Censoring History: Citizenship and Memory in Japan, Germany, and the United States (Asia and the Pacific (Armonk,... |
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Censoring History: Citizenship and Memory in Japan, Germany, and the United States (Asia and the Pacific (Armonk,...
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by Laura Elizabeth Hein
Sales Rank: 802372
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$15.00
At Amazon
on 6-16-2008.
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Features
Cover Type: Paperback with 301 pages
Published by: East Gate Book May 2000
Written in: English
ISBN 10 Number: 0765604477
ISBN 13 Number: 978-0765604477
Book Dimensions:
8.8 x 5.9 x 0.9 inches
Weighs: 1 pounds
Education about Asia, Spring 2002
excellent scholarship, clear writing and eye-opening methodology. This book has a powerful message to convey.
--This text refers to the
Hardcover
edition.
Reader Reviews
In Censoring History: Citizenship and Memory in Japan, Germany, and the United States Laura Hein and Mark Selden provide a critical investigation of how Japan, Germany, and even the United States recognize, think about, and then articulate their role during times of war. Hein and Seldon place their work within a larger viewpoint and try to concentrate on two main issues: [1] the connection between citizens and the state, and [2] a nation's actions in wartime and its implications vis-à-vis other countries. Censoring History is "really" about what has been left out of the public space in the development or reification a national narrative. The focal point of Censoring History is the many manifestations of such censorship and how it seeps into particular national spaces of memory. Vis-à-vis the Japanese, Germany has made tremendous strides in terms of how it deals with its past. Reading Hein and Seldon one gets the impression that on a "self-reflexivity" scale of 1 to ten Germany is perhaps an 8 while the Japanese gaze thorough a less critical lens situating themselves in about a 5 position and the United States perhaps at and about the 3 positions. Different angles of war and internal conflict not only create problems within a nation-state, but also increasingly affect the state of affairs between them. Germany not only looks at issues such as textbooks but they also perceive themselves as part of a developing European Community, as per Hein and Seldon a key distinction from how Japan deals with is history, hence its "place" in the region. Compared with Japan, German textbooks contain large segments analyzing controversial issues and creatively augment those entries with projects and field trips. Perhaps unfairly judged and there is movement in this area but vis-à-vis their Japanese counterparts, German textbooks have more of a propensity to motivate students to investigate and explore historical and juxtapose those sites and sounds against present-day similarities and contrasts. Not only that, a student is made to poke and prod and reflect on people's prejudices and such. Kathleen Woods Masalski, an American high school teacher, communicates exchanges between American and Japanese teachers. In a lot of ways, most master narratives can be pegged to a sense of nationalism. Nationalist master narratives are created to make people feel good about being part of that national community. However, historians introduce self-criticism by problematizing histories makes history 'messy' (258). Masalski writes in Teaching Democracy, Teaching War: American and Japanese Educators Teach the Pacific War (258): "National narrative, master narrative, textbook narrative, counternarrative, multiple narratives - the language, though not the ideas behind it, was new to me and to most if not all the high school and college teachers in the audience when our keynote speaker at a National Endowment for the Humanities summer institute in 1994 challenged us to "problematize the national, the master, the textbook narrative ... to make history messy!"" (258). Masalski further writes: "The speaker was Jonathan Lipman (a historian at Mount Holyoke College), one of many scholars in the Five College area in western Massachusetts who has collaborated with social studies teachers throughout New England (and across the country) to bring serious historical thought and controversy into precollege classrooms" (258). Not known to many in the United Stated but to a few interested scholars and teacher is the epic struggle of Ienaga Saburo. In Censoring History such notables as Nozaki Yoshiko and Inokuchio Hiromitsu offer a more sympathetic description of the decade-long effort by historian and educator Ienaga Saburo who challenged the state authority in censoring and sanitizing textbook content in Japan. Understandably in problematizing the hegemony we can expose the limitations contained within the narratives, much to the chagrin of most comfortable unreflective folk. At this point I wish to bring in Edward Linenthal who penned Anatomy of a Controversy in History Wars: The Enola Gay and other Battles for the American Past - who also focuses on issues of pedagogy - when he quotes Michael Kammen, president of the Organization of American Historians and a member of the Smithsonian Council during the Enola Gay controversy, "Historians become controversial when they do not perpetuate myth, when they do not transmit the received and conventional wisdom, when they challenge the comforting presence of a stabilized past. Members of a society, and its politicians in particular, prefer that historians be quietly irenic rather than polemical, conservators rather than innovators" (Linenthal 60). Such is the struggle of Ienaga Saburo. For those interested in pedagogy, Gregory Wegner's article on the Buchenwald Concentration Camp in educating youth is very informative. Turning to a topic of a very different sort, Hein and Seldon present the argument that unlike the two "defeated" countries, the US has somehow managed to escape outside scrutiny and accountability over is "narratives" of its discredited war - Vietnam. The one thing that Censoring History does is drag the U.S. into this circle of examination. Hein and Seldon's research shows how the resulting clashes, wars, etc. have been sanitized, at times even deliberately ignored, when textbooks circulate this part of American history to its young. Taken together, these essays reveal that Japan is far from the only country caught in an ongoing conflict over its past. Masalski's essay reveals some instances of differences among American teachers over an American historians interpretation of World War II. Potential teachers like myself wish to view the work do Laura Hein and Mark Selden (and including, but not limited to, the works of Edward Linenthal and Tom Engelhardt) as unfinished projects. Pedagogical development is something that should be constantly and vigorously attended to, lest we forget. Miguel Llora
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Censoring History: Citizenship and Memory in Japan, Germany, and the United States (Asia and the Pacific (Armonk,...
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