Focusing on the post war reconstruction of the education systems in Japan and Germany under U.S. military occupation after World War II, this book offers a comparative historical investigation of education reform policies in these two war ravaged and ideologically compromised countries. While in Japan large-scale reforms were undertaken swiftly after the end of the war, the U.S. zone in Germany maintained most of the traditional aspects of the German education system. Why did Japan so readily accept ideas and values developed in the allied countries while Germany resisted? Masako Shibata explores this question, arguing that the role of the university and the pattern of elite formation, which can be traced back to the period of the formation of Meiji Japan and the Kaiserreich, created the conditions for differing reactions from educational leaders in each country; this had a decisive impact on the proposed reforms. By examining these reactions through a sociological, cultural, and historical frame, an explanation emerges. Japan and Germany under the U.S. Occupation will prove to be a valuable resource both to scholars of history and education reform.

Six decades after the end of the occupation of mainland Japan, this volume approaches the theme of the occupation’s legacies. Rather than just being a matter of administrative practices and international relations, the consequences of the US occupation of Japan transcended both the seven years of its formal duration and the bilateral relations between the two countries. Rich with fresh analyses on a range of topics, including transnational and comparative views on the occupation, the influence of Japan on the United States as well as the reverse, international perspectives on this “odd couple”, and the memory of the occupation in both countries, this book provides a greater understanding of the transtemporal, transnational and transcultural legacies of one of the crucial events of the 20th century.

How did East and West Germany and Japan reconstitute national identity after World War II? Did all three experience parallel reactions to national trauma and reconstruction?History education shaped how these nations reconceived their national identities. Because the content of history education was controlled by different actors, history education materials framed national identity in very different ways. In Japan, where the curriculum was controlled by bureaucrats bent on maintaining their purported neutrality, materials focused on the empirical building blocks of history (wh.

Mutual Perceptions and Images in Japanese-German Relations, 1860–2010 examines the mutual images formed between Japan and Germany from the mid-nineteenth to twenty-first centuries, and the influence of these images on the development of bilateral relations. Unlike earlier research on Japanese-German relations, which focused on the similarity of these countries’ historical trajectories, this publication presents a more nuanced picture. It relativizes perceptions of a special “spiritual relationship” between Japan and Germany as well as their commonalities of “national character” through an exploration of previously untapped historical visual and textual sources. With essays by sixteen leading scholars in the field, this collection is an invaluable contribution to the historiography of modern Japan and Germany, and to the field of international relations. Contributors are: Hans-Joachim Bieber, Fukuoka Mariko, Hakoishi Hiroshi, Iwasa Takurō, Katō Yōko, Kawakita Atsuko, Gerhard Krebs, Kudō Akira, Heinrich Menkhaus, Danny Orbach, Peter Pantzer, Sven Saaler, Satō Takumi, Volker Stanzel, Suzuki Naoko, Tajima Nobuo, Tano Daisuke, and Rolf-Harald Wippich.

How did East and West Germany and Japan reconstitute national identity after World War II? Did all three experience parallel reactions to national trauma and reconstruction? History education shaped how these nations reconceived their national identities. Because the content of history education was controlled by different actors, history education materials framed national identity in very different ways. In Japan, where the curriculum was controlled by bureaucrats bent on maintaining their purported neutrality, materials focused on the empirical building blocks of history (who? where? what?) at the expense of discussions of historical responsibility. In East Germany, where party cadres controlled the curriculum, students were taught that World War II was a capitalist aberration. In (West) Germany, where teachers controlled the curriculum, students were taught the lessons of shame and then regeneration after historians turned away from grand national narratives. This book shows that constructions of national identity are not easily malleable on the basis of moral and political concerns only, but that they are subject to institutional constraints and opportunities. In an age when post-conflict reconstruction and reconciliation has become a major focus of international policies, the analysis offers important implications for the parallel revision of portrayals of national history and the institutional reconstruction of policy-making regimes.

The conduct of the foreign relations of the Russian state in its several contexts—Kiev Rus, Muscovy, Russian Empire, Provisional Government, Union of Soviet Socialist Republics, and Russian Federation—were unique in its common currents from the beginning to the present. Geography was certainly a key factor, located in the center of the world's largest land mass and surrounded by often hostile forces. “All of the Russias” had to confront the problems of open frontiers and the conduct of relations with a number of adjacent states of different ethnicity, and with many that were more distant. No other nation states had to face such complex and divergent circumstances over their histories. Most other Great Powers were neighbors of similar states in culture and historical background, whereas Russia had to deal with Asian, as well as European countries. The Historical Dictionary of Russian and Soviet Foreign Policy covers the history through a chronology, an introductory essay, appendixes, and an extensive bibliography. The dictionary section has over 700 cross-referenced entries on important individuals, events, and other aspects of the foreign policy of this important country. This book is an excellent access point for students, researchers, and anyone wanting to know more about Russian foreign policy.

This book explores the diversity of American roles in such cross-cultural engagement in education for democracy, both within the United States and around the world. Cross-cultural engagement in education for democracy inevitably bears the impressions of each culture involved and the dynamics among them. Even high-priority, well-funded U.S. government programs are neither monolithic nor deterministic in their own right, but are rather reshaped, adapted to their contexts, and appropriated by their partners. These partners are sometimes called recipients, although that label is problematic. “Recipient” both gives a misleading impression that partners are relatively passive in the overall process, and its use is a reflection of some outside donors’ or experts’ stance that they are delivering goods or expertise. The authors of these chapters pay close attention to the cultures, contexts, structures, people, and processes involved in education for democracy. Woven throughout this volume’s qualitative studies are the notions that contacts between powers and cultures are complex and situated, that agency matters, that local meanings play a critical role in the dynamic exchange of peoples and ideas. The authors span an array of fields that concern themselves with understanding languages, cultures, institutions, the close view of daily life, and the broad horizon of the past that shapes the present: history,anthropology, literacy studies, policy analysis, political science, and journalism. Together, these 10 chapters provide a rich sampling of the diverse contexts and ways in which American ideas, practices, and policies of education for democracy are spread, encountered, appropriated, rejected, or embraced around the world. While not meant to provide a complete or systematic overview of the American influence on education for democracy around the world, the volume nevertheless introduces concepts, identifies processes, notes obstacles and challenges, and reveals common themes that can help us to understand American influence on education for democracy more clearly, wherever it occurs.

The Routledge Handbook of U.S. Military and Diplomatic History provides a comprehensive analysis of the major events, conflicts, and personalities that have defined and shaped the military history of the United States in the modern period. Each chapter begins with a brief introductory essay that provides context for the topical essays that follow by providing a concise narrative of the period, highlighting some of the scholarly debates and interpretive schools of thought as well as the current state of the academic field. Starting after the Civil War, the chapters chronicle America's rise toward empire, first at home and then overseas, culminating in September 11, 2001 and the War on Terror. With authoritative and vividly written chapters by both leading scholars and new talent, maps and illustrations, and lists of further readings, this state-of-the-field handbook will be a go-to reference for every American history scholar's bookshelf.

Colony to nation? Isolationism to internationalism? WASP society to a multicultural Canada? Focusing on imperial conflicts in the Pacific, Orienting Canada disrupts these familiar narratives in Canadian history by tracing the relationship between racism and Canadian foreign policy. Grounded in transnationalism and anti-racist theory, this book reassesses critical transpacific incidents, including Vancouver's riots of 1907, the Chinese head tax, the wars in the pacific from 1937 to 1945, the internment of Japanese-Canadians, and Canada’s significant role in consolidating the US anti-communist empire in postwar Asia. Shocking revelations about the effects of racism and war into the 1960s are tempered by stories of community resilience and transformation. As a transpacific lens on the past, Orienting Canada deflects Canada’s European gaze back onto itself to reveal images that both provoke and unsettle.

Global Interdependence provides a new account of world history from the end of World War II to the present, an era when transnational communities began to challenge the long domination of the nation-state. In this single-volume survey, leading scholars elucidate the political, economic, cultural, and environmental forces that have shaped the planet in the past sixty years. Offering fresh insight into international politics since 1945, Wilfried Loth examines how miscalculations by both the United States and the Soviet Union brought about a Cold War conflict that was not necessarily inevitable. Thomas Zeiler explains how American free-market principles spurred the creation of an entirely new economic order--a global system in which goods and money flowed across national borders at an unprecedented rate, fueling growth for some nations while also creating inequalities in large parts of the Middle East, Latin America, and Africa. From an environmental viewpoint, J. R. McNeill and Peter Engelke contend that humanity has entered a new epoch, the Anthropocene era, in which massive industrialization and population growth have become the most powerful influences upon global ecology. Petra Goedde analyzes how globalization has impacted indigenous cultures and questions the extent to which a generic culture has erased distinctiveness and authenticity. She shows how, paradoxically, the more cultures blended, the more diversified they became as well. Combining these different perspectives, volume editor Akira Iriye presents a model of transnational historiography in which individuals and groups enter history not primarily as citizens of a country but as migrants, tourists, artists, and missionaries--actors who create networks that transcend traditional geopolitical boundaries.