This book analyses the efforts throughout East Asia to deploy education for purposes of political socialization, and in particular in order to shape notions of identity. The chapters also examine the trend of ‘common textbook initiatives’, which have recently emerged in East Asia with the aim of helping to defuse tensions arguably fuelled by existing practices of mutual (mis)representation. These are analysed in relation to the East Asian political context, and compared with previous and ongoing endeavours in other parts of the world, particularly Europe, which have been keenly observed by East Asian practitioners. Written by a group of international education experts, chapters discuss the enduring focus on the role of curricula in inculcating homogenous visions of the national self, and indeed homogenized visions of significant 'others'. Including contributions from scholars and curriculum developers involved personally in the writing of national and multi-national history textbooks this book will be of interest to students and scholars of Asian education, Asian history and comparative education studies. Gotelind Müller is Professor of Chinese Studies, University of Heidelberg, Germany

Modern East Asia: A Brief History.

Over the past fifteen years Northeast Asia has witnessed growing intraregional exchanges and interactions, especially in the realms of culture and economy. Still, the region cannot escape from the burden of history. This book examines the formation of historical memory in four Northeast Asian societies (China, Japan, South Korea, and Taiwan) and the United States focusing on the period from the beginning of the Sino-Japanese war in 1931 until the formal conclusion of the Pacific War with the San Francisco Peace Treaty of 1951. The contributors analyse the recent efforts of Korean, Japanese, and Chinese scholars to write a ‘common history’ of Northeast Asia and question the underlying motivations for their efforts and subsequent achievements. In doing so, they contend that the greatest obstacle to reconciliation in Northeast Asia lies in the existence of divided, and often conflicting, historical memories. The book argues that a more fruitful approach lies in understanding how historical memory has evolved in each country and been incorporated into respective master narratives. Through uncovering the existence of different master narratives, it is hoped, citizens will develop a more self-critical, self-reflective approach to their own history and that such an introspective effort has the potential to lay the foundation for greater self- and mutual understanding and eventual historical reconciliation in the region. This book will be essential reading for students and scholars of Asian history, Asian education and international relations in East Asia.

The second edition of Charles Holcombe's acclaimed introduction to East Asian history from the dawn of history to the twenty-first century.

In the decades since her defeat in the Second World War, Japan has continued to loom large in the national imagination of many of her East Asian neighbours. While for many, Japan still conjures up images of rampant military brutality, at different times and in different communities, alternative images of the Japanese ‘Other’ have vied for predominance – in ways that remain poorly understood, not least within Japan itself. Imagining Japan in Postwar East Asia analyses the portrayal of Japan in the societies of East and Southeast Asia, and asks how and why this has changed in recent decades, and what these changing images of Japan reveal about the ways in which these societies construct their own identities. It examines the role played by an imagined ‘Japan’ in the construction of national selves across the East Asian region, as mediated through a broad range of media ranging from school curricula and textbooks to film, television, literature and comics. Commencing with an extensive thematic and comparative overview chapter, the volume also includes contributions focusing specifically on Chinese societies (the mainland PRC, Hong Kong and Taiwan), Korea, the Philippines, Malaysia and Singapore. These studies show how changes in the representation of Japan have been related to political, social and cultural shifts within the societies of East Asia – and in particular to the ways in which these societies have imagined or constructed their own identities. Bringing together contributors working in the fields of education, anthropology, history, sociology, political science and media studies, this interdisciplinary volume will be of interest to all students and scholars concerned with issues of identity, politics and culture in the societies of East Asia, and to those seeking a deeper understanding of Japan’s fraught relations with its regional neighbours.

This book examines how Asianism became a key concept in mainstream political discourse between China and Japan and how it was used both domestically and internationally in the contest for political hegemony. It argues that, from the early 1910s to the early 1930s, this contest changed Chinese and Japanese perceptions of ‘Asia’, from a concept that was foreign-referential, foreign-imposed, peripheral, and mostly negative and denied (in Japan) or largely ignored (in China) to one that was self-referential, self-defined, central, and widely affirmed and embraced. As an ism, Asianism elevated ‘Asia’ as a geographical concept with culturalist-racialist implications to the status of a full-blown political principle and encouraged its proposal and discussion vis-à-vis other political doctrines of the time, such as nationalism, internationalism, and imperialism. By the mid-1920s, a great variety of conceptions of Asianism had emerged in the transnational discourse between Japan and China. Terminologically and conceptually, they not only paved the way for the appropriation of ‘Asia’ discourse by Japanese imperialism from the early 1930s onwards but also facilitated the embrace of Sino-centric conceptions of Asianism by Chinese politicians and collaborators.

This handbook provides the first systematic integrated analysis of the role that states or state actors play in the construction of history and public memory after 1945. The book focuses on many different forms of state-sponsored history, including memory laws, monuments and memorials, state-archives, science policies, history in schools, truth commissions, historical expert commissions, the use of history in courts and tribunals etc. The handbook contributes to the study of history and public memory by combining elements of state-focused research in separate fields of study. By looking at the state’s memorialising capacities the book introduces an analytical perspective that is not often found in classical studies of the state. The handbook has a broad geographical focus and analyses cases from different regions around the world. The volume mainly tackles democratic contexts, although dictatorial regimes are not excluded.

In recent decades, East Asia has become increasingly interconnected through trade, investment, migration, and popular culture at regional and global levels. At the same time, the region has seen renewed national assertiveness and nationalist impulses. The book interrogates these seemingly contradictory developments as they bear on the transformations of the nation and citizenship in East Asia. Conventionally, studies on East Asia juxtapose these developments, focusing on the much-exercised dichotomy of the national and transnational. In contrast, this book suggests a different orientation. First, it moves beyond the simplistic view that demarcates the transnational as "the West". Second, it does not view the national and transnational as distinct or contradictory spheres of influence and analysis, but rather, focuses on the interactions between the two, with a view on how these interactions work to transform the ideals and practices of the "good nation", "good society", and "good citizen". The chapters cover a broad range of empirical research--education, science, immigration, multicultural policy, human rights, gender and youth orientations, art and food flows, politics of values and regional identity--which highlight the ways in which the nation is reconfigured, and the relationship between the citizen and (national) collective is redefined, in relation to transnational dynamics and frameworks. Transnational Trajectories in East Asia provides a new perspective on and original analysis of transnational processes, bringing a fresh understanding to developments of the nation and citizenship in the region. It will be of great interest to students and scholars of transnationalization and globalization; comparative citizenship, migration, and multiculturalism; and Asian politics, society, and regionalism.

The European Union is China’s largest trading partner, and Chinese views of the EU are of crucial importance in shaping how the relationship will develop in the future, especially as the new Chinese leadership takes power. This book presents the findings of an extensive research project into the views of both elite groups, in government, business, academia, media and social activists, and the Chinese public towards Europe and the European Union. It considers attitudes on a wide range of subjects, and reaches a number of interesting, encouraging conclusions. These include the fact that as Chinese people’s knowledge of, and travel to, Europe becomes more extensive, Chinese attitudes towards Europe become more positive; that Chinese people have a high regard for European culture and a high degree of trust in Europeans; though there are significant differences between different Chinese groups concerning controversial issues in the China-EU relationship. Overall, the book concludes that the Chinese public opinion supports a strong bilateral relation.

This book examines both history textbook controversies AND teaching historical controversy in Asian contexts. The different perspectives provided by the book’s authors offer numerous insights, examples, and approaches for understanding historical controversy to provide a practical gold mine for scholars and practitioners. The book provides case studies of history textbook controversies ranging from treatments of the Nanjing Massacre to a comparative treatment of Japanese occupation in Vietnamese and Singaporean textbooks to the differences in history textbooks published by secular and Hindu nationalist governments in India. It also offers a range of approaches for teaching historical controversy in classrooms. These include Structured Academic Controversy, the use of Japanese manga, teaching controversy through case studies, student facilitated discussion processes, and discipline-based approaches that can be used in history classrooms. The book’s chapters will help educational researchers and curricularists consider new approaches for curriculum design, curriculum study, and classroom research.