Course description and objectives

The story of Japan since 1945 is exciting and, by world standards, a happy one. Rebuilding from piles of rubble and ash, the economy grew swiftly, and new dreams blossomed amid withered ones. Japan became the world's second largest economy and an envied leader of industry and culture. Fifteen moderately troubled years since the “bubble” burst in 1989 are a preface for change, but I will let others predict what goes on from here. A large portion of our class will be devoted to topics related to this national story.

History need not be a national story. For example, there are worldwide trends that affect people on the islands more importantly than national trends. Our class will also be a history of people in the modern world. We will read about and discuss urbanization and rural change, pollution, the women's movement, international corporations and trade, work life, pop culture and more: things where the experience of people on the islands closely intersects that of people in other locations of the world, and cannot be understood in national isolation. In our class I hope you will think, for example, about how the biography of Haruko, the farming housewife in the rural town of Uwa can be thought-provoking to a farming housewife in Lompoc, California. You may learn about certain individuals in our class and readings who strike you as kin or perhaps would like to know better. A sensitivity to people as individuals can help us avoid national stereotyping and let us understand the many historical forces that all individuals deal with. It can also help us perceive nations not as timeless realities, but as historical phenomena, partly imaginary, so that we do not become intellectually trapped in myths of nationalism; those fostered in Japan or here. Knowing myth for myth can make us more responsible individuals and citizens.

We create this class together. I highly encourage you to ask questions or give your own comments at any point in the lecture. Your attendance at class lectures is essential and required. Much important information will be given only in lecture. We will have discussion days on four occasions (4/7, 4/23, 5/14, 5/28). You will have to bring to class a one page written response on the assigned readings for each of those days. You will also have to write two longer essays on our two longest readings (see below). In the essay you should be original and reveal your personal interaction with the reading. The quality of the writing will affect the grade: an essay filled with confusing expressions, incomplete arguments, or which has not been proofread for mistakes will receive a poor grade. Late assignments policy: I deduct a rounded 3.33 percentage points per work day late on all assignments, except the four discussion papers which are 10 points off per work day late.

Requirements and Grading

Midterm exam (5/1), 20%; Final exam (6/9), 30%; Two 4-5 page essays (due 4/28 and 5/19), 30%; Map (4/9) 5%; Four 1 pagers for discussion days (4/7, 4/23, 5/14, 5/28) 15%. Although the final exam counts for 30% of the grade, I may choose to fail any student who fails the final exam.

Required texts

Gary Allinson, Japan’s Postwar History

Gail Bernstein, Haruko's World

Edward Fowler, San’ya Blues

Reader of collected articles and other readings, available at the Alternative Copy Shop in Isla Vista

You should purchase the texts if possible. The books are available at the UCSB bookstore. All readings can also be found in the reserve room of the main library. Most weeks will be about 100 pages of reading, but week 3 and week 6 are especially heavy, so be prepared.

Weekly Readings and Lecture Topics

Week 1 World War II

M Mar 31 Introduction

W Apr 2 WWII and its legacies

F Apr 4 The Legacy of Hiroshima--Film "Hellfire: A Journey From Hiroshima" by John Junkerman and John Dower (1986)

Readings: Allinson, pp. 1-44, Reader pp. 1-40: Various people recounting their war experiences. selections from Haruko Cook and Theodore Cook comp., Japan at War, pp. 40-44, 50-55, 221-227, 241-248, 276-281, 432-437, 462-469, 477-479. John Dower, "Japanese Cinema Goes to War," pp. 33-54 in his Japan in War and Peace: Selected Essays.

The Allinson reading will set the stage with brief coverage of the prewar issues. The Cook readings are translations of various people telling their war experiences. The Dower reading is a history of the film in service of the war effort. Why did choosing war seem like a good thing to people? What pressures were put on people to support the war?

Week 2 The Occupation 1945-1952

M Apr 7 Discussion of Japan at War, film, and Dower article, One pager due,

W Apr 9 Occupation Policies and Society, MAP DUE

F Apr 11 The Occupation, theCold War and Japan

Readings: Allinson pp. 44-82; Reader pp. 41-74: Theodore McNelly, “‘Induced Revolution’: The Policy and Process of Constitutional Reform in Occupied Japan.” and Susan Pharr, "The Politics of Women's Rights" Chapter 8 of Robert E. Ward and Sakamoto Yoshikazu ed. Democratizing Japan: The Allied Occupation, pp. 76-106 and 221-252.

The Allinson reading will give a general outline of the purposes and policies of the Occupation and the early Post-Occupation years. The McNelly reading looks at the process of the creation of the new constitution. The Pharr reading does as well but with an eye to women’s rights and reminds us through the example of gender conflict that the struggles were not just the Allies vs. Japan but were multifaceted.

Week 3 Government and Economy

M Apr 14 Film: Postwar Japan

W Apr 16 Central Politics 1945-1970’s

F Apr 18 Economic growth and the role of MITI

Readings: Start reading San’ya Blues. Allinson pp. 83-124. Reader pp. 75-86: Koji Taira, "Dialectics of Economic Growth, National Power, and Distributive Struggles".

Allinson will give a general survey of politics and the economy during the era of high speed growth from 1955 to 1974. The Taira reading will discuss economic policy of the government in light of how this influences the distribution of wealth within Japan.

Week 4 At the Fringes

M Apr 21 Organized crime: the yakuza.

W Apr 23 Discussion: San’ya Blues, one pager due

F Apr 25 Labor unions

Readings: Reader pp. 87-104. Walter Ames, "Police and Organized Crime. Matthew Allen, "A Yakuza Story". Edward Fowler, San’ya Blues.

Assignments: 4-5 page essay due Monday, Apr. 28. To be based on San’ya Blues in relation to any other readings you find helpful. The San’ya workers are not “typical”, but no one is Japan is typical of more than a small fraction of the populace. Pick from one of the following questions: 1. What kind of a periodization of postwar Japanese economic history could you make by writing it from the perspective of the day laborer? 2. What are the values of the ideal Japanese male that these men reject? What do they embody? Have the values changed over time? 3. Analyze the postwar history of government policy to the day laborers and districts like San’ya. What happened when and why? Be sure to develop a thesis statement as your answer to these questions--that is a clearly stated argument that you have to prove. Use personal narratives from this reading to illustrate your points. If you wish to work on a different topic of your own that is fine, but check with me first to make sure I'll like it.

Week 5 Company Life

M Apr 28 The Corporate world San’ya Blues Essay DUE

W Apr 30 The Environment and Quality of Life

F May 1 Midterm examination

Readings: Reader pp. 105-150: Taichi Sakaiya, “The Baby-Boom Generation” from Tamae Prindle trans., Made in Japan and Other Japanese “Business Novels”, M.E. Sharp, 1989, pp. 129-164. Mary C, Brinton, chapter 5 of Women and the Economic Miracle, pp. 141-188.

Week 6 The Economy and Life

M May 5 Education

W May 7 Youth and Consumer Culture

F May 9 Entertainment industries

Readings: Begin Haruko's World. Reader pp. 151-216: Thomas Rohlen, Japan's High Schools, Chapters one and three, pp. 11-44, 77-110. Merry White, The Material Child: Coming of Age in Japan and America, Chapter 5, Buying and Bonding, pp. 103-139. David W. Plath, "My-Car-isma: Motorizing the Showa Self"

Haruko's World will give you an in depth view of the life of a rural woman and rural life in general up to the 1970's. Think about this reading in relation to the questions listed below for the second essay you will have to write. Note especially while you read the pace at which life is changing in the countryside and how rapidly people adapt. The first chapter of the Rohlen reading provides you with views of experiences in various high schools in the city of Kobe, including both the very elite and the very poor. Chapter three discusses the all-important examination system and how it affects student lives and society in general. How does the high school experience compare to your own? How is the definition of "education" affected by the exam system? What has been the result of government efforts to lessen the emphasis on examination preparation in public school? Why? Merry White's chapter gives us some information on how consumer culture influences youth. The Plath reading focuses on one key aspect of adult consumer culture: the automobile!

Assignments: 4-5 page essay due Mon. May 19. To be based on Haruko's World in relation to other readings. Choose from the following topics: 1. As seen in Haruko's world, how has rural life in Japan been changing? In what ways is it becoming like urban life? In what ways is it becoming its own new, distinct entity? 2. What does Haruko's life tell you about gender roles and perhaps how they are changing? 3. A topic of your choice, but check with me to make sure I'll like it.

Week 7 Changing society

M May 12 Women’s roles

W May 14 Discussion of Haruko’s World, one pager due

F May 16 Rural Japan

Readings: Finish Haruko’s World; Reader pp. 217-226: Midori Fukunishi Suzuki, “Women and Television: Portrayal of Women in the Mass Media.”

The Suzuki reading presents the importance of television in perpetuating dominant gender stereotypes.

Week 8 Religions, "c"ulture and "C"ulture

M May 19 Religions Haruko’s World Essay DUE

W May 20 Manga and Anime

F May 22 Literature

Readings: Reader pp. 227-310: Frederick Schodt, "A Thousand Million Manga" and "Flowers and Dreams". Frederick Schodt, "Robots of the Imagination" and "The Toy Robot Kingdom". Jay Rubin, "The Other World of Murakami Haruki" pp. 490-500. Murakami Haruki (Alfred Birnbaun trans.), "T. V. People". Kazuo Ishiguro and Oe Kenzaburo, "The Novelist in Today's World: A Conversation."

The emphasis of the readings is on the role of mass media in the creation of modern culture. We will discuss ubiquitous manga and other forms of pop culture As for Culture, authors such as Kawabata Yasunari and Mishima Yukio are more famous postwar novelists, but they are older and their consciousness and "issues" are arguably pre-war artifacts. I have chosen a selection on the author Murakami Haruki because he is a creation of postwar Japan. Are his concerns "Japanese"? Do you think his voice authentic? How might modern media destroy or create "national" culture?

Week 9 International Relations

M May 26 MEMORIAL DAY HOLIDAY

W May 28 Discussion: The Vietnam War in Japan, one pager due

F May 30 Politics and Diplomacy since the early 1970's

Readings: Allinson pp. 125-166. Reader pp. 311-364: Takashi Inoguchi, "The Ideas and Structures of Foreign Policy: Looking Ahead with Caution", pp. 23-63. Thomas Havens, Chapters 6 and 7 of Fire Across the Sea: The Vietnam War and Japan 1965-1975, Princeton U. Press 1987, pp. 164-212.

Week 10 On the Fringe of the Millennium

M Jun 2 The Bubble Burst

W Jun 4 What does it mean to study “Japan”?

F Jun 6 NO CLASS: “Study Day”

Readings: Allinson, pp. 168-194. Reader pp.365-381. Yoshio Sugimoto, "The Japan Phenomenon and the Social Sciences".

Allinson will introduce the major issues of the recent decade which has been dominated by the financial downturn and uncertainty. The Sugimoto reading is for Wednesday's lecture. The broad question is how does our modern world order of nationalism affect the way we generalize and think about society and culture? The narrow one is what do images of "Japan" highlight and hide?

FINAL EXAMINATION: Monday, June 9, 8-11 AM