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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.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	School, community, and state integration in nineteenth century Japan./
Author:	Platt, Brian Wesley.
Description:	290 p.
Notes:	Adviser: Ronald P. Toby.
Contained By:	Dissertation Abstracts International59-11A.
Subject:	Education, History of. -
Online resource:	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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005 20110429
008 110429s1998 eng d
020 $a 0599106573
035 $a (UnM)AAI9912340
035 $a AAI9912340
040 $a UnM $c UnM
100 1 $a Platt, Brian Wesley. $3 1254245
245 1 0 $a School, community, and state integration in nineteenth century Japan.
300 $a 290 p.
500 $a Adviser: Ronald P. Toby.
500 $a Source: Dissertation Abstracts International, Volume: 59-11, Section: A, page: 4251.
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.
590 $a School code: 0090.
650 4 $a Education, History of. $3 599244
650 4 $a History, Asia, Australia and Oceania. $3 626624
650 4 $a History, Modern. $3 516334
690 $a 0332
690 $a 0520
690 $a 0582
710 2 0 $a University of Illinois at Urbana-Champaign. $3 626646
773 0 $t Dissertation Abstracts International $g 59-11A.
790 $a 0090
790 1 0 $a Toby, Ronald P., $e advisor
791 $a Ph.D.
792 $a 1998
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9912340