School, Community, and State Integration in Nineteenth Century Japan
Platt, Brian Wesley
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https://hdl.handle.net/2142/84744
Description
Title
School, Community, and State Integration in Nineteenth Century Japan
Author(s)
Platt, Brian Wesley
Issue Date
1998
Doctoral Committee Chair(s)
Toby, Ronald P.
Department of Study
History
Discipline
History
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, History of
Language
eng
Abstract
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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