Educational reconstruction and the promotion of local identity: Okinawa in the American occupation 1945?1972
Educational reconstruction and the promotion of local identity: Okinawa in the American occupation 1945?1972
复制标题
教育重建和地方认同的提升：1945 年至 1972 年美国占领下的冲绳
DOI：
10.1080/03050068.2022.2048535
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发表时间：
2022
影响因子：
3.3
通讯作者：
Shibata Masako
中科院分区：
文献类型：
--
作者：
Iwanaga Kogoro;Araki Ryosuke;Hanaoka Shintaro;Tomotaki Seiichi;Noma Haruo;Matsumura Kohei;Ooi Sho;Nishimoto Noboru;村上祐介;Shibata Masako
这篇文章考察了美国如何以及为什么在日本重建冲绳，重点关注教育互动中的“自我”和“他人”这一主题。我认为，在占领冲绳期间，美国试图利用冲绳与日本之间基于历史的种族紧张关系，在社会文化上将冲绳与日本分离开来，促进当地的“琉球”身份。美国的目标是加强其在冲绳的军事和意识形态存在，突出其作为冷战亚洲基石的长期角色。人们从三个方面看待美国转变冲绳人身份的政策：通过外国教育改革和美国模式的转移传递政治和社会文化价值观；使改革合法化的意识形态理论；以及改革实施的政治和历史背景。美国对冲绳的教育干预阐明了这个新的“帝国”在二战后的地缘政治背景下规划的全球治理方案。
This article examines how and why the US reconstructed Okinawa in Japan, with a focus on the theme of ‘self’ and ‘others’ in educational interaction. I argue that during the occupation of Okinawa, the US tried to detach Okinawa from Japan socio-culturally, using the historically based racial tensions between them by promoting the local ‘Ryukyuan’ identity. The US goal was to enhance its military and ideological presence in Okinawa, projecting its long-term role as a keystone in Cold War Asia. The US policy of transforming Okinawan identity is viewed in three ways: the transmission of political and socio-cultural values through foreign education reform and transfer of American models; the ideological rationales that legitimised the reform; and the political and historical context in which the reforms were enacted. The US educational intervention in Okinawa illuminates the scheme of global governance that the new ‘empire’ mapped out in the post-WWII geopolitical context.