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School, community, and state integra...

Platt, Brian Wesley.

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School, community, and state integration in nineteenth century Japan.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	School, community, and state integration in nineteenth century Japan./
作者:	Platt, Brian Wesley.
面頁冊數:	290 p.
附註:	Adviser: Ronald P. Toby.
Contained By:	Dissertation Abstracts International59-11A.
標題:	Education, History of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9912340
ISBN:	0599106573

School, community, and state integration in nineteenth century Japan.
Platt, Brian Wesley.

School, community, and state integration in nineteenth century Japan. - 290 p.

Adviser: Ronald P. Toby.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1998.

My dissertation traces the development of rural schooling practices during the second half of the Edo period and the integration of those practices into a centralized system of education during the first three decades of the Meiji Period (1868–1912). Taking Nagano Prefecture as the geographic focus for my study, the first two chapters of my dissertation focus on the historical context for the expansion of commoner schooling during the second half of the Edo period. In particular, I examine the social and political transformations within the village during the mid- to late-Edo period and the emergence of a self-conscious stratum of village literati in rural society, and explore how these developments gave rise to a premodern conception of “school” that was at odds with the conception of school constructed by the Meiji government after the Restoration.

ISBN: 0599106573Subjects--Topical Terms:

599244
Education, History of.

School, community, and state integration in nineteenth century Japan.
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502 $a Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1998.
520 $a My dissertation traces the development of rural schooling practices during the second half of the Edo period and the integration of those practices into a centralized system of education during the first three decades of the Meiji Period (1868–1912). Taking Nagano Prefecture as the geographic focus for my study, the first two chapters of my dissertation focus on the historical context for the expansion of commoner schooling during the second half of the Edo period. In particular, I examine the social and political transformations within the village during the mid- to late-Edo period and the emergence of a self-conscious stratum of village literati in rural society, and explore how these developments gave rise to a premodern conception of “school” that was at odds with the conception of school constructed by the Meiji government after the Restoration.
520 $a The remaining three chapters of this dissertation focus on the consolidation of the Meiji education system. This was a hegemonic endeavor, in which the Meiji government sought, through rhetoric, institutions, laws, rituals, and administrative routines, to marginalize pre-Meiji educational arrangements and to establish its own conception of school as dominant and commonsensical. However, informed by the memory of those pre-Meiji educational experiences, villagers from all socio-economic strata of local society contested the Meiji government's policies and, more broadly, its definition of school. This contest occasionally took the form of open conflict, but more often it manifested itself in more mundane, often passive techniques by which people resisted and negotiated government policies. In turn, this resistance most often resulted not in suppression but in compromise on the part of central and prefectural governments, resulting in policy solutions that were often quite far from the original intents of central policymakers. As a result, through this dynamic of resistance, negotiation, and compromise, local practices and expectations influenced the development of the modern Japanese state.
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