| 1. |
Methodologies of research in Manchukuo colonial education. |
| 2. |
Andrew Hall, Japanese Mormons and the “Common Japanese-Israel Ancestor Theory”: A history of the idea and a survey of current beliefs, Mormon History Association, 2021.06. |
| 3. |
Andrew Hall, Japanese Education Policies in Korea in the 1910s: Discrimination over Assimilation, International Conference on Education and Language in Korea, 1875-1950, 2017.02, The Korean Education Ordinance of 1911 was a compromise between Japanese officials in Korea, who favored a gradual and discriminatory approach to colonial rule, and Japanese educators and officials in Japan, who were optimistic about Japan’s ability to assimilate the Koreans through education. The ordinance placed the 1890 Rescript on Education at the center of colonial education, but the resulting curriculum content focused more on training the Koreans to be thankful and obedient to the Japanese emperor, rather than devoted and loyal. The article examines the Japanese “National Language” and “Korean and Literary Sinitic” textbooks published by the colonial government during the 1910s, and finds these messages of thankfulness and obedience, as well as messages of Japanese superiority and Korean backwardness. Meanwhile, the Japanese also pressured new-type Korean private schools to comply with Japanese or close. They were paternalistically accommodating to the growth of sodangsŏdang academies, whose largely traditional hanmun education was less of a threat to Japanese rule. Korean reaction to nearly a decade of cultural assimilation and social discrimination resulted both in the outbreak of the March 1st movement and an increased demand for public education. . |
| 4. |
Andrew Reed Hall, Japanese Education Policies in Korea, 1910-1919: Obedience First, Loyalty Later, European Socieal Science History Conference, 2016.04. |
| 5. |
Andrew Reed Hall, First steps towards assimilation: Japanese-run education in Korea, 1905-1910., Association for Asian Studies, 2014.03, An examination of the internal workings and attitudes of the Japanese in the Korean Ministry of Education. I will examine their education policies, and analyze the curriculum they created focusing on language policy and national consciousness, including an analysis of the Ministry of Education textbooks. . |
| 6. |
Andrew Reed Hall, Education as National forming Scheme in Manchukuo, Asian Studies Conference Japan (日本アジア研究学会), 2013.06, Discussant of a panel of four papers, written by Ulrich Flick, Jiaru Sun, Issei Yamamoto, and Masakazu Matsuoka.. |
| 7. |
Andrew Reed Hall, 對言語的信仰：在「滿洲國」反逆帝國的傾向, 台湾、朝鮮から帝国〈日本〉を考える, 2010.11, Japanese within the Manchukuo education bureaucracy stood out from their
contemporaries in other Japanese colonies in their opposition to including
militaristic and Japanese emperor-centered materials in the schools. As late as
1943, they published textbooks that focused on the students’ daily lives rather
than on encouraging respect for the military or reverence for the Japanese imperial
family. Here, the author discusses how the congruence of an attempt by
Manchukuo authorities at gaining authenticity and the progressive background
of leading Japanese educators in the region brought about an education system
that was unlike any other in the Japanese empire. Using Manchukuo textbooks,
education journals, and postwar memoirs, the author examines a school of
thought among Japanese colonial language educators, referred to as “reform
optimists,” who held that whole language education could solve the contradiction
between Manchukuo’s stated ideal of ethnic equality and the reality of Japanese
domination.
. |
| 8. |
The Word is Mightier than the Throne: Bucking colonial education trends in Manchukuo. |
