Japan’s colonial policies – from national assimilation to the Kominka Movement: a comparative study of primary education in Taiwan and Korea (1937–1945)

Peng, Huan-Sheng; Chu, Jo-Ying

doi:10.1080/00309230.2016.1276201

Cited by 3 publications

(2 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…By the late 1930s, overall educational content focused on military education-this had become the main purpose of the school curriculum (Cheol & Sun-jeon, 2012, p. 337;Peng & Chu, 2017). Throughout the Great Depression, Japan had been mired in the economic crisis, and in this period, it started an aggressive war (the second Sino-Japanese War) in 1937, and militarism became increasingly prominent.…”

Section: Making Soldiersmentioning

confidence: 99%

“…Ideal citizens were described in the Japanese textbooks as subordinate Koreans who were portrayed as being obedient and faithful subjects to the Japanese Empire (Kang Jin-ho et al, 2007;Kim;Hye-lyeon, 2011). The colonial curriculum was used to reconstruct Koreans as Japanese imperial subjects, and tried to negate the Koreans' national spirit and identity in order to legitimise Japanese imperial ideologies (Lee Dong-bae, 2012;Peng & Chu, 2017;Kim;Sun-jeon et al, 2014). By changing an imperial language into a national language, and by stressing the importance of the colonised learning the Japanese language, the Japanese colonial curriculum aimed to deprive the Korean people of their national spirit and identity, and to establish them as imperial citizens of Japan.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The construction of different educational ideologies for Korean students during the Japanese colonial era

Kim

2021

Cogent Education

View full text Add to dashboard Cite

This paper investigates the differentiated educational ideologies projected during the Japanese colonial era by comparing the Japanese language textbooks used by Korean and Japanese primary students at that time. By comparing the texts and images in Kokugotokuhon (Japanese language textbooks for Korean students) and Shougakutokuhon (Japanese language textbooks for Japanese students) with critical discourse analysis (CDA) in analysis of texts and visual image analysis (VIA) for images, this paper verifies the differentiated educational ideologies that Japanese colonial authorities presented to Korean students. There were three findings that were featured in the Japanese language textbooks for Korean students that were absent from the textbooks for Japanese students. Firstly, depictions of physical labour and helping parents after school and late at night were present only in the textbooks for Koreans. Secondly, Japanese nationalism with an Emperor-centred ideology was emphasised in the Japanese language textbooks used by Koreans. Thirdly, the textbooks encouraged Korean students to practise war-like games and drills. The results from this study suggest that differentiated education was provided to Korean students during the Japanese colonial era via the contents of the Japanese language textbooks, which projected the ABOUT THE AUTHOR Hai suk Kim completed her PhD study in 2019 at the University of Queensland in Australia. She has been teaching the Korean language since 2012 at the University of Queensland and completed her postdoctoral fellowship with Korean Foundation in 2021. Her study of interest includes analysis of texts and visual images of the Japanese language textbooks that were published by the Japanese government during the Japanese colonial era. Her research investigates the ideologies by an analyzing the texts and visual images of the Japanese colonial images in the Japanese language textbooks used in Korea and also compared the Japanese language textbooks used by Korean and Japanese students in order to discover the different ideologies presented in them. PUBLIC INTEREST STATEMENTAlthough texts and images are generally believed to convey neutral knowledge, they can also be used to convey biased sentiments. Therefore, it is important to analyse both to reveal the ideologies a textbook may promote to a reader, and how they are implanted. In order to investigate the differentiated educational ideologies projected during the Japanese colonial era, the Japanese language textbooks used by the Korean and Japanese students at the time are analysed and compared. Comparison of the textbooks revealed the differentiated educational ideologies that were presented to the Korean students by Japanese colonial authorities, and further analysis discovered that physical labour, Japanese nationalism, and war-like games were emphasised to the Korean students. The result from this study is used to lead research regarding the ideologies that may be conveyed to the colonized through textbooks published by the colonizing cou...

show abstract

Section: Making Soldiersmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The construction of different educational ideologies for Korean students during the Japanese colonial era

Kim

2021

Cogent Education

View full text Add to dashboard Cite

show abstract

Returnee and local doctorates on research productivity: doctoral training, international mobility, and research collaboration

2023

View full text Add to dashboard Cite

Art, violence and memory in Taiwan

Harrison

2018

Thesis Eleven

View full text Add to dashboard Cite

Taiwan is a liminal site of modernity in Asia. It is a modern exemplar as a liberal democracy with a developed economy, but is mostly unrecognized as a nation-state in the international system. In its liminality, however, it traces contours of modern power and their epistemological expression. This paper presents an account of Taiwan as an object of knowledge and representation in instances of scholarship and policy, Taiwanese politics, urban development and art, arguing that the narratives through which Taiwan is understood embed a lived experience as Taiwanese under forms of epistemological domination. The paper then explores Taiwanese responses of co-option and resistance in alternative sites of knowledge, and it concludes that the critical unexamined force in Taiwan’s experience of modernity is violence.

show abstract

Japan’s colonial policies – from national assimilation to the Kominka Movement: a comparative study of primary education in Taiwan and Korea (1937–1945)

Cited by 3 publications

References 0 publications

The construction of different educational ideologies for Korean students during the Japanese colonial era

The construction of different educational ideologies for Korean students during the Japanese colonial era

Returnee and local doctorates on research productivity: doctoral training, international mobility, and research collaboration

Art, violence and memory in Taiwan

Contact Info

Product

Resources

About