From the Family to the State: Shifts in Manchukuo Female Education Principles (1932-1945)

Wenwen Wang

doi:doi:10.11648/j.edu.20190802.13

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From the Family to the State: Shifts in Manchukuo Female Education Principles (1932-1945)

Wenwen Wang

Published in Education Journal (Volume 8, Issue 2)

Received: 6 February 2019 Accepted: 21 March 2019 Published: 18 April 2019

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Abstract

In 1931 Japan occupied northeast China, and in 1932 created a puppet state which they named “Manchukuo”. The Manchukuo government began to formulate education policy immediately after its creation. Over the period of the state’s existence, Japanese occupiers adopted a changing set of educational systems to meet the changing demands of the colonial state. This study investigates the state’s main female secondary education objectives and principles, in the context of the state’s overall goals, dividing the era into three distinct periods. This study finds that while the idea of “Good wives and wise mothers” was used consistently throughout the era, the emphasis changed from more domestic and personal issues towards more public issues, including sacrifice for the good of the state, and an emphasis on strong ties with Japan. The image of an ideal woman changed from a more traditional, domestic one, towards one in which women were expected to take up some of the roles had traditionally been played by men.

Published in	Education Journal (Volume 8, Issue 2)
DOI	10.11648/j.edu.20190802.13
Page(s)	57-62
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Female Education, Manchukuo, Principle, Colonial

References

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Wenwen Wang. (2019). From the Family to the State: Shifts in Manchukuo Female Education Principles (1932-1945). Education Journal, 8(2), 57-62. https://doi.org/10.11648/j.edu.20190802.13

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Wenwen Wang. From the Family to the State: Shifts in Manchukuo Female Education Principles (1932-1945). Educ. J. 2019, 8(2), 57-62. doi: 10.11648/j.edu.20190802.13

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Wenwen Wang. From the Family to the State: Shifts in Manchukuo Female Education Principles (1932-1945). Educ J. 2019;8(2):57-62. doi: 10.11648/j.edu.20190802.13

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@article{10.11648/j.edu.20190802.13,
  author = {Wenwen Wang},
  title = {From the Family to the State: Shifts in Manchukuo Female Education Principles (1932-1945)},
  journal = {Education Journal},
  volume = {8},
  number = {2},
  pages = {57-62},
  doi = {10.11648/j.edu.20190802.13},
  url = {https://doi.org/10.11648/j.edu.20190802.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20190802.13},
  abstract = {In 1931 Japan occupied northeast China, and in 1932 created a puppet state which they named “Manchukuo”. The Manchukuo government began to formulate education policy immediately after its creation. Over the period of the state’s existence, Japanese occupiers adopted a changing set of educational systems to meet the changing demands of the colonial state. This study investigates the state’s main female secondary education objectives and principles, in the context of the state’s overall goals, dividing the era into three distinct periods. This study finds that while the idea of “Good wives and wise mothers” was used consistently throughout the era, the emphasis changed from more domestic and personal issues towards more public issues, including sacrifice for the good of the state, and an emphasis on strong ties with Japan. The image of an ideal woman changed from a more traditional, domestic one, towards one in which women were expected to take up some of the roles had traditionally been played by men.},
 year = {2019}
}

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TY  - JOUR
T1  - From the Family to the State: Shifts in Manchukuo Female Education Principles (1932-1945)
AU  - Wenwen Wang
Y1  - 2019/04/18
PY  - 2019
N1  - https://doi.org/10.11648/j.edu.20190802.13
DO  - 10.11648/j.edu.20190802.13
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 57
EP  - 62
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20190802.13
AB  - In 1931 Japan occupied northeast China, and in 1932 created a puppet state which they named “Manchukuo”. The Manchukuo government began to formulate education policy immediately after its creation. Over the period of the state’s existence, Japanese occupiers adopted a changing set of educational systems to meet the changing demands of the colonial state. This study investigates the state’s main female secondary education objectives and principles, in the context of the state’s overall goals, dividing the era into three distinct periods. This study finds that while the idea of “Good wives and wise mothers” was used consistently throughout the era, the emphasis changed from more domestic and personal issues towards more public issues, including sacrifice for the good of the state, and an emphasis on strong ties with Japan. The image of an ideal woman changed from a more traditional, domestic one, towards one in which women were expected to take up some of the roles had traditionally been played by men.
VL  - 8
IS  - 2
ER  -

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Author Information

Wenwen Wang

Department of Integrated Sciences for Global Society, Kyushu University, Fukuoka, Japan

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APA Style

Wenwen Wang. (2019). From the Family to the State: Shifts in Manchukuo Female Education Principles (1932-1945). Education Journal, 8(2), 57-62. https://doi.org/10.11648/j.edu.20190802.13

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ACS Style

Wenwen Wang. From the Family to the State: Shifts in Manchukuo Female Education Principles (1932-1945). Educ. J. 2019, 8(2), 57-62. doi: 10.11648/j.edu.20190802.13

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AMA Style

Wenwen Wang. From the Family to the State: Shifts in Manchukuo Female Education Principles (1932-1945). Educ J. 2019;8(2):57-62. doi: 10.11648/j.edu.20190802.13

Copy | Download

@article{10.11648/j.edu.20190802.13,
  author = {Wenwen Wang},
  title = {From the Family to the State: Shifts in Manchukuo Female Education Principles (1932-1945)},
  journal = {Education Journal},
  volume = {8},
  number = {2},
  pages = {57-62},
  doi = {10.11648/j.edu.20190802.13},
  url = {https://doi.org/10.11648/j.edu.20190802.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20190802.13},
  abstract = {In 1931 Japan occupied northeast China, and in 1932 created a puppet state which they named “Manchukuo”. The Manchukuo government began to formulate education policy immediately after its creation. Over the period of the state’s existence, Japanese occupiers adopted a changing set of educational systems to meet the changing demands of the colonial state. This study investigates the state’s main female secondary education objectives and principles, in the context of the state’s overall goals, dividing the era into three distinct periods. This study finds that while the idea of “Good wives and wise mothers” was used consistently throughout the era, the emphasis changed from more domestic and personal issues towards more public issues, including sacrifice for the good of the state, and an emphasis on strong ties with Japan. The image of an ideal woman changed from a more traditional, domestic one, towards one in which women were expected to take up some of the roles had traditionally been played by men.},
 year = {2019}
}

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TY  - JOUR
T1  - From the Family to the State: Shifts in Manchukuo Female Education Principles (1932-1945)
AU  - Wenwen Wang
Y1  - 2019/04/18
PY  - 2019
N1  - https://doi.org/10.11648/j.edu.20190802.13
DO  - 10.11648/j.edu.20190802.13
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 57
EP  - 62
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20190802.13
AB  - In 1931 Japan occupied northeast China, and in 1932 created a puppet state which they named “Manchukuo”. The Manchukuo government began to formulate education policy immediately after its creation. Over the period of the state’s existence, Japanese occupiers adopted a changing set of educational systems to meet the changing demands of the colonial state. This study investigates the state’s main female secondary education objectives and principles, in the context of the state’s overall goals, dividing the era into three distinct periods. This study finds that while the idea of “Good wives and wise mothers” was used consistently throughout the era, the emphasis changed from more domestic and personal issues towards more public issues, including sacrifice for the good of the state, and an emphasis on strong ties with Japan. The image of an ideal woman changed from a more traditional, domestic one, towards one in which women were expected to take up some of the roles had traditionally been played by men.
VL  - 8
IS  - 2
ER  -

Copy | Download