Thesis (M.Sc. (Hons.))-University of Western Sydney, 2007. / A thesis submitted to the University of Western Sydney, College of Arts, School of Education, in fulfilment of the requirements for the degree of Master of Science (Honours). Includes bibliographical references.

The purpose of this work is to explore the roles of education and language in the creation of Japanese cultural identity. Education means first "schooling," but it also expands to include all cultural learning. In the attempt to unravel the inter-relationships of abstract concepts such as education, culture, identity, language and Japan, our understandings are necessarily influenced by our own education. Attempts by the educated elite of one culture to understand other cultures constitutes an intellectual conflict of interest that questions academic conventions, such as objectivity. In this work, I interweave expository and narrative chapters in an attempt to create a new "methodology" or "approach" to the study of culture, which I call cultural hermeneutics. The autobiographical chapters present an ongoing self-reflection upon my developing understanding of Japan. I have studied and taught in Japan for many years, and my increasing familiarity with things Japanese has gradually moved me beyond the boundaries of previous identities, and into spaces that once separated me from Japanese culture, involving me in the formation of new hybrid cultural identities. After an introductory chapter, the dissertation is split into three parts. The first part deals with the challenges of cultural hermeneutics as a methodology. The second part examines how the languages of Japan and foreign language education in Japan influence the formation of Japanese cultural identities. The third part explores how ideological debates, such as those about education, nationalism and internationalization, play a role in forming cultural identities. I conclude that identities are constantly contested by voices from both within and without the "imagined communities" of cultures. This contest is in progress even before we come to study "Culture." Because change is inherent to living cultures, and because lived experience is so abundant and complex, the knowledge we inherit about cultures is always incomplete, and full of prejudice and misunderstandings. We can never arrive at final understandings of cultures, not even our own. Nevertheless, it is important to continue conversations about cultures because they can lead us to form deepened understandings, and because these conversations ultimately contribute to greater self-understanding.

This thesis examines the identity of the students at the Montreal Hoshuko and the factors that affect the way in which they identify themselves as Japanese, drawing upon a framework of political economy and concepts of globalization and transnationalism. It also explores how Japanese identity is changing in this globalized world. The fieldwork demonstrates that the identity of the Hoshuko students is somewhat commoditized based on Japanese popular culture such as Pokemon. It suggests that increasing communication and contact with external forces has changed and will further change the way Japanese people understand their own culture, identity, and themselves. It is argued that identities are not fixed or frozen in time; rather, they should be understood as flexible and a process shaped by history, a given context, and multiple external factors, and that a more fluid understanding of Japanese culture and identity is needed in a globalized, transnationalized world.

Thesis (Ph.D.)--University of Western Sydney, Nepean, 1996. / Includes appendices. Includes bibliography.

Thesis (Ph. D.)--University of Missouri-Columbia, 1997. / Typescript. Appendices in English and Japanese. Vita. Includes bibliographical references (leaves 93-117). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 1997. / Typescript. Appendices in English and Japanese. Vita. Includes bibliographical references (leaves 93-117). Also available on the Internet.

Thesis (Ph. D.)--University of Pennsylvania, 2002. / Includes bibliographical references (leaves 330-347).

The purpose of this work is to explore the roles of education and language in the creation of Japanese cultural identity. Education means first "schooling," but it also expands to include all cultural learning. In the attempt to unravel the inter-relationships of abstract concepts such as education, culture, identity, language and Japan, our understandings are necessarily influenced by our own education. Attempts by the educated elite of one culture to understand other cultures constitutes an intellectual conflict of interest that questions academic conventions, such as objectivity. In this work, I interweave expository and narrative chapters in an attempt to create a new "methodology" or "approach" to the study of culture, which I call cultural hermeneutics. The autobiographical chapters present an ongoing self-reflection upon my developing understanding of Japan. I have studied and taught in Japan for many years, and my increasing familiarity with things Japanese has gradually moved me beyond the boundaries of previous identities, and into spaces that once separated me from Japanese culture, involving me in the formation of new hybrid cultural identities. After an introductory chapter, the dissertation is split into three parts. The first part deals with the challenges of cultural hermeneutics as a methodology. The second part examines how the languages of Japan and foreign language education in Japan influence the formation of Japanese cultural identities. The third part explores how ideological debates, such as those about education, nationalism and internationalization, play a role in forming cultural identities. I conclude that identities are constantly contested by voices from both within and without the "imagined communities" of cultures. This contest is in progress even before we come to study "Culture." Because change is inherent to living cultures, and because lived experience is so abundant and complex, the knowledge we inherit about cultures is always incomplete, and full of prejudice and misunderstandings. We can never arrive at final understandings of cultures, not even our own. Nevertheless, it is important to continue conversations about cultures because they can lead us to form deepened understandings, and because these conversations ultimately contribute to greater self-understanding. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

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Japan Day by Day---the Western Zoologist Edward S. Morse's account of his stay in Japan from 1877 to 1883---is analyzed by first comparing it to other contemporary travelogues written by western travelers to Japan, and then by viewing it through a more theoretical framework, including Edward Said's theory on post-colonialism and Michel Foucault's theory of discourse and body experiences. Viewed through this framework, the goal of analysis is not to test the validity of Morse's writings, but to explore the formation of his interpretation of his experience in Japan.