Legitimation Game: The Anti-Japanese Textbook Issue in Sino–Japanese Relations, 1914–1937.
This article examines the anti-Japanese textbook issue, a diplomatic controversy from 1914 to 1937 between Japan and China over whether the Chinese government was inciting hatred against Japan by promoting school textbooks with offensive and xenophobic content. I argue that the issue represents a le...
| Publicado en: | Asian Studies Review Vol. 48; no. 4; pp. 707 - 727 |
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| Formato: | Artículo |
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Taylor & Francis Ltd
Dec2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=180249068&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 180249068 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 10357823 SDR jtl: Asian Studies Review issn: 10357823 maglogo: Y pubinfo: dt: Dec2024 vid: 48 iid: 4 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 180249068 10.1080/10357823.2024.2308790 ppf: 707 ppct: 20 formats: fmt: – @attributes: type: T – @attributes: type: P size: 399KB tig: atl: Legitimation Game: The Anti-Japanese Textbook Issue in Sino–Japanese Relations, 1914–1937. aug: au: Guo, Hai affil: Institute of Public Policy, South China University of Technology su: Anti-Japanese propaganda Textbooks Nationalism Imperialism Japan China sug: subj: Japan China Anti-Japanese propaganda Textbooks Nationalism Imperialism keyword: anti-Japanese sentiment History textbooks imperialism legitimation nationalism Sino–Japanese relations ab: This article examines the anti-Japanese textbook issue, a diplomatic controversy from 1914 to 1937 between Japan and China over whether the Chinese government was inciting hatred against Japan by promoting school textbooks with offensive and xenophobic content. I argue that the issue represents a legitimation process, whereby Japan's concern about the content of these textbooks was determined by, and fluctuated with, its need to mobilise domestic and international audiences for its China policy in changing geopolitical contexts. Such an approach helps to explain why the anti-Japanese textbook issue persisted for more than two decades after 1914 and why Japan's approach to the matter inconsistently oscillated between interventionist and non-interventionist principles. More broadly, the article illustrates the value of paying closer attention to the internal inconsistencies of Japanese imperialism rather than merely its expansionist tendencies, and of analysing education and the writing of textbooks in early modern East Asia not just as a means of nation-building but also as part of Japan's efforts to build its empire in a broader, transnational context. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Asian Studies Review is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Asian Studies Review holder: Taylor & Francis Ltd dt: @attributes: year: 2024 holdings: @attributes: islocal: N |
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