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Textbook controversy and the production of public truth: Japanese education, nationalism, and Saburo Ienaga's court challenges.

机译：教科书争议和公共真理的产生：日本的教育，民族主义和三永三郎的法院挑战。

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摘要

This dissertation concerns the postwar Japanese struggle over its "official history" as represented in school textbooks. In particular, it focuses on Saburo lenaga's three textbook lawsuits, first filed in 1965 and concluded in August of 1997, that challenged the state's de facto censorship of textbooks. It also considers several major issues in the field of curriculum studies, including the question "Whose knowledge ought to be represented in schools?" Recent developments in critical, poststructual, and feminist theories inform us of the ideological nature of knowledge and urge us to investigate various kinds of knowledge production processes. The present study brings together historiographies of postwar Japanese education and cultural politics surrounding it to document the processes and struggles through which certain kinds of knowledge were---and others were not---selected, legitimized as school knowledge, and so became public truth.; Research on Japanese education has tended to stress a strong state control over schools that are seen as orderly and harmonious. Close examination of the textbook controversies reveals that the struggle carried out over many years has been far more complicated and adversarial, involving multiple "games of truths." While the state has been a powerful player, others have also figured significantly. In particular, in the game of historical truth, crucial roles have been played by science and its experts (mainly "history" and "historians" in this case) and by the progressive social forces that have worked at making public marginalized voices, such as those of the Chinese and Okinawan victims of the Asia-Pacific War. Although the changes in the textbooks indicate that the progressives have gained ground, the most recent controversy over the issue of "comfort women" also shows the strength of the counter-offensive launched by the nationalists. The study suggests that while hegemony in a given society can sometimes be achieved and maintained by the state's single-handed imposition of its ideologies, it always needs to be sustained by complex, heterogeneous cultural practices, and that, conversely, a counter-hegemonic project requires flexible and diverse strategies.
机译：这篇论文涉及战后日本在学校教科书中所代表的关于其“官方历史”的斗争。特别是，它关注的是Saburo lenaga的三本教科书诉讼，该诉讼最初于1965年提出，于1997年8月结束，这挑战了该州事实上对教科书的审查制度。它还考虑了课程研究领域中的几个主要问题，包括“在学校应该代表哪些知识？”这一问题。批判，后结构和女性主义理论的最新发展使我们了解了知识的意识形态本质，并敦促我们研究各种知识生产过程。本研究将战后日本教育的史学和围绕其的文化政治学结合起来，记录了某些知识被选为（和未被选出），被合法化为学校知识从而成为公共真理的过程和斗争。 。;对日本教育的研究倾向于强调对被视为有序和和谐的学校的强有力的国家控制。对教科书的争议进行仔细检查后发现，多年来进行的斗争更加复杂和具有对抗性，涉及多个“真理游戏”。尽管该州发挥了强大的作用，但其他国家也发挥了重要作用。特别是在历史真相的博弈中，科学及其专家（在这种情况下，主要是“历史”和“历史学家”）以及在公众边缘化声音中发挥作用的进步社会力量发挥了关键作用。亚太战争中的中国和冲绳的受害者。尽管教科书中的变化表明进步主义者已经取得了进展，但最近有关“慰安妇”问题的争论也表明了民族主义者发起的反攻的力量。该研究表明，尽管在某个社会中霸权有时可以通过国家一手强加其意识形态来实现和维持，但它总是需要通过复杂的，异质的文化实践来维持，相反，这是一个反霸权计划需要灵活多样的策略。

著录项

  • 作者

    Nozaki, Yoshiko.;

  • 作者单位

    The University of Wisconsin - Madison.;

  • 授予单位 The University of Wisconsin - Madison.;
  • 学科 Education History of.; Education Social Sciences.; Education Curriculum and Instruction.
  • 学位 Ph.D.
  • 年度 2000
  • 页码 403 p.
  • 总页数 403
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 教育;社会科学教育与普及;教育;
  • 关键词

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