculturalism: Japanese American Identity and Festival before World War
II
Author(s): Lon Kurashige
Source: The Journal of American History, Vol. 86, No. 4 (Mar., 2000), pp. 1632-1654
Published by: Oxford University Press on behalf of Organization of American Historians
Stable ...
Essays should have a clear argument supported by evidence from the.docxSANSKAR20
Essays should have a clear argument supported by evidence from the readings (https://drive.google.com/drive/folders/0B3D5tcB4swW_WmVTeXF4LVdWWVE?usp=sharing ). While it is fine to state your personal opinion on these questions, please be sure that you support your opinion with historical evidence. The best answers will have an argument and will be very detailed. The answer should have a beginning, middle and an end, and will probably be 400 words.
1. What role does the West play in shaping modern East Asia? How does this role change over time (if it does change). In your opinion is the role of the West a net positive or a net negative? Why?
2. What are the merits and demerits of the Champion of the East and the Gentleman of Western Learning’s arguments in Discourse of Three Drunkards on Government. Which view do you support? Why?
3. What is the nature of nationalism in the Japanese and Chinese contexts? What does it stem from? How do nationalistic sentiments change in the first three decades of the twentieth century in East Asia?
4. Describe the changes in Japan-Chinese relations over time beginning in 1895 up through 1937. In what ways do relations change? What factors force them to change?
5. By the 1920s, Japan had already become an important world power, while China remained mired in warlord politics and political factionalism. How do you account for the differences in China and Japan? What factors helped facilitate Japan’s “rise”?
6. Evaluate the arguments made by Japanese leaders regarding Pan Asianism from the early 20th century up through the creation of the Greater East Asia Co-Prosperity Sphere. What was attractive about these sentiments for many people in East Asia? How do you yourself feel about the way the Greater East Asia Co-Prosperity Sphere was portrayed?
7. How did Chiang Kaishek rise to prominence in China in the 1920s? What was the legitimacy of Chiang Kaishek’s Nationalist government based upon? How do the campaigns against the Chinese Communist Party fit into this?
8. How do you view Wang Jingwei? Was he a collaborator as he is commonly portrayed in China or is he a patriot whose reputation has been slandered since the end of the war? To answer this question, you must address the differences between collaborators and resisters in the wartime period. What constitutes these two categories? What problems are there in using these two turns of phrase?
9. Scholars have suggested that the Pacific War between Japan and the United States was inevitable, but there is a considerable amount of disagreement about when it became inevitable. What single point do you consider to be the “point of no return” for the outbreak of the war? Please note in your response at least two other potential points and explain why you did not choose them.
Reading List: (https://drive.google.com/drive/folders/0B3D5tcB4swW_WmVTeXF4LVdWWVE?usp=sharing ).
Week 1
*John Dower, “Structures and Ideologies of Con ...
T W OThe Internment of AnthropologyWartime Studies of.docxperryk1
T W O
The Internment of Anthropology:
Wartime Studies of Japanese Culture
On the one hand we dogmatically insist that anthropology rests on ethno-
graphic research involving personal, prolonged interaction with the Other. But
then we pronounce upon the knowledge gained from such research a discourse
which construes the Other in terms of distance, spatial and temporal. The Oth-
er’s empirical presence turns into his theoretical absence, a conjuring trick . . .
to keep the Other outside the Time of anthropology.—Johannes Fabian, Time
and the Other
In War Without Mercy, historian John Dower’s 1986 book on the racial
discourses that informed the war between Japan and the United States,
there is a fleeting but vitally important point about the terms of the na-
tional perception of Japanese Americans.1 ‘‘The treatment of Japanese
Americans,’’ Dower begins, ‘‘is a natural starting point for any study of
the racial aspects of the war, for it reveals not merely the clear-cut racial
stigmatization of the Japanese, but also the oªcial endorsement this
received’’ (79). He then concludes that the key to understanding the
terms of their treatment rests in the oªcial program of ‘‘community
analysis’’ or ethnographic study that the War Relocation Authority
(wra) ‘‘established in the ten camps in which Japanese-Americans
were incarcerated’’ (79). Although Dower does not elaborate on the
possible implications of community analysis, the ambitions of com-
munity analysts were well documented at the time, and they revolved
around using interviews with the internees in an e¤ort to develop theo-
ries of Japanese behavior that would be useful after the war when the
United States occupied Japan. Thus, anthropology’s central role in the
Downloaded from https://read.dukeupress.edu/books/chapter-pdf/88386/9780822380832-003.pdf
by University of California Santa Cruz user
on 29 May 2019
44 A N A B S E N T P R E S E N C E
‘‘treatment’’ of Japanese American internees begins to suggest some-
thing of the truth of Johannes Fabian’s argument quoted in the epi-
graph to this chapter—that anthropology makes its Other (in this case,
Japanese Americans) by using information gathered from ‘‘personal,
prolonged interaction’’ in an e¤ort to set the Other beyond the spatial
and temporal realm of the examiner (in occupied Japan) and, thus,
‘‘keep the Other outside the Time of anthropology.’’2 The work of the
mostly liberal, white camp anthropologists or ‘‘community analysts,’’
as they were oªcially known, was beset with problems peculiar to the
national and institutional politics of the war, a fact that complicates the
ways in which Japanese Americans were ultimately constructed as ra-
cial Others. American anthropological studies of internment became
not just another example of the American propensity for seeing Japa-
nese Americans as Japanese aliens, but more important, the studies be-
came a clearinghouse for certain transitions in the deployment and
power of anthrop.
T W OThe Internment of AnthropologyWartime Studies of.docxdeanmtaylor1545
T W O
The Internment of Anthropology:
Wartime Studies of Japanese Culture
On the one hand we dogmatically insist that anthropology rests on ethno-
graphic research involving personal, prolonged interaction with the Other. But
then we pronounce upon the knowledge gained from such research a discourse
which construes the Other in terms of distance, spatial and temporal. The Oth-
er’s empirical presence turns into his theoretical absence, a conjuring trick . . .
to keep the Other outside the Time of anthropology.—Johannes Fabian, Time
and the Other
In War Without Mercy, historian John Dower’s 1986 book on the racial
discourses that informed the war between Japan and the United States,
there is a fleeting but vitally important point about the terms of the na-
tional perception of Japanese Americans.1 ‘‘The treatment of Japanese
Americans,’’ Dower begins, ‘‘is a natural starting point for any study of
the racial aspects of the war, for it reveals not merely the clear-cut racial
stigmatization of the Japanese, but also the oªcial endorsement this
received’’ (79). He then concludes that the key to understanding the
terms of their treatment rests in the oªcial program of ‘‘community
analysis’’ or ethnographic study that the War Relocation Authority
(wra) ‘‘established in the ten camps in which Japanese-Americans
were incarcerated’’ (79). Although Dower does not elaborate on the
possible implications of community analysis, the ambitions of com-
munity analysts were well documented at the time, and they revolved
around using interviews with the internees in an e¤ort to develop theo-
ries of Japanese behavior that would be useful after the war when the
United States occupied Japan. Thus, anthropology’s central role in the
Downloaded from https://read.dukeupress.edu/books/chapter-pdf/88386/9780822380832-003.pdf
by University of California Santa Cruz user
on 29 May 2019
44 A N A B S E N T P R E S E N C E
‘‘treatment’’ of Japanese American internees begins to suggest some-
thing of the truth of Johannes Fabian’s argument quoted in the epi-
graph to this chapter—that anthropology makes its Other (in this case,
Japanese Americans) by using information gathered from ‘‘personal,
prolonged interaction’’ in an e¤ort to set the Other beyond the spatial
and temporal realm of the examiner (in occupied Japan) and, thus,
‘‘keep the Other outside the Time of anthropology.’’2 The work of the
mostly liberal, white camp anthropologists or ‘‘community analysts,’’
as they were oªcially known, was beset with problems peculiar to the
national and institutional politics of the war, a fact that complicates the
ways in which Japanese Americans were ultimately constructed as ra-
cial Others. American anthropological studies of internment became
not just another example of the American propensity for seeing Japa-
nese Americans as Japanese aliens, but more important, the studies be-
came a clearinghouse for certain transitions in the deployment and
power of anthrop.
T W OThe Internment of AnthropologyWartime Studies of.docx
PO319moduleoutline201213-draft
1. PO319
The Media and Politics of Contemporary Japan
Module Convenor: Dr Mitsutoshi Horii
Email: m.horii@kent.ac.uk
Teaching Period: Spring20011/12
Lectures/seminars: Lecture: Wed 10-11
Seminar: Wed 11-12
Room: CGUS
Introduction:
The role of the mass media as a ‘key’ ideological state apparatus, informing and
perpetuating political debate and opinion, is one that is oftenleft under-analysed by
degree programmes in Politics and International Relations.
The media-saturated and technologically advanced nature of Japan provides the basis
for this module’s critical engagement with a range of theoretical approaches to Media
Studies. This module discusses a variety of contemporary issues and debates within the
media of Japan. It pays particular attention to the discourse and ideological implications
in media representation, the comparativeexamination of the political economy and the
historical development of media institutions as well as the analysis of the media’s role in
the social construction of the nation, historical memory, and cultural identities.
The module willbe divided into three sections. The first section will introduce students
to ‘key’ theoretical concepts in Media Studies. Students willencounter theoretical
approaches and concepts, such as semiotics, discourse and ideology. Students will
analyse a range of media ‘texts’ using the theoretical approaches they have learnt. In
particular, students willfocus on representations of ‘Japan’ in Anglo-American media
and representations of the ‘West’ in Japanese media. The second section of the module
will explore the media’s role in the social construction of the nation and cultural
identities. This section refers to various kinds of representations fromnuclear
explosions to gender in contemporary Japanese media including manga/anime. Students
will analyse these in the context of globalisation and national/cultural identities. The
third section willdiscuss a range of contemporary issues and debates about the media
institutions of Japan. This section of the module will be organised around specific case
studies of the political economy including the issue of censorship.
2. 2
Course Schedule
13. Media and representation: Semiotics, Discourse and Ideology
14. ‘Japan’ in Anglo-American Media
15. The ‘West’ and ‘Others’ in Japanese Media
16. ‘Japan’ in the Japanese Media
17. Representing Nuclear Explosions
18. Reading Week
19. Manga and Anime
20. Sex and Gender
21. The Political Economy of Japanese Media
22. Representation and Japanese Politics
23. Media Censorship in Contemporary Japan
24. Course Summary
Inductive Reading List
Freeman, L. 2000 Closing the shop: information cartels and Japan's mass media.
Princeton, N.J: Princeton University Press.
Hammond, P. (ed) 1997. Cultural Differences, Media Memories: Anglo-American
Image of Japan. London: Cassell.
3. 3
ESSAY 1 (Deadline – Monday 25 February)
An analysis of a printed image with the theme of Japan (no more than 1,000
words)
Weighting for the module = 20%
Studentswill produce a 1000-word analysisof a printed image with the theme of Japan. The
analysisshould include the following:
Make use of semiotic terminology(i.e., sign, signifier, signified, denotation,
connotation etc…) wherever possible.
Consider the ideological valuespromoted bythe advert (What beliefs/valuesare
promoted byyour advert?) and how have theybeen promoted (what kind of
discourse it used?).
Refer to academicsources wherever possible to back up argument of your analysis.
Attach the printed material of your choice to your written analysis.
ESSAY 2 (Deadline – Tuesday 2 April)
Choose one essay title from the below (no more than 2,000 words)
Weighting for the module = 30%
Essay Titles:
1) Compare and contrast representations of nuclear explosions in the American and
Japanese media?
2) How are manga and anime related toJapanese politics?
3) What do representations of sex and gender in the contemporary Japanese media tell you
about the international relations of Japan?
4) How far do media texts in contemporary Japan reflect the interestsof the government?
5) Critically discuss the ways in which the Japanese state is portrayed by the Japanese media.
What kind of imageryof the Japanese state is constructed?
FINAL EXAM:
Weighting for the module = 50%
4. 4
Week 1 3
Media and representation: Semiotics, Discourse, and Ideology
This lecture explains what is meant by the media in this module, and explores the process by
which the media constructs ‘reality’. It introduces Hall’s concept of ‘representation’, and
examines the nature of ‘reality’: how it represents ideologies, how it becomes ‘true’ through
discourse, and what the media’s role is in this process. This lecture also explains how to
‘decode’ media texts, especiallyimages, and introducessome Japanese examples.
Essential Reading:
Hall, S. 1997 ‘The work of representation’, in Hall, S. (ed) Representation: Cultural
Representations and Signifying Practices. London: Sage.
Befu, H. 2009. Concepts of Japan, Japanese culture and the Japanese, in Y. Sugimoto
ed. The Cambridge Companion to Modern Japanese Culture. Cambridge: Cambridge
UniversityPress.
Further Reading:
Chandler, D. 2012. Semiotics for beginners.
http://www.aber.ac.uk/media/Documents/S4B/semiotic.html (Chapter 7,
Denotation, Connotation, and Myth)
Barthes,R. 1982 [1970]. Empire of Signs. New York: Hill and Wang. [Trans. By
Richard Howard].
Johansson, J. K. 1994. The Sense of “Nonsense”: Japanese TV Advertising. Journal of
Advertising 23(1): 17-26.
Namba, K. 2002. Comparative Studiesin USA and Japanese AdvertisingDuringthe
Post-War Era. International Journal of Japanese Sociology 11: 19-34.
O’Shaughnessy, M. & Stadler, J. 2005 Media and Society: an introduction. Oxford:
Oxford University Press. (Chapters4-13, 20-23)
Painter, A. 1993. ‘Japanese daytime television, polupar culture, and ideology’, Journal
of Japanese Studies, 19(2): 295-325.
Tanaka, K. 1994. Advertising Language: a pragmatic approach to advertisements in
Britain and Japan. London: Routledge. (esp. Chapter 6)
Winther-Tamaki, B. 2003. Oil paintingin Postsurrender Japan: Reconstructing
Subjectivitythrough Deformation of the Body. Monumenta Nipponica, 58(3): 347-
396.
5. 5
Week 15
:
‘Japan’ in Anglo-American Media
Who constructs the image of other cultures? In the case of ‘Japan’ in the media, who exercise
power over the construction of its image? How has it been constructed historically? The
‘West’ may be imposing its stereotype of Japan. The image of ‘Japan’ may be the reflection of
the western stereotype. This lecture investigates the construction of ‘Japan’ in the Anglo-
American media.
Essential Reading:
Ben-Ami, D. 1997. ‘Is Japan Different?’ Phil Hammond (ed) Cultural Differences,
Media Memories: Anglo-American Image of Japan. London: Cassell.
Hammond, P. and Stirner, P. 1997. Fear and Loathingin the British Press.Phil
Hammond (ed) Cultural Differences, Media Memories: Anglo-American Image of
Japan. London: Cassell.
Further Reading:
Alison, A. 2006. Millennial Monsters: Japanese Toys and the Global Imagination.
Berkeley: Universityof California Press.
Cooper-Chen, A. 1997. Mass communication in Japan. Ames: Iowa UniversityPress.
(Part 1, Chapter 1)
Iwabuchi, K. 2003. Recentering Globalization: Popular Culture and Japanese
Transnationalism. Durham and London: Duke UniversityPress. (Chapter 1)
Littlewood, I. 1996. The Image of Japan: Western Images, Western Myth. London:
Secker & Warburg.
Mayes, T. and Rowling, M. 1997. The Image Makers: British Journalists on Japan. Phil
Hammond (ed) Cultural Differences, Media Memories: Anglo-American Image of
Japan. London: Cassell.
Ota, C. 2007. Relay of Gaze: Representations of Culture in the Japanese Televisual and
Cinematic Experience. Lexington Books. (Chapter 3-5)
Owens, G. 1997. The Making of the Yellow Peril: Pre-War Western Views of Japan.
Phil Hammond (ed) Cultural Differences, Media Memories: Anglo-American Image of
Japan. London: Cassell.
Revell, L. 1997. Nihonjinron: Make in the USA. Phil Hammond (ed) Cultural
Differences, Media Memories: Anglo-American Image of Japan. London: Cassell.
Suvanto, M. 2008. Images of Japan and the Japanese: The Representation of the
Japanese Culture in the Popular Literature Targeted at the Western World in the
1980s – 1990s. VDM Verlag Dr. Muller Aktiengesellschaft & Co. KG
Tsutsui, W. and Ito, M. (ed). 2006. In Godzilla’s Footsteps: Japanese Popular Culture
Icons on the Global Stage. Palgrave Macmillan.
6. 6
Week 16
‘West’ and ‘Others’ in Japanese Media
This lecture investigates the construction of the ‘West’ and ‘Others’ in Japanese media. The
lecture outlines the construction of particular imagery of the ‘West’ and ‘Others’ in Japan in
the historical context, and discusses the ideology in the imagery of the ‘West’ and ‘Others’ in
the contemporary Japanese media.
Essential Reading:
Creighton, M. R. 2003. ‘Imaginingthe Other in Japanese AdvertisingCampaigns’
James G. Carrier (ed) Occidentalism: Image of the West. Oxford: Clearendon Press.
Further Reading:
Bailey, K. 2006. Marketingthe eikaiwa wonderland: ideology, akogare, and gender
alterityin English conversation school advertisingin Japan. Environment and
Planning D: Society and Space, 24(1): 105–130.
Cooper-Chen, A. 1997. Mass communication in Japan. Ames: Iowa UniversityPress.
(Part 1, Chapter 1)
Cornyetz, N. 1994. ‘Fetishized Blackness: Hip Hop and Racial Desire in
Contemporary Japan’ Social Text,41(4):113-139.
Darling-Wolf,F. 2003. 'Media, class, and western influence in Japanese women's
conceptions of attractiveness'. FeministMediaStudies 3(2):153-172.
Goldstein-Gidoni, O. and M. Daliot-Bul 2002. ‘Shall We Dansu?’: Dancing with the
‘West’ in contemporaryJapan. Japan Forum, 14(1): 63-75.
Hayashi, K. and Lee, E. 2007. The Potential of Fandom and the Limits of Soft Power:
Media Representations on the Popularity of Korean Melodrama in Japan. Social
Science Japan Journal 10(2): 197-216.
Iwabuchi, K. 2003. Recentering Globalization: Popular Culture and Japanese
Transnationalism. Durham and London: Duke UniversityPress. (Chapter 5)
Iwashita, C. 2006. Media representation of the UK as a destination for Japanese
tourists. Tourist Studies 6(1): 59-77.
Nakar, E. 2003. Nosing around: Visual representation of the Other in Japanese
society. Anthropological Forum, 13(1): 49-66.
Ota, C. 2007. Relay of Gaze: Representations of Culture in the Japanese Televisual and
Cinematic Experience. Lexington Books. (Chapter 2)
Russell, J. 1991. ‘Race and Reflexivity:The BlackOther in Contemporary
Japanese Mass Culture’. Cultural Anthropology 6(1):3-25
Yoshimi, S. 2003. ‘America’ as desire and violence: Americanization in postwar Japan
and Asia duringthe Cold War, Inter-Asia Cultural studies 4(3): 433-450.
7. 7
Week 17
‘Japan’ in the Japanese Media
If one applies Benedict Anderson’s famous term ‘imagined communities’, the nation can be
seen as a social construction. In the process of constructing a nation, the media plays a
crucial role. This lecture explores the media’s role in the construction of the Japanese
nation.
Essential Reading:
Yoshimi, S. 2003. ‘Television and Nationalism: Historical Change in the National
Domestic TV Formation of Postwar Japan’, European Journal of Cultural Studies, 6:
459-487.
Revell, L. 1997. Nihonjinron: Made in the USA. Phil Hammond (ed) Cultural
Differences, Media Memories: Anglo-American Image of Japan. London: Cassell.
Further Reading:
Cazdyn, E. 2000. Representation, RealityCulture, and Global Capitalism in Japan. The
South Atlantic Quarterly, 99(4): 903-927.
Darling-Wolf, F. 2004. Post-war Japan in Photographs: Erasingthe past and building
the future in the Japan Times. Journalism, 5(4): 403-422.
Fujitani, T. 1992. ‘Electronic pageantryand Japan’s “Symbolic Emperor”’, The Journal
of Asian Studies, 51(4):824-850.
Gerow, A. 2000. ConsumingAsia, ConsumingJapan: The New Neonationalistic
Revisionism in Japan. In L. Hein and M. Selden (ed.) Censoring History: Citizenship
and Memory in Japan, Germany, and the United States. London: M.E. Sharpe.
Hogan, J. 1999. ‘The construction of gendered national identities in the television
advertisementsof Japan and Australis’, Media, Culture & Society, 21: 743-758.
Ito, M. 2002. Television and Violence in the Economy of Memory. International
Journal of Japanese Sociology 11: 19-34.
Iwabuchi, K. 2003. Recentering Globalization: Popular Culture and Japanese
Transnationalism. Durham and London: Duke UniversityPress. (Chapter 2)
Napier, S. 1993. ‘Panic Sites: The Japanese Imagination of Disaster from Godzilla to
Akira.’ Journal of Japanese Studies, 19(3): 327-351.
Oblas,P. 1995. Perspectives on Race and Culture in Japanese Society: The Mass Media
and Ethnicity. The Edwin Mellen Press.
Yoshimi, S. 1999. ‘Made in Japan’: the cultural politics of ‘home electrification’ in
postwar Japan, Media, Culture & Society 21: 149-171.
Yoshimi, S. 2000. ‘The cultural politics of the mass-mediated emperor system in
Japan’, in Gilroy, P., Grossberg, L. and McRobbie, A. (eds) Without Guarantees: in
honour of Stuart Hall. London: Verso.
Week 17
Reading Week
8. 8
Week 18
Representing Nuclear Explosion
Were the nuclear bombingson the citiesof Hiroshima and Nagasaki in 1945 necessaryevils
to finish the bloody war quickly and save more lives, or were they crimesagainst humanity
by targetingcivilian populations? The memoriesand interpretationsof the eventsof 1945
influences various imageryof nuclear explosions in the contemporary media. This lecture
exploresthe construction of various imageryof nuclear explosions in Japanese and
American media.
Essential Reading:
Broderick, M. (ed) 1996. Hibakusha Cinema: Hiroshima, Nagasaki and the Nuclear
Image in Japanese Film. London: Kegan Paul International.
Shapiro, J. 2002. Atomic Bomb Cinema. London: Routledge
Further reading:
Boyer, P. 1996. Exotic Resonances: Hiroshima in American Memory. Hogan, M. (ed)
Hiroshima in History and Memory. Cambridge: Cambridge UniversityPress.
Broderick, M. 1988. Nuclear Movies: A Filmography. Northcote: Postmodern
Publishing
Dower, J. 1996. ‘Three Narrativesof our Humanity’, in Linenthal, E. and Engelhardt,
T. (eds) History Wars: The Enola Gay and Other Battles for the American Past. New
York: An Owl Book.
Dower, J. 1996. The Bombed: Hiroshimasand Nagasakis in Japanese Memory. Hogan,
M. (ed) Hiroshima in History and Memory. Cambridge: Cambridge UniversityPress.
Hein, L. and Selden, M. 1997. Commemoration and Silence: Fifty Yearsof
Rememberingthe Bomb in America and Japan. Hein, L. and Selden, M. (eds) Living
with the Bomb: American and Japanese Cultural Conflicts in the Nuclear Age. London:
M.E. Sharpe.
Hogan, M. 1996. The Enola GayControversy: History, Memory, and the Politics of
Representation. Hogan, M. (ed) Hiroshima in History and Memory. Cambridge:
Cambridge UniversityPress.
Knight, J. 1997. Japanese War Memories. Hammond, P. (ed) Cultural Differences,
Media Memories: Anglo-American Image of Japan. London: Cassell.
Minear, R. 1995. Atomic Holocaust, Nazi Holocaust: Some Reflections. Diplomatic
History, 19(2): 347-365.
Mohan, U. 1997. History and the NewsMedia: the Smithsonian Controversy.
Hammond, P. (ed) Cultural Differences, Media Memories: Anglo-American Image of
Japan. London: Cassell.
Mohan, U. and Maley III, L. 1997. Orthodoxy and Dissent: the American NewsMedia
and the Decision to Use the Atomic Bomb against Japan, 1945-1995. Hammond, P.
(ed) Cultural Differences, Media Memories: Anglo-American Image of Japan. London:
Cassell.
9. 9
Week 19
Manga and Anime
Manga and Anime are globalised cultural products from Japan. This lecture outlines how
they have been developed in Japan, exported from Japan, and received in different countries.
It also discusses the cultural politics of manga and anime: e.g. how they represent Japanese
cultural identityin the global market, whilst ‘hiding’their Japaneseness.
Essential Reading:
Ito, K. 2005. A History of Manga in the Context of Japanese Culture and Society. The
Journal of Popular Culture, 38(3): 456-475.
Napier, S. 2005. Anime from Akira to Howl’s Moving Castle. New York: Palgrave
McMillan.
Further Reading:
Allison, A. 2000. Permitted and Prohibited Desires: Mothers, Comics, and Censorship in
Japan. London: University of California Press.(Chapters2 and 3)
Allison, A. 2006. Millennial Monsters: Japanese Toys and the Global Imagination.
Berkeley: Universityof California Press.
Bryce, M. et al. 2010. Manga and Anime: Fluidityand Hybridityin Global Imagery.
Electronic Journal of Contemporary Japanese Studies,
http://www.japanesestudies.org.uk/articles/2010/Bryce.html
Crawford, B. 1996. Emperor Tomato-Kechupe: Cartoon Propertiesfrom Japam. In
Broderick, M. (ed) 1996. Hibakusha Cinema: Hiroshima, Nagasaki and the Nuclear
Image in Japanese Film. London: Kegan Paul International.
Driscoll, M. 2009. KobayashiYoshinori Is Dead: Imperial War / Sick Liberal Peace /
Neoliberal ClassWar. Mechademia, 4: 290-303.
http://muse.jhu.edu/journals/mec/summary/v004/4.driscoll.html
Freiberg, F. 1996. Akira and the Postmodern Sublime. In Broderick, M. (ed) 1996.
Hibakusha Cinema: Hiroshima, Nagasaki and the Nuclear Image in Japanese Film.
London: Kegan Paul International.
Galbraith, P. 2009. Moe: Exploring Virtual Potential in Post-Millennial Japan.
Electronic Journal of Contemporary Japanese Studies,
http://www.japanesestudies.org.uk/articles/2009/Galbraith.html
Kinsella, S. 1997. Adult Manga: culture and power in contemporary Japan. University
of Hawai’iPress.
Kinsella, S. 1998. Japanese Subculture in the 1990s: Otaku and the Amateur Manga
Movement. Journal of Japanese Studies, 24(2): 289-316.
Mori, Y. 2011. The Pitfall Facingthe Cool Japan Project: The Transnational
Development of the Anime Industryunder the Condition of Post-Fordism.
International Journal of Japanese Sociology, 20: 30-42.
Morris-Suzuki, T. and Peter Rimmer. 2002. Virtual Memories: Japanese History
Debatesin Manga and Cyberspace. Asian StudiesReview, 26(2): 147-164.
Morris-Suzuki, T. 2005. The Past Within Us: Media, Memory, History. London: Verso.
(Chapter 5)
Nagaike, K. 2010. The Sexual and Textual Politics of Japanese Lesbian Comics:
ReadingRomanticand Erotic Yuri Narratives. Electronic Journal of Contemporary
Japanese Studies, http://www.japanesestudies.org.uk/articles/2010/Nagaike.html
Nakar, E. 2003. Memories of Pilots and Planes: World War II in Japanese Manga,
10. 10
1957-1967. Social Science Japan Journal, 6(1): 57-76.
Zanghellini, A. 2009. Boys love in anime and manga: Japanese subcultural
production and its end users. Continuun: Journal of Media & Cultural Studies, 23(3):
279-294.
Zanghellini, A. 2009. Underage Sex and Romance in Japanese Homoerotic Manga and
Anime. Social and Legal Studies, 18(2): 159-177.
Week 20
Sex and Gender
Imageries of sex and gender in the contemporary Japanese media often represent wider
social, political, and international issues. This lecture ‘decodes’ imageries of sex and gender
in the contemporary Japanese media and discusses ideological implications of narratives
constructed by those imageries in the context of politics and international relations.
Essential Reading:
Arima, A.N. 2002. Gender Stereotypesin Japanese television advertisement. Sex
Roles, 49(1/2): 81-90.
Skov, L. and B. Moeran (eds.) 1996. Women, Media, and Consumption in Japan.
London: Universityof Hawai’i Press.
Further Reading:
Darling-Wolf,F. 2003. 'Media, class, and western influence in Japanese women's
conceptions of attractiveness'. FeministMediaStudies 3(2):153-172.
Ford, F. et al. 1998. Gender Role Portrayalsin Japanese Advertising: A Magazine
Content Analysis. Journal of Advertising, 27(1): 113-124.
Iles,T. 2005. Female Voices, Male Words: Problems of Communication, Identityand
Gendered Social Construction in ContemporaryJapanese Cinema. Electronic Journal
of Contemporary Japanese Studies,
http://www.japanesestudies.org.uk/discussionpapers/2005/Iles.html
Kelsky, K. 1994. Intimate Ideologies: Transnational Theory and Japan’s ‘Yellow Cabs’.
PublicCulture, 6:465-478.
Kelsky, K. 1996. The Gender Politics of Women’s Internationalism in Japan.
International Journal of Politics, Culture and Society, 10(1): 29-50.
Kelsky, K. 2001. Women on the Verge: Japanese Women, Western Dreams. Durhan and
London: Duke UniversityPress.
Matanle, P., L. McCann, and D. Ashmore. 2008. Men Under Pressure: Representations
of the ‘Salaryman’and hisOrganization in Japanese Manga. Organization, 15(5): 636-
664.
McLelland, M. 2003. ‘A Mirror for Men?’ Idealised Depictions of White Men and Gay
Men in Japanese Women’s Media. Transformations, 6: 1-14.
Miller, L. 2003. Male Beauty work in Japan. In J.E. Roberson and N. Suzuki (ed) Men
and Masculinities in Contemporary Japan: Dislocating the salaryman doxa. London:
Routledge Curzon.
Miller, L. 2004. Those Naughty Teenage Girls: Japanese Kogals, Slang, and Media
Assessments.Journal of LinguisticAnthropology, 14(2): 225-247.
Miller, L. 2011. Cute Masquerade and the Pimpingof Japan International Journal of
Japanese Sociology, 20: 18-29.
11. 11
Tanaka, K. 2003. The language of Japanese men’smagazines: young men who don’t
want to get hurt. In B. Benwell. (ed) Masculinity and Men’s Lifestyle Magazines.
London: Blackwell.
Yamaguchi, T. 2006. ‘Loser Dogs’ and ‘Demon Hags’: Single Women in Japan and the
Declining Birth Rate, Social Science Japan Journal 9(1): 109–114.
Week 21
The Political Economy of Japanese Media
This lecture explores the political and economic connections to major media corporations,
includingNHK, the Japan Broadcasting Corporation which is Japan's publicservice
broadcastingorganization. It also discusses Japan’s Kisha kurabu (pressclub) system and
criticallyanalyses economic and political relationshipsto media organisations.
Essential Reading:
Akhavan-Majid, R. 1990 ‘The Press as an Elite Power Group in Japan’, Journalism
Quarterly 67 (4):1006-1014
Pharr, S. and Krauss, E. (eds) 1996. Media and Politics in Japan. Honolulu: University
of HawaiiPress.
Further Reading:
Cooper-Chen, A. 1997. Mass communication in Japan. Ames: Iowa UniversityPress.
(Chapter 2-4, 7-8)
Freeman, L. 2000. Closing the shop: information cartels and Japan's mass media.
Princeton, N.J: Princeton University Press. (esp. Chapter 3)
Kelly, W., T. Matsumoto and D. Gibson. 2002. Kish kurabu and koho: Japanese media
relationsand publicrelations. Public Relations Review, 28: 265-281.
Krauss,E. 2000. Broadcasting Politics in Japan: NHK television news. Cornell
UniversityPress. (esp. Chapters1 and 9, and Part II)
Krauss, E. 1996. Portrayingthe State: NHK Television Newsand Politics. In Pharr, S.
and Krauss,E. (eds) Media and Politics in Japan. Honolulu: University of Hawaii
Press.
Morris-Suzuki, T. ‘Free Speech – Silenced Voices: The Japanese Media and the NHK
Affair.’ AsiaRights Issue Four 2005.
http://rspas.anu.edu.au/asiarightsjournal/Morris-Suzuki.pdf
O’Dwyer, J. 2005. Japanese Kisha clubsand the Canberra Press Gallery: Siblingsor
strangers. Asia Pacific media Educator, Issue 16.
Pharr, S. 1996. Media as Trickster in Japan: A Comparative Perspective. In Pharr, S.
and Krauss,E. (eds) Media and Politics in Japan. Honolulu: University of Hawaii
Press.
Sugiyama, M. 2000. ‘Media and power in Japan’, in Curran, J. & Myung-Jin, P. (eds)
De-Westernising Media Studies. London: Routledge. Pp.191-201
Tasker, P. 1987. Inside Japan: Work, Wealth and Power in the New Japanese Empire.
(Chapter 5)
Tracey, M. 1998. The Decline and Fall of Public Service Broadcasting. Clarendon
Press.
12. 12
Westney, D.E., 1996. Mass Media as BusinessOrganizations: A U.S.-Japanese
Comparison. In Pharr, S. and Krauss, E. (eds.) Media and Politics in Japan. Honolulu:
Universityof HawaiiPress.
Week 22
Representation and Japanese Politics
This lecture examinesrelationshipsbetween political power and media organizations,
includingNHK, which often claims to be politically‘neutral’. Consideringthe political
economy, media texts can be influenced by political power, whereaspolitics is also
influenced by the media.
Essential Reading:
Ito, M. 2002. Television and Violence in the Economy of Memory. International
Journal of Japanese Sociology 11: 19-34.
Pharr, S. and Krauss, E. (eds) 1996. Media and Politics in Japan. Honolulu: University
of HawaiiPress.
Further Reading:
Altman, K.K. 1996. Television and Political Turmoil: Japan’s Summer of 1993. In
Pharr, S. and Krauss, E. (eds) Media and Politics in Japan. Honolulu: University of
HawaiiPress.
Farley, M. 1996. Japan’s Press and the Politics of Scandal. In Pharr, S. and Krauss, E.
(eds) Media and Politicsin Japan. Honolulu: University of Hawaii Press.
Feldman, O. 2005. Talking Politics in Japan Today. Sussex Academicpress.(Chapter
7)
Iida, Y. 2003a. Media Politics and Reified Nation: Japanese Culture and Politics under
Information Capitalism. Japanese Studies 23(1): 23-42.
Iida, Y. 2003b. Japanese Nationalism under Information Capitalism. International
Journal of the Humanities 1: 697-710.
Kostic, Z. 2008. ‘The relationship between the Japanese State and the public
broadcaster NHK.’ANZCA08 Conference, Power and Place. Wellington, July 2008.
http://anzca08.massey.ac.nz
Krauss,E. 2000. Broadcasting Politics in Japan: NHK television news. Cornell
UniversityPress. (esp. Chapters1 and 9, and Part I)
Krauss,E. 1996. The Mass Media and Japanese Politics: Effects and Consequences. In
Pharr, S. and Krauss, E. (eds) Media and Politics in Japan. Honolulu: University of
HawaiiPress.
Krauss,E. and B. Nyblade. 2005. ‘Presidentialization’in Japan?The Prime Minister,
Media and Elections in Japan. British Journal of Political Studies, 35: 357-368.
McCargo, D. and L. Hyon-Suk. 2010. Japan’s Political Tsunami: What’sMedia Got to
Do with It? International Journal of Press/Politics, 15(2): 236-245.
Takiguchi, Masaki. 2007. ChangingMedia, ChangingPolitics in Japan. Japanese
Journal of Political Science 8(1): 147-166.
Tkach-Kawasaki, L. 2003. Politics@Japan: PartyCompetition on the Internet in
Japan. Party Politics, 9: 105-123.
13. 13
Week 23
Censorship in Contemporary Japan
Media texts are often subject to legal restrictions. While obscene and violent images are
often censored, some argue that censorship goes against the constitutional principle of
freedom of speech. This lecture explores the issue of censorship in contemporary Japan and
publicdebates surrounding it.
Essential Reading:
Dashiell, E. 1997. Law and regulation. In A. Cooper-Chen. Mass communication in
Japan. Ames: Iowa UniversityPress.(Part 3, Chapter 10)
Further Reading:
Alexander, JR. 2003. Obscenity, Pornography and the Law in Japan: Reconsidering
Oshima's In the Realm of the Senses. Asian-Pacific law & policy journal, 4: 144-168.
Allison, A. 2000. Permitted and Prohibited Desires: Mothers, Comics, and Censorship in
Japan. London: University of California Press.(Chapter 9)
Diamond, M. and A. Uchiyama. 1999. Pornography, Rape, and Sex Crimesin Japan.
International Journal of Law and Psychiatry, 22 (1): 1-22.
Hirano, K. 1992. Depletion of the AtomicBombingsin Japanese Cinema duringthe
US Occupation Period. In Broderick, M. (ed) 1996. Hibakusha Cinema: Hiroshima,
Nagasaki and the Nuclear Image in Japanese Film. London: Kegan Paul International.
Hori, H. 2005. Representinga Women’s Story: Explicit Film and the Efficacy of
Censorship in Japan. In SaraiCollective (ed.) Sarai Reader 05: Bare Acts. Delhi:
Autonomedia, pp.457-464. http://www.sarai.net/publications/readers/05-bare-
acts/05_hikari.pdf
Mathew, C. 2011. Manga, Virtual Child Pornography, and Censorship in Japan. In
Centre for Applied Ethicsand Philosophy, Hokkaido University(ed.) Applied Ethics:
Old Wine in New Bottles.
http://ethics.let.hokudai.ac.jp/ja/files/appliedethics_2011.pdf
McCormack, G.2000. The Japanese Movement to ‘Correct’History. In L. Hein and M.
Selden (ed.) Censoring History: Citizenship and Memory in Japan, Germany, and the
United States. London: M.E. Sharpe.
Minamizono, S. 2007. Japanese Prefectural Scapegoatsin the Constitutional
Landscape: ProtectingChildren from Violent Video Gamesin the Name of Public
Welfare. San Diego international law journal, 9: 135-165.
Morris-Suzuki, T. ‘Free Speech – Silenced Voices: The Japanese Media and the NHK
Affair.’ AsiaRights Issue Four 2005.
http://rspas.anu.edu.au/asiarightsjournal/Morris-Suzuki.pdf
Nozaki, Y. and H. Inokuchi. 2000. Japanese education, Nationalism, and Ienaga
Saburo’s Textbook Lawsuits.In L. Hein and M. Selden (ed.) Censoring History:
Citizenship and Memory in Japan, Germany, and the United States. London: M.E.
Sharpe.
Trager, R. and Y. Obata. 2004. Obscenity Decisions in Japanese and United States
Supreme Courts: Cultural Values in Interpreting Free Speech. University of California
Davis Journal of International Law and Policy, 247-275.
Yamaguchi, I. 2002. Beyond De Facto Freedom: Digital Transformation of Free
Speech Theory in Japan. Stanford Journal of International Law, 38: 109-122.