Kyushu University Academic Staff Educational and Research Activities Database
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Andrew Hall Last modified date:2023.11.22

Associate Professor / Graduate School of Integrated Sciences for Global Society
Department of Cultural Studies
Faculty of Social and Cultural Studies

Graduate School
Undergraduate School

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Academic Degree
University of Pittsburgh  PhD (History)
Country of degree conferring institution (Overseas)
Field of Specialization
Modern Japanese History
Total Priod of education and research career in the foreign country
Outline Activities
I study 20th century Japanese history, specializing in the history of the Japanese empire. In particular, I am working on Japanese language and education policies in Korea, 1905-1945, and in the puppet state of Manzhouguo, from 1932 to 1945. I am interested in education created for the Korean population in Korea, and the Han Chinese population in Manchuria.
I teach in the Graduate School of Integrated Sciences for Global Society, both general course classes (in Japanese) and international course classes (in English). I teach seminars on Modern Japanese history (one in English and one in Japanese), and participate in several team-taught seminars on Japanese and East Asian history. I am also a faculty member of the undergraduate School of Interdisciplinary Science and information. Beginning in 2019, I will teach courses there on Japanese and regional history. For the undergraduate Faculty of Arts and Science, I teach "Introduction to Japanese History" and "Kadai Kyogaku".
From 2018 to 2020 I was the Coordinator for the Graduate School of Integrated Sciences for Global Society's Global Project Office. I administered the Graduate School's Future Asia Program and the Advanced Global Training Project for Integrated Global Education. In 2022 I became the chair of the graduate school's International Global Project team.
Research Interests
  • I study 20th century Japanese history, specializing in the history of the Japanese empire. In particular, I am working on Japanese language and education policies in the colony of Korea and the area which became client state of Manchukuo (Manzhouguo), from 1904 to 1945.
    keyword : Imperialism, Colony, Language, Education, Manzhouguo, Manchuria, Korea
Current and Past Project
  • I organised a conference called "International Conference on Education and Language in Korea, 1875-1950", held in Fukuoka on February 25-26, 2017. It featured 13 scholars, from Japan, Korea, Canada, and the United States. I am also editing a book, which will be published by Brill in 2019, based on the papers given at the conference, called "Education, Language, and the Intellectual Underpinnings of Modern Korea, 1875-1945"
  • Education and language issues during the 1875 to 1945 period are key to understanding how contemporary Korea has arrived at its current state of high education achievement and strong sense of language independence. While there has been considerable study of these issues in Korea, and to a lesser degree in Japan and the Western world, too often scholars from these different areas are unaware of each other's work. Language barriers and the lack of cross-border research have made it difficult for the cross-pollination of research to occur. We will hold an international workshop which will for the first time to bring together leading scholars of the history of education and language from Korea, Japan, and the Western world, allowing them to view the entire scope of the field, and by working together push forward our understanding of modern Korea. Holding this workshop in Fukuoka, and including three Kyushu University scholars, will help create a stronger image for the University as a center of international scholarship. Four of the participants in this workshop, Andrew Hall, Leighanne Yuh, Mark Caprio, and Daniel Pieper began the process by holding a panel on Late Choson and Colonial Language and Education at the Association for Asian Studies Conference in March 2014, in Philadelphia, United States. They formed a working group. Hall and Yuh have edited a special December 2015 issue of the journal 『Acta Koreana』 on the subject, which included articles by Hall, Yuh, Pieper and Im Sangseok. The international workshop will build on this special issue, as Hall and Yuh will take the collected papers presented at the conference and edit them into a scholarly book published in English by a North American university press.The workshop featured 15 research presentations from leading international scholars. Many other scholars also attend. The main language of the workshop was English, although there were also presentations in Japanese and Korean.

  • The principal purpose is to revise the framework of Studies of Japanese Colonial Education which has basically progressed in the several area studies such as Korean, Taiwanese, and the South Seas Researches, and to form a transregional network where the research cooperative relationship could be handily constructed.

    We have enhanced the field survey in the areas called overseas territories (Gai-chi) ; investigated the problem over the Korean Diaspora through history of education ; held the workshops in which the researchers in various countries met together ; and deepened the research network using the Worldwide Consortium of Korean Studies (organized by UCLA, SOAS-University of London, Seoul National University, Peking University, Harvard University, the Australian National University, etc.)
Academic Activities
1. The Manchukuo Imperial Education Association’s journal Kenkoku Kyōiku: Commentary and tables of contents (1).
2. Andrew Reed Hall, Review of Imperial Eclipse: Japan’s Strategic Thinking About Continental Asia Before August 1945, by Yukiko Koshiro, . International Journal of Asian Studies, 11:2, 2014.07.
3. Andrew Reed Hall, History of Education and Language in Late Choson and Colonial-era Korea: Guest Editors' Introduction, Acta Koreana, 2015.12, Studies of modern Korean history usually focus on the historical break of the Japanese annexation of 1910. But as we have seen from other discourses of dis- ruption, they often conceal trends and continuities that traverse the historical divide. This special journal issue seeks to elucidate the broader trends of the 1876 to 1945 period, when the desire for “modern” education and culture collided with concerns over ethnic authenticity and cultural identity. The authors approach these problems from a variety of perspectives by examining the public and private spheres, modernizing and traditional influences, and considering the interplay of Korean, Japanese, and Western contexts.
The authors of this issue’s special theme hope to contribute to the already existing body of research on modern education and language in early modern Korean history. Scholars in Korea, Japan, and English-speaking parts of the world have shown great interest in the establishment and development of modern education in late nineteenth-century, early twentieth-century Korea. Unfortunately, the diverse views produced from these different parts of the world often do not engage with each other. Ours is an attempt to promote scholarly exchange across borders and to create a broader dialogue amongst all historians of Korea..
1. Andrew Hall, Manchukuo School Textbooks and Identity Formation, 1932-1937, 新世紀人文学論究, 6, 103-124, 2022.02.
2. Andrew Hall, Japan's Education Policies in Korea in the 1910s: ‘Thankful and Obedient’, Journal of Korean Studies, 10.1215/07311613-7932272, 25, 1, 115-145, 2020.03, In the 1910s the Japanese colonial officials worked to legitimize their recently acquired rule of Korea through providing public elementary education, gradually expanding from an initially limited offering. Their public schools existed in tension with Korean-run private schools that the Japanese barely tolerated. There was also a tension within the Japanese camp over the proper curriculum for the public elementary schools. The Korean Education Ordinance of August 1911 was a compromise between Japanese officials in Korea, who generally favored a gradual approach to colonial rule, and Japanese educators and officials in Japan, who generally were optimistic about Japan’s ability to assimilate the Koreans through education. The paper expands our understanding of the process of drafting the ordinance, which resulted in an eclectic compromise between the two camps. The article goes on to examine the Japanese “National Language” and “Korean and Literary Sinitic” textbooks published by the government during the 1910s, and finds that this compromise resulted in messages of thankfulness and obedience, as well as messages of Japanese superiority and Korean backwardness. Finally, it reviews the Japanese attempts to control Korean-run private schools. This article explicates the creation and implementation of colonial education policy by examining internal and extremal documents published by the Korea Government-General and its employees, the textbooks the government published, and Japanese education journals. .
3. Andrew Reed Hall, The Manchukuo education bureaucracy: Japanese New Education reformers and a clash of ideologies, 韓国言語文化研究, 22, 2016.02, Colonial rule in Manchukuo was a chaotic mix of interests and ideologies. Kwantung Army officers, the local Japanese settler community, experienced bureaucrats recently arrived from Japan, and collaborating Chinese all took part in the administration of the state. Although for many years scholars have noted the generative role military officers in the field played in Japanese foreign policy in the 1920s and 1930s, recently they have come to appreciate that the administration of the empire was also disjointed and ad-hoc, rather than centralized and monolithic. The Governors-General of both Taiwan and Korea were both appointed directly by the emperor, and thus enjoyed considerable authority to plan and carry out policies without approval from the Japanese cabinet. Although the Army leadership in Tokyo regained control over the Kwantung Army and won oversight over the puppet state by 1934, day-to-day administration of Manchukuo remained in the hands of the Kwantung Army and its hand-chosen civilian officials. As long as the military retained firm control of the colonies, the Japanese Army allowed the colonial authorities to govern as they saw fit, and even helped to minimize pressures from the civilian segments of the Tokyo government.
This paper introduces the nature of the Manchukuo government, and summarizes the history of the state’s education bureaucracy and school structure.
Although this chapter focuses on the Japanese policy makers who created the Manchukuo education system, there were also many non-Japanese, particularly Chinese, officials within the education bureaucracy. Unlike in Korea and Taiwan, Manchukuo was established on the premise that the local non-Japanese population created the state and were at the center of its rule. In reality, of course, the Japanese tightly held on to the reigns of power..
4. Andrew Reed Hall, First Steps towards Assimilation: Japanese-Run Education in Korea, 1905-1910, Acta Koreana, 18, 2, 357-391, 2015.12, During the Protectorate era of 1905–1910 Japanese officials in Korea used education as a tool in their attempt to transform the Korean population into a people both friendly and cooperative towards Japan. As Korea was still formally an independent country, these officials could not openly call for assimilation. Yet they systematically worked to leverage the Koreans’ growing passion for education to achieve their goals, through taking over the largely moribund Korean public school system. The public school system had languished with little public or popular support since its creation in 1895, and the Japanese turned it into a well-funded, planned, and staffed elementary school system, with assurance of job placement upon graduation. Many Korean elites, however, feared the loss of sovereignty and the impact on patriotism a Japanese-run system could cause, and a wave of private “patriotic” and Christian school openings resulted. The annexation of Korea in 1910 made Japanese control over public education complete, and increased the pressure on private schools to conform. This article will examine the internal and public writings of the leading Japanese officials in Korea in this period, such as Itō Hirobumi, Shidehara Taira, Tawara Magoichi, Mitsuchi Chūzō to understand their goals and explicate the system they created, including curriculum requirements, the expansion of elementary education, the hiring of Japanese teachers, as well as the suppression of secondary schooling, and the suppression of modern private schools. In particular it will analyze the content of the language textbooks they published..
1. Andrew Reed Hall, Japanese Education Policies in Korea, 1910-1919: Obedience First, Loyalty Later, European Socieal Science History Conference, 2016.04.
2. 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. .
3. 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..
Membership in Academic Society
  • The Japanese Society for Historical Studies of Colonial Education
  • The Association for Asian Studies
Educational Activities
I am an International Course faculty member of the Graduate School of Integrated Sciences for Global Society. As such, I have responsibilities towards building the International Master's and Doctoral Programs in the Graduate School. These programs will offer non-Japanese students the opportunity to obtain graduate degrees at Kyushu University using English as their main language of instruction. For the Graduate School, I teach separate graduate seminars on Modern Japanese History in Japanese and in English. I also team-teach two group seminars on Japanese history, teach an undergraduate Japanese history class, and teach Japanese-language General Education seminars. I am also teaching courses on East Asian history and English language classes in the undergraduate School of Interdisciplinary Science and Innovation. Furthermore, I serve as a tutor and project supervisor for School of Interdisciplinary Science and Innovation students.
Professional and Outreach Activities
Organized an international conference, "History of education and language in late Chosôn and Colonial-era Korea Workshop".
Kyushu University, Feb. 20 2016.
There were 15 participants, from Japan, Korea, China, the United States, the United Kingdom, and Canada. There were 30 attendees.