Asian-American Education: Historical Background and Current Realities

By Meyer Weinberg | Go to book overview

at guaranteeing equal rights for racial minorities in the areas of employment, housing, and civil liberties."165 Such cooperation with Chinese Americans was not typical. After the full-scale Japanese invasion of China in 1937, relations between the two groups in the United States became deeply embittered. Thirty years later, many of the Sansei were following the lead of a latter-day model minority, African-Americans who organized and led the U.S. Civil Rights movement. These Japanese Americans did not advocate blending into the African- American movement as much as learning from that movement how to combine the sometimes clashing features of liberation and group identity. 166 Out of this involvement came the Asian-American Studies Movement, although it had other sources as well. 167 It will be recalled that the seven young Nisei students at the Minidoka concentration camp school declared their solidarity with African- Americans out of a profound identification of the Japanese Americans, African- Americans, and Native Americans.


NOTES
1
Tetsuya Kobayashi, Society, Schools, and Progress in Japan ( Pergamon Press, 1976), p. 8.
2
John Whitney Hall, ed., The Cambridge History of Japan, Vol. 4: Early Modern Japan ( Cambridge University Press, 1991), p. 717.
3
Richard Rubinger, Private Academies of Tokugawa Japan ( Princeton University Press, 1982), pp. 9-10.
4
Kobayashi, p. 19.
5
Hugh L. Keenleyside and A. F. Thomas, History of Japanese Education and Present Educational System ( Hokuseido Press, 1937), p. 36.
6
Hall, p. 469.
7
Marius B. Jensen, ed., The Cambridge History of Japan, Vol. 5: The Nineteenth Century ( Cambridge University Press, 1989), p. 3.
8
E. Sydney Crawcour, "The Tokugawa Heritage," p. 35 in William W. Lockwood, ed., The State and Economic Enterprise in Japan ( Princeton University press, 1965).
9
Kobayashi, p. 19.
10
Herbert Passin, Society and Education in Japan ( Teachers College, Columbia University, 1965), p. 57.
11
See R. P. Dore, Education in Tokugawa Japan ( University of California Press, 1965), p. 20.
12
Kobayashi, pp. 12, 20.
14
Dore, p. 299.
15
Alan Takeo Moriyama, "The Causes of Emigration: The Background of Japanese Emigration to Hawaii, 1885 to 1894," p. 250 in Lucie Cheng and Edna Bonacich, eds., Labor Immigration under Capitalism ( University of California Press, 1984).
17
peter Duus, ed., The Cambridge History of Japan, vol. 6: The Twentieth Century ( Cambridge University Press, 1988), p. 402.
18
See Kobayashi, p. 27; Passin, p. 80; Lockwood, p. 378; Jensen, p. 371; Isao Horinouchi, Educational Values and Preadaptation in the Acculturation of Japanese Americans ( Sacramento Anthropological Society, Sacramento State College, 1967), p. 7, and Edward K. Strong Jr., The Second- Generation Japanese-Problem ( Stanford University Press, 1934), pp. 186-187.

-67-

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Asian-American Education: Historical Background and Current Realities
Table of contents

Table of contents

  • Title Page iii
  • Contents vii
  • Preface ix
  • Chapter One: Introduction 1
  • Chapter Two - China 12
  • Chapter Two - China 36
  • Notes 37
  • Chapter Three - Chap 42
  • Notes 67
  • Chapter Four - Korea 74
  • Notes 92
  • Chapter Five - Philippines 97
  • Notes 122
  • Concluding Remarks 128
  • Notes 151
  • Chapter Seven - Cambodia 156
  • Concluding Remarks 170
  • Notes 171
  • Chapter Eight Laos 176
  • Notes 199
  • Chapter Nine Hong Kong 205
  • Notes 221
  • Chapter Ten Taiwan 226
  • Notes 237
  • Chapter Eleven Micronesia 241
  • Notes 255
  • Chapter Twelve Polynesia 259
  • Notes 281
  • Chapter Thirteen India 287
  • Notes 307
  • Chapter Fourteen Cross-Group Issues 313
  • Notes 327
  • Index 331
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