![]() ![]() These cultural works, produced by a broad spectrum of "ordinary" Japanese citizens (a housewife in Manchuria, settlers in Korea, manga artists and fiction writers in mainland Japan, and so on), functioned effectively to reinforce the official policies that controlled and violated the lives of the colonized throughout Japan's empire.īy making available and analyzing a wide-range of sources that represent "media" during the Japanese colonial period, Reading Colonial Japan draws attention to the powerful role that language and imagination played in producing the material realities of Japanese colonialism. The variety of genres the explored includes legal documents, children's literature, cookbooks, serialized comics, and literary texts by well-known authors of the time. The primary documents highlight how central cultural production and dissemination were to the colonial effort, while accentuating the myriad ways colonialism permeated every facet of life. During this time, how was the Japanese imperial project understood, imagined, and lived? Reading Colonial Japan is a unique anthology that aims to deepen knowledge of Japanese colonialism(s) by providing an eclectic selection of translated Japanese primary sources and analytical essays that illuminate Japan's many and varied colonial projects. ![]() The Japanese empire lasted from 1869-1945. The massive extraction of resources and extensive cultural assimilation policies radically impacted the lives of millions of Asians and Micronesians, and the political, economic, and cultural ramifications of this era are still felt today. The only major non-western colonial power in the 20th century, Japan controlled a vast area of Asia and numerous archipelagos in the Pacific Ocean. #TEXT AND CONTEXTS SERIES#Prospective authors are advised to contact the series editors to discuss a project.By any measure, Japan's modern empire was formidable. (v) suggestions for linguistic intervention in the context described.īooks in this series are mainly addressed to researchers, postgraduate students and teachers working within all areas of language in social life, though they will also be of use in specialist undergraduate study. (iv) suggested theoretical developments to the theory in light of the analyses (iii) analyses of language-in-use in the specific context, drawing on disciplines such as ethnography, sociology and psychology to enhance the interpretation of the linguistic analysis (ii) a functional linguistic account of the area of language in focus (i) a broad account of the context of the study They typically present and discuss (in any appropriate sequence): Titles are expected to discuss not only significant patterns of linguistic choices in texts and their role in construing the context in which the texts function, but also the dynamics of language production and uptake. Equal prominence is therefore given to descriptions of context, drawing on methods from disciplines such as ethnography, sociology and psychology, and to the language produced. The series draws explicitly on functional accounts of language-as-action in specific social contexts both to analyse the social meaning of situated texts and to test and develop the theory against these accounts.īooks in this series provide a fuller and more adequate description of the social context than is often afforded by existing textual studies. It brings together and consolidates the strengths of various sociolinguistic, textual and critical discourse approaches to linguistic analysis that are often treated in isolation. ![]() ![]() This series provides in-depth accounts of language use in social life that interrelate fine-grained analysis of texts and extensive analysis of the sociocultural context in which the texts are produced and interpreted. His research interests lie in the relationship between culture and genre and in developing hybrid genres that enhance the participation of minority groups in gatekeeping discourses. His doctoral fieldwork was on intercultural discourse between indigenous groups, national government and international development organisations. Tom Bartlett is Reader in Applied Linguistics in the School of Critical Studies and the University of Glasgow. ![]()
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