Syllabus - Women in Japan

<BODY background="../backgrounds/jasonspaperdrop.gif"> <BLOCKQUOTE><H3><CENTER>Core Three</CENTER></H3> <H4><CENTER>Non-Western Worlds:</CENTER></H4> <H4><CENTER>Women's Studies 162</CENTER></H4> <H2><CENTER>WOMEN IN JAPAN</CENTER></H2> <H2><CENTER><IMG SRC="../otherimages/nihonjosei.gif" WIDTH=130 HEIGHT=32 ALIGN=bottom></CENTER></H2> <H3><CENTER>Spring '97</CENTER></H3> <P> </P> <P> </P> <H4>Instructor</H4> <P>Dr. George L. Pamental (Laurie) Office: Alger 225<BR> Department of Economics & Management Hours: M,W 11-noon,<BR> Phone: 456-8760 (o) 295-5885 (h) By appointment</P> <H4><CENTER>email:gpamental@grog.ric.edu</CENTER></H4> <H4> </H4> <H3><CENTER><A NAME="Contents"></A>Contents</CENTER></H3> <H4><CENTER><A HREF="#Why Core Three?">Why Core Three?</A> </CENTER></H4> <H4><CENTER><A HREF="#Why Only One Culture?">Why Only One Culture</A> </CENTER></H4> <H4><CENTER><A HREF="#Why Japan?">Why Japan?</A></CENTER></H4> <H4><CENTER><A HREF="#About the Course">About the Course</A> </CENTER></H4> <H4><CENTER><A HREF="#Objectives">Objectives</A></CENTER></H4> <H4><CENTER><A HREF="#Texts">Texts</A></CENTER></H4> <H4><CENTER><A HREF="#Method/Requirements">Method/Requirements</A> </CENTER></H4> <H4><CENTER><A HREF="#General Requirements & Grading">General Requirements & Grading</A></CENTER></H4> <H4><CENTER><A HREF="#Weekly Schedule">Weekly Schedule</A> </CENTER></H4> <H4><CENTER><A HREF="#Reading Assignments">Reading Assignments</A> </CENTER></H4> <H4><CENTER><A HREF="#Selected Bibliography">Selected Bibliography</A></CENTER></H4> <H4> </H4> <H3><A NAME="Why Core Three?"></A>Why Core Three?</H3> <P>There are some of us who love to learn about new things, who are fascinated by differences, and relish the opportunity to meet new people, visit new places, sample new foods, and learn new things. We jump at the opportunity to discuss new ideas and debate different values. But that's not why this course exists. This course exists because several of us believe it's good for you. We can't get away from a simple truth--there is value in knowing about another culture. And it doesn't make much difference what culture, because the value comes from the comparisons you will make between whatever culture you are studying and your own. An important value of studying another culture comes from the deeper understanding of yourself which results. This new understanding represents growth, and part of the growth is the recognition that there are others in the area, state, country, hemisphere, world, universe who are different, and have just as much right to their beliefs as we do to ours. Rogers and Hammerstein, in their musical, South Pacific, deliberately included a controversial song, which started like this:</P> <P><CENTER>"You've got to be taught to hate and fear,<BR> You've got to be taught from year to year,<BR> It's got to be drummed in your dear little ear,<BR> You've got to be carefully taught.<BR> <BR> You've got to be taught before it's too late,<BR> Before you are six, or seven or eight,<BR> To hate all the people your relatives hate,<BR> You've got to be carefully taught,<BR> You've got to be carefully taught.</CENTER></P> <P> </P> <P>It was controversial because many people did not want to admit that prejudice exists, a lot of people did not want to admit their own fears. But to their credit, Rogers and Hammerstein kept the song in, primarily because it was appropriate to the story - a young Navy lieutenant from an upper-class home in Philadelphia had fallen in love with an island native. The young officer recognized a sad truth, that many of us grow up thinking that "our" way is the "right" way, and any deviation is to be suspected. So, one value of knowing about another culture is to be able to get to know someone without offending him or her.</P> <P>Another practical value of knowing about a different culture is the possibility of being offered a job in a firm from another country. Or, closer to home, there are courses offered here which involve e-mailing with students from other countries to exchange information, or even do joint projects. You surely don't want to offend the person who is your source of information. Further down the road, you don't want to feel stupid or embarrassed when your own child asks you a question about a new classmate of theirs.</P> <P>Other reasons include the very fact of your becoming a college graduate. In that capacity some will value your opinion valued--after all, you studied in college. How can you respond intelligently to questions on important issues in the news, such as immigration policies, trade disputes with other countries, a local plant closing, or even deciding whom to vote for in an election. These issues are in today's papers, they are already among us and need to be addressed. How should you respond?</P> <P>When you report for a job interview and discover that the company's representative is from a particular ethnic background, how do you respond? When a new family moves next door, how do you respond? When your son or daughter brings home a new friend, how do you respond? When you are assigned to work with another employee, how do you respond? How do you impress your boss when he or she is from a different ethnic background? How do you treat your employees or the people who report to you when they are from different backgrounds? These are some of the reasons why it is important and valuable to be familiar with other cultures.</P> <P><BR> <B><I>Return to <A HREF="#Contents">Contents</A></I></B></P> <P> </P> <H3><A NAME="Why Only One Culture?"></A>Why Only One Culture?</H3> <P>A good question you may be pondering right about now is how can all of these questions be answered by a single course. Good question! They can't. There are thousands of different cultures and languages out there. But extensive study of a single one of them has a unique and extremely valuable advantage.</P> <P>In ancient Greece there was an oracle at Delphi, a place where citizens could go to consult their deities about the future or get advice. But the sign over the entryway was very interesting--it said "<I>Sophrosine</I>--Know thyself." The Greeks realized that before one could prepare for the future one had to understand oneself, one's values, beliefs, strengths, weaknesses, likes, dislikes, etc. And that's the first advantage of studying a single culture--the comparisons you will be making and the resultant increased understanding of your own values and beliefs.</P> <P>It is true that some of this could be accomplished by studying several different cultures, but the study of one, in depth, provides us with the exhaustive analysis of our own fundamental beliefs so necessary to reaching an understanding about others. This exercise, an exhaustive self-analysis through comparison, can bring home to us in a powerful way that there are legitimate and understandable reasons why some others have very different fundamental values. And it's important to realize that we're not discussing superficial differences such as clothing or food, but basic behaviors like who we pray to and what we pray for, or if we pray at all. Things like touching another person, when, and where. Things like looking another person in the eye, or not. Things like raising children, speaking the truth, keeping promises, having sex.</P> <P>And coming to this understanding through a systematic and detailed analysis prepares us for doing it again, on our own, when the occasion calls for it. In other words, the exhaustive analysis not only deepens our understanding of ourselves and leads us to truly knowing another culture, but it prepares us for knowing yet others as well.</P> <P>Part of this preparation stems from the method of analysis central to the General Education program. This course, and all the courses in the program, call for:</P> <UL> <LI>persuasive speaking <LI>critical analysis and synthesis <LI>receptive listening <LI>clear and rhetorically informed writing <LI>critical and engaged reading <LI>applications of technology </UL> <P>These are valuable skills and abilities which transcend any particular course. They will help you in your other coursework and they will help you outside school.</P> <H4><BR> <B><I>Return to <A HREF="#Contents">Contents</A></I></B><BR> </H4> <H3><A NAME="Why Japan?"></A>Why Japan?</H3> <P>Japan has been one of our strongest and most loyal allies for ever fifty years. It was our defense outpost against the USSR before the Wall fell. Its dramatic economic success has forced many of our biggest companies to get better to remain competitive. We all benefit from the resulting improved products. Its children's outstanding performance on math and science tests has stimulated the examination of our own school system.</P> <P>It is the world's second largest economy, and the one with which, next to Canada, we trade the most. Yet despite all of this interaction, we hardly know it, the prototypical stereotypes being the rapacious businessman and the kimono-clad geisha.</P> <P>For a country as technologically advanced as Japan is, and with the highest average family income in the world, we are surprised to see a social system so at variance with our own. In so many other countries, technological advancement and wealth have been accompanied by, if not created by, greater equality between men and women. Not so Japan.</P> <P>If we are to coexist as friendly allies and competitors, we must be able to communicate effectively. And if we are to communicate effectively, we must understand one another. This course should help you better understand a country of such intriguing contrasts, ancient traditions, and modern ways.</P> <H4><BR> <B><I>Return to <A HREF="#Contents">Contents</A></I></B><BR> </H4> <H3><A NAME="About the Course"></A>About the Course</H3> <P>To understand the Japan of today, we will begin, as they say, at the beginning. We will go back to the early period of Japan's history to discover the beginnings of those cultural institutions and characteristics which are still operative today, influencing behavior. We will read from Japan's equivalent of the Bible and their "begats." We'll see that Japan was originally a matriarchy, but by the time the histories were written it had become as sexist as many other countries.</P> <P>We will look at the major periods of Japanese history to identify those factors which help to define today's Japan and particularly those which affect Japanese women. Included in this survey will be the folk heritage and traditions, and the arts, which are so important to the Japanese.</P> <P>Once we have identified Japan's major historical roots, we'll look at those major aspects of a culture which serve to preserve as well as define its uniqueness--language, religion, education, and the law--their evolution and their current influence on women.</P> <P>We will then examine the lives and roles of women in today's Japan, from the early years to the ending years, to see how modern Japanese women are viewed and treated, and how they act and cope. We will finish by looking at some rebels, and some signs of change.</P> <H4><BR> <B><I>Return to <A HREF="#Contents">Contents</A></I></B><BR> </H4> <H3><A NAME="Objectives"></A>Objectives</H3> <UL> <LI>To understand the roles and values of Japanese women, and their historical development. <LI>To understand the forces affecting women in Japanese society. <LI>To gain experience and confidence in listening, speaking, reading, writing, and thinking critically. <LI>To know yourself, clarify your own values and beliefs, and learn to accept those who are different. </UL> <H4><BR> <B><I>Return to <A HREF="#Contents">Contents</A></I></B><BR> </H4> <H3><A NAME="Texts"></A>Texts</H3> <P><B>Elisabeth Bumiller. <I>The Secrets of Mariko: A Year in the Life of a Japanese Woman and Her Family.</I> New York: Times Books, 1995.</B></P> <P><B>George L. Pamental.<I> Daijohbu: Learning from the Japanese</I>. Revised edition. Unpublished manuscript. 1996</B></P> <P><B>Edwin O. Reischauer and Marius B. Jansen. <I>The Japanese Today: Change and Continuity.</I> Enarged Edition. Cambridge: The Belknap Press of Harvard University, 1995.</B></P> <P><B>Yukiko Tanaka. <I>Contemporary Portraits of Japanese Women.</I> Westport, CT: Praeger, 1995.</B></P> <H4><B><BR> <I>Return to <A HREF="#Contents">Contents</A></I></B><BR> </H4> <H3><A NAME="Method/Requirements"></A>Method/Requirements</H3> <P>Writing and discussion will be the major components of the course, as follows:</P> <H4><B><I> </I></B></H4> <H4><CENTER><B><I>Class Participation</I></B></CENTER></H4> <P>There will be a variety of activities taking place in class, from criticising the writing of your groupmates to preparing a group analysis. Your active involvement (not just merely showing up) is required. More important, though, will be the quality of that involvement. Hence you will be evaluated on the logic of your arguments, your supporting rationale, how well you understood the weekly reading/viewing, your ability to be critical of another's work but express the criticism in a way that does not offend, and your ability to take criticism constructively and not be offended.</P> <H4><CENTER><B><I>Reading Analysis</I></B></CENTER></H4> <P>There will be assigned readings, at first for each class, and then weekly. You will write a 1-2 page critical reflection based upon your reaction to each reading. What is most important to remember is that this is not a summary. Nor is it simply an emotional reaction. It is not sufficient to write that you donÕt like something, or that you would not accept something, or even that you believe something is wrong. Rather, what you are writing is a critical reflection--you must give reasons (not feelings) for your views. Some questions you might ask as you read are ÒWhat do I feel about this?Ó ÒWould I like to be treated that way?Ó ÒIs this behavior/treatment wrong (and on what basis do I make this claim), or is it just different?Ó ÒWould this be tolerated in the U.S.?Ó ÒIs Japan the only country in which this takes place?Ó ÒHow does this compare to the U.S.?Ó These questions and comments then can become the source of your writing. </P> <P>In class, in small groups, you will exchange your analyses and read each other's and discuss. You should take this opportunity to get and give help with your writing as well. The papers will not be graded for form but you shouldn't ignore grammar, spelling, etc. Do them on your computer so they can be edited by you and read by others more easily, and so you'll have them in one place to use for your term paper.</P> <P>These analyses will not be graded, but failure to submit one will result in a reduction from the final course grade. They are worth 28% of that grade, which you will earn automatically if all 14 are turned in on time.</P> <H4><CENTER><B><I>Short Research Papers</I></B></CENTER></H4> <P>You will have a choice of two out of four research topics.</P> <P>Paper 1:</P> <P>a. Early, Classical, and Tokugawa period (up to 1850) contributions to the roles and treatment of women in modern Japanese society; or</P> <P>b. Meiji and Occupation period (1850-1950) contributions to the roles and treatment of women in modern Japanese society.</P> <P>Paper 2:</P> <P>How modern Japanese women have been affected by a particular social institution--education, religion, language, the bureaucracy, the arts, folk tales.</P> <P>Note that these are research papers, not merely a re-statement of the readings. You are expected to use outside sources (at least four, but no texts, encyclopedias (hard copy or internet), or Time Life or other series) to support your views. Naturally, since this will be the first time most of you will have investigated the topic, most of what you write will require an indication of the source, i.e. footnotes or endnotes. (You are to use Chicago style as given in Kate Turabian's A Manual for Writers of Term Papers, Theses, and Dissertations.) Don't be surprised that nearly every paragraph you write has at least one reference, and often more. A bibliography is also required.</P> <P>The requirements are a detailed outlline (how you propose organizing the paper), one or more early drafts and a final draft. In addition, you will write formal critiques of the work of two classmates (and they of you). The papers will be done in stages as follows.</P> <UL> <LI>Write detailed outline outside class <LI>Discussion in class <LI>Write early draft(s) outside class <LI>Exchange second or third drafts in class <LI>Read others' work, write formal critique outside class <LI>Discuss formal critique in class <LI>Write final draft outside class </UL> <P>First, read. Collect information. Once you have enough information (it varies by individual) begin writing, either an outline or just your thoughts. After you've developed an idea of how you want to proceed, prepare your outline in as detailed a form as you can. Bring two copies to class where, in groups of three, you will exchange material so that two of your classmates will read your material and you will read theirs. I will provide you with an evaluation sheet. As a group you will then discuss all three outlines, offering encouragement and advice. Be critical, and try to give and obtain as much helpful advice as you can.</P> <P>After receiving formal criticism on the outline, given and discussed in class, you will take this information home and continue writing. Once you have a decent draft (it may be the second or third, with some parts even more), bring three copies to class to exchange on the appointed date. You'll take your groupmates' drafts home, read, and prepare a formal critique. I'll provide a form for that, too. These will be brought to class for group discussion.</P> <P>Finally, you'll take the last round of critiques home and write your final draft. Thus, each student will have the benefit of two formal criticisms, plus group discussion, to be used in preparation of the final draft.</P> <P>The papers will be evaluated based upon the material presented, your understanding of the material, the logic of your presentation, how well you support your views with rationale, and the quality of your writing- clarity, simplicity, and mechanics (spelling, punctuation, and grammar). You will earn credit for the first four, and lose credit (1/2 point per error) for the last.</P> <P><CENTER><B><I>Term Paper</I></B></CENTER></P> <P>This will be a term-long investigation in which you will make use of the class discussions, videos, and reading material, along with outside research, to write about the changes taking place within Japanese society and the effects those changes are having on women. You will be required to focus on four of the following roles or occupation or status groups:</P> <UL> <LI>young unmarried working woman <LI>young married woman with no children <LI>young married woman with child in grammar school <LI>young married woman with child in high school <LI>housewife with children away from home <LI>blue collar worker <LI>white collar worker <LI>entrepreneur <LI>elderly </UL> <H4>In effect this will be four mini-papers. The procedure, and evaluation, will be the same as for the shorter paper.</H4> <P><B><I>Return to <A HREF="#Contents">Contents</A></I></B><BR> </P> <H3><A NAME="General Requirements & Grading"></A>General Requirements & Grading</H3> <P>Class participation is an important part of the course, and much of what you learn will come from those discussions. Therefore, attendance is mandatory. Unauthorized absence will result in loss of participation credit and a penalty deducted from the final grade. </P> <P>The short papers should be 4-5 pages of text and the term paper 10-12 (about 3 pages per group). Use 1" margins on all four sides and 10 or 12 point type--this syllabus is in Helvetica, 10 point--of the san serif variety. San Serif, Geneva or Helvetica are available in nearly all word processing programs.</P> <P>Papers will be computer generated. If you use a dot matrix printer, <B>do not use one with a dull or worn out ribbon</B>. There should be a cover sheet with your name, the date, the class, and the subject. <B>Back up your file every few paragraphs, and make a second copy on a separate disk</B>. If you are using the labs at the college, make sure to do this, and do not wait until the day the material is due to print your copies. There are too many things that can go wrong to wait until the last minute.This is particularly important, since <B>no late papers will be accepte</B>d, and "the computer ate my file" is not an acceptable excuse. Plan ahead and save headaches. Equally important, you need to have the material in time for your group mates to read it in class.</P> <P>Grading will be based on the following weights:</P> <UL> <LI>Class participation 15% <LI>Weekly Analysis 28% (automatic, if all assignments completed on time) <LI>Short paper #1 16% <LI>Short paper #2 16% <LI>Term paper 25% </UL> <P><B><I>Return to <A HREF="#Contents">Contents</A></I></B></P> <P> </P> <H3><CENTER><A NAME="Weekly Schedule"></A>Weekly Schedule </CENTER></H3> <H4><CENTER><TABLE BORDER=1> <TR> <TD WIDTH=19> <P><CENTER><B>Wk</B></CENTER> </TD><TD> <P><CENTER><B>Topic</B></CENTER> </TD><TD WIDTH=195> <P><CENTER><B>Due*</B></CENTER> </TD></TR> <TR> <TD VALIGN=top WIDTH=19> <P>1 </TD><TD VALIGN=top> <P>Introduction to the course, mythology, Early, Classical , and Tokugawa historical eras </TD><TD VALIGN=top WIDTH=195> <P> </TD></TR> <TR> <TD VALIGN=top WIDTH=19> <P>2 </TD><TD VALIGN=top> <P>Meiji, Occupation, and Post-occupation historical eras, introduction to women in Japan </TD><TD VALIGN=top WIDTH=195> <P> </TD></TR> <TR> <TD VALIGN=top WIDTH=19> <P>3 </TD><TD VALIGN=top> <P>An "average" woman, birth of feminism </TD><TD VALIGN=top WIDTH=195> <P>Term Paper Topics / Short paper outline </TD></TR> <TR> <TD VALIGN=top WIDTH=19> <P>4 </TD><TD VALIGN=top> <P>Religion and Language </TD><TD VALIGN=top WIDTH=195> <P>Exchange short paper drafts </TD></TR> <TR> <TD VALIGN=top WIDTH=19> <P>5 </TD><TD VALIGN=top> <P>Education </TD><TD VALIGN=top WIDTH=195> <P>Discuss short paper formal critiques </TD></TR> <TR> <TD VALIGN=top WIDTH=19> <P>6 </TD><TD VALIGN=top> <P>Education and Employment </TD><TD VALIGN=top WIDTH=195> <P>Turn in short paper </TD></TR> <TR> <TD VALIGN=top WIDTH=19> <P>7 </TD><TD VALIGN=top> <P>Communication: The Individual and the Group </TD><TD VALIGN=top WIDTH=195> <P>Term paper outline </TD></TR> <TR> <TD VALIGN=top WIDTH=19> <P>8 </TD><TD VALIGN=top> <P><B>Spring Break</B> </TD><TD VALIGN=top WIDTH=195> <P> </TD></TR> <TR> <TD VALIGN=top WIDTH=19> <P>9 </TD><TD VALIGN=top> <P>Motherhood </TD><TD VALIGN=top WIDTH=195> <P>Short paper outline </TD></TR> <TR> <TD VALIGN=top WIDTH=19> <P>10 </TD><TD VALIGN=top> <P>Marriage and the Family </TD><TD VALIGN=top WIDTH=195> <P>Exchange short paper drafts </TD></TR> <TR> <TD VALIGN=top WIDTH=19> <P>11 </TD><TD VALIGN=top> <P>Women at Work </TD><TD VALIGN=top WIDTH=195> <P>Short paper formal critiques </TD></TR> <TR> <TD VALIGN=top WIDTH=19> <P>12 </TD><TD VALIGN=top> <P>TV, Pornography, and the Elderly </TD><TD VALIGN=top WIDTH=195> <P>Turn in short paper </TD></TR> <TR> <TD VALIGN=top WIDTH=19> <P>13 </TD><TD VALIGN=top> <P>Politics </TD><TD VALIGN=top WIDTH=195> <P> </TD></TR> <TR> <TD VALIGN=top WIDTH=19> <P>14 </TD><TD VALIGN=top> <P>Feminism and the Law </TD><TD VALIGN=top WIDTH=195> <P>Exchange term paper drafts </TD></TR> <TR> <TD VALIGN=top WIDTH=19> <P>15 </TD><TD> <P>Summary / Reflection </TD><TD WIDTH=195> <P>Term paper formal critiques </TD></TR> </TABLE><B>* Above assignments due on Wednesdays. Weekly Two-page Reading Analyses are due on the dates indicated on the hand out. (Generally each Monday)</B></CENTER></H4> <P><B><I>Return to <A HREF="#Contents">Contents</A></I></B></P> <P> </P> <H3><CENTER><A NAME="Reading Assignments"></A>Reading Assignments </CENTER></H3> <H4><CENTER><TABLE BORDER=1> <TR> <TD VALIGN=top WIDTH=26 HEIGHT=21> <P>Wed </TD><TD VALIGN=top WIDTH=25 HEIGHT=21> <P>1/29 </TD><TD VALIGN=top WIDTH=45 HEIGHT=21> <P>Reischauer<BR> Pamental </TD><TD VALIGN=top WIDTH=74 HEIGHT=21> <P>Chapts. 3-6<BR> Chapt. 1 </TD><TD VALIGN=top HEIGHT=21> <P>Early Japan, Feudalism<BR> Mikako </TD></TR> <TR> <TD VALIGN=top WIDTH=26> <P>Mon </TD><TD VALIGN=top WIDTH=25> <P>2/3 </TD><TD VALIGN=top WIDTH=45> <P>Reischauer<BR> Pamental </TD><TD VALIGN=top WIDTH=74> <P>Chapts. 7,8,10,11,13,16<BR> Chapt. 2 </TD><TD VALIGN=top> <P>Meiji, Occupation, Post-occupation, The group, The Individual<BR> Mikako </TD></TR> <TR> <TD VALIGN=top WIDTH=26> <P>Wed </TD><TD VALIGN=top WIDTH=25> <P>2/5 </TD><TD VALIGN=top WIDTH=45> <P>Iwao<BR> Fujimura<BR> Pamental </TD><TD VALIGN=top WIDTH=74> <P>Chapt. 1<BR> pp. xvii-xxvii<BR> Chapt. 3 </TD><TD VALIGN=top> <P>Myths and realities<BR> Overview<BR> Women in the Family </TD></TR> <TR> <TD VALIGN=top WIDTH=26> <P>Mon </TD><TD VALIGN=top WIDTH=25> <P>2/10 </TD><TD VALIGN=top WIDTH=45> <P>Iwao<BR> Fujimura<BR> Pamental </TD><TD VALIGN=top WIDTH=74> <P>Chapt. 2<BR> pp. 323-352<BR> Chapt. 4, ii </TD><TD VALIGN=top> <P>The Story of Akiko<BR> Japan's First Phase of Feminism<BR> Keiko and Okaasan </TD></TR> <TR> <TD VALIGN=top WIDTH=26> <P>Mon </TD><TD VALIGN=top WIDTH=25> <P>2/17 </TD><TD VALIGN=top WIDTH=45> <P>Reischauer<BR> Pamental<BR> Fujimura </TD><TD VALIGN=top WIDTH=74> <P>Chapts. 19,38<BR> Chapt. 5<BR> pp. 15-42 </TD><TD VALIGN=top> <P>Religion / Language<BR> Young Women<BR> Women's Image and Place in Japanese Buddhism / Aspects of Sexism in Language </TD></TR> <TR> <TD VALIGN=top WIDTH=26> <P>Mon </TD><TD VALIGN=top WIDTH=25> <P>2/24 </TD><TD VALIGN=top WIDTH=45> <P>Reischauer<BR> Pamental<BR> Fujimura </TD><TD VALIGN=top WIDTH=74> <P>Chapt. 18<BR> Chapt. 6<BR> pp. 93-124 </TD><TD VALIGN=top> <P>Education<BR> Fusako<BR> Challenges to Education for Girls and Women in Modern Japan: Past and Present / Sexism and Gender Stereotyping in Schools </TD></TR> <TR> <TD VALIGN=top WIDTH=26> <P>Mon </TD><TD VALIGN=top WIDTH=25> <P>3/3 </TD><TD VALIGN=top WIDTH=45> <P>Reischauer<BR> Pamental<BR> Fujimura </TD><TD VALIGN=top WIDTH=74> <P>Chapt. 33<BR> Chapt. 7, iv-vi<BR> pp. 125-154, 295-309 </TD><TD VALIGN=top> <P>The Employment System<BR> Farm Women<BR> College Women Today: Options and Dilemmas / Work, Education and the Family </TD></TR> <TR> <TD VALIGN=top WIDTH=26> <P>Mon </TD><TD VALIGN=top WIDTH=25> <P>3/10 </TD><TD VALIGN=top WIDTH=45> <P>Iwao<BR> Pamental </TD><TD VALIGN=top WIDTH=74> <P>Chapt. 4<BR> Chapt. 8, i </TD><TD VALIGN=top> <P>Communication and Crisis<BR> Rotary Membership </TD></TR> <TR> <TD VALIGN=top COLSPAN=5> <H4><CENTER>S P R I N G B R E A K</CENTER></H4> </TD></TR> <TR> <TD VALIGN=top WIDTH=26> <P>Mon </TD><TD VALIGN=top WIDTH=25> <P>3/24 </TD><TD VALIGN=top WIDTH=45> <P>Iwao<BR> Fujimura<BR> Pamental </TD><TD VALIGN=top WIDTH=74> <P>Chapt. 5<BR> pp. 199-213<BR> Chapt. 9 </TD><TD VALIGN=top> <P>Motherhood and the Home<BR> The Mystique of Motherhood<BR> Amatarasu, Norie, and Okusan </TD></TR> <TR> <TD VALIGN=top WIDTH=26> <P>Mon </TD><TD VALIGN=top WIDTH=25> <P>3/31 </TD><TD VALIGN=top WIDTH=45> <P>Iwao<BR> Pamental<BR> Fujimura </TD><TD VALIGN=top WIDTH=74> <P>Chapt. 3<BR> Chapt. 10<BR> pp. 183-199 </TD><TD VALIGN=top> <P>Marriage and the Family<BR> Junko and the Sarariman's Wives<BR> Marriage and the Family: Past and Present </TD></TR> <TR> <TD VALIGN=top WIDTH=26> <P>Mon </TD><TD VALIGN=top WIDTH=25> <P>4/7 </TD><TD VALIGN=top WIDTH=45> <P>Iwao<BR> Pamental<BR> Fujimura </TD><TD VALIGN=top WIDTH=74> <P>Chapts. 6,7<BR> Chapt. 11<BR> pp. 271-294 </TD><TD VALIGN=top> <P>Work as Option / Work as Profession<BR> Yuki and Tamoe<BR> Female Workers: An Overview of Past and Current Trends </TD></TR> <TR> <TD VALIGN=top WIDTH=26> <P>Mon </TD><TD VALIGN=top WIDTH=25> <P>4/14 </TD><TD VALIGN=top WIDTH=45> <P>Pamental<BR> Fujimura </TD><TD VALIGN=top WIDTH=74> <P>Chapt. 12<BR> pp. 75-92, 213-228, 255-270, 309-322 </TD><TD VALIGN=top> <P>Makiko and Okaasan<BR> Women and Television: Portrayal of Women in Mass Media / Care of the Elderly: a Women's Issue / Pornographic Culture and Sexual Violence / The Plight of Asian Migrant Women Working in Japan's Sex Industry </TD></TR> <TR> <TD VALIGN=top WIDTH=26> <P>Mon </TD><TD VALIGN=top WIDTH=25> <P>4/21 </TD><TD VALIGN=top WIDTH=45> <P>Reischauer<BR> Iwao<BR> Pamental<BR> Fujimura </TD><TD VALIGN=top WIDTH=74> <P>Chapts. 23, 26<BR> Chapt. 8<BR> Chapt. 13<BR> pp. 365-392 </TD><TD VALIGN=top> <P>The Diet / Political Parties<BR> Politics and No Power<BR> Fumiko, Nanako, and Junko<BR> From the Home to the Political Arena / Profiles of Two Assemblywomen </TD></TR> <TR> <TD VALIGN=top WIDTH=26> <P>Mon </TD><TD VALIGN=top WIDTH=25> <P>4/28 </TD><TD VALIGN=top WIDTH=45> <P>Pamental<BR> Fujimura </TD><TD VALIGN=top WIDTH=74> <P>Chapt. 14<BR> pp. 3-14, 323-364 </TD><TD VALIGN=top> <P>Kazuko and Friends<BR> The Strugge for Legal Rights and Reforms / Japan's First Phase of Feminism / The New Feminist Movement in Japan, 1970-1990 / Legal Challenges to the Status Quo </TD></TR> </TABLE>*Written Analyses due on each date.</CENTER></H4> <P><B><I>Return to <A HREF="#Contents">Contents</A></I></B><BR> </P> <H3><A NAME="Selected Bibliography"></A>Selected Bibliography</H3> <P><B>Fiction</B></P> <P>Ariyoshi Sawako. <I>The Doctor's Wife<BR> </I>________. <I>The River Ki</I><BR> Phyllis Birnbaum, translator. <I>Rabbits, Crabs, Etc.: Stories by Japanese Women</I><BR> Murasaki Shikibu. <I>The Tale of Genji</I>.<BR> Sei Shonagon. <I>The Pillow Book of Sei Shonagon</I>.<BR> <BR> Tanizaki Junichiro. <I>The Makioka Sisters</I>.<BR> _______. <I>Naomi</I>.<BR> Yuuko Tsushima. <I>A Child of Fortune</I><BR> Banana Yoshimoto. <I>Kitchen.</I><BR> <BR> <B>Non-Fiction</B></P> <P>Anne Allison. <I>Nightwork: Sexuality, Pleasure, and Corporate</I><BR> Azuma, Hiroshi, et al. <I>Child Development and Education in Japan</I><BR> Ben-Ari, Eyal, Moeran, Brian and Valentine, James, eds. <I>Unwrapping Japan</I><BR> Benedict, Ruth. <I>The Chrysanthemum and the Sword</I><BR> <BR> Mary Brinton. <I>Women and the economic Miracle</I><BR> Buckley, Roger <I>Japan Today, 2nd ed.</I><BR> Bumiller, Elisabeth, <I>The Secrets of Mariko</I><BR> Cherry, Kittredge. <I>Womansword: What Japanese Words Say About Women</I><BR> Christopher, R.C. <I>The Japanese Patterns of Behavior<BR> ________. The Japanese Mind</I><BR> <BR> Clark, Scott, <I>Japan, a View from the Bath</I><BR> Cole, Robert. <I>Japanese Blue Collar</I><BR> ________. <I>Work, Mobility, & Participation</I><BR> Jane Condon. <I>A Half Step Behind: Japanese Women of the '80's</I><BR> ________ and Kurata, K. <I>What's Japanese About Japan?</I><BR> <BR> Confucius. <I>The Analects.</I> Translated with an Introduction by D.C. Lau. London: Penguin, 1979.<BR> Coomaraswamys, Ananada <I> Hinduism and Buddhism</I><BR> Davidson, Cathy. <I>36 Views of Mt. Fuji</I><BR> de Bary, W.T. <I>East Asian Civilizations: A Dialogue in 5 Stages<BR> </I>Doi, Takeo. <I>The Anatomy of Self: The Individual Versus Society<BR> ________. The Anatomy of Dependence</I><BR> <BR> Edwards, Walter. <I>Modern Japan Through its Weddings</I><BR> Enright, D.J. <I>The World of Dew: Aspects of Living Japan</I><BR> Fallows, James. <I>More Like Us</I><BR> Frost, Ellen. <I>For Richer, For Poorer</I><BR> Fukutake, Tadashi <I>Japanese Society Today</I><BR> ________. <I>The Japanese Social Structure...</I><BR> <BR> Greenfeld, Karl, <I>Speed Tribes: Days and Nights with Japan's Next Generation</I><BR> Hall, E.T. <I>Hidden Differences: Doing Business With the Japanese</I><BR> Hall, J.W. and R. Beardsley. <I>Twelve Doors to Japan</I></P> <P><I>________. History of Japan<BR> ________. Japan: From Prehistory to Modern Times</I><BR> <BR> Halloran, Richard. <I>Japan: Images and Realities</I><BR> Hunter, Janet, ed. <I>Japanese Women Working</I><BR> Imamura, Anne E. <I>Urban Japanese Housewives: At Home and in the Community</I><BR> Inoue, Yasushi. <I>Chronicle of My Mother</I><U><BR> </U>Itasaka, Gen, translated by Jon H. Loftus, <I>Gates to Japan: Its People and Society</I><BR> <BR> Lebra, Takie S. <I>Japanese Patterns of Behavior<BR> ________. Japanese Culture and Behavior</I><BR> ________. "Gender and Culture in the Japanese Political Economy: Self-Portrait of Prominent<BR> Businesswomen" in <I>The Political Economy of Japan. Volume 3: Cultgural and Social Dynamics.</I> Edited<BR> by Shumpei Kumon and Henry Rosovsky. Stanford, CA: Stanford University Press, 1992.<BR> <BR> Jeannie Lo. <I>Office Ladies, Factory Women: Life and Work at a Japanese Company</I><BR> Mitchell, Douglas.<I> Amaeru: The Expression of Reciprocal Dependency . .</I><BR> Nakane, Chie. <I>Japanese Society</I><BR> Nakano Makiko. <I>Makiko's Diary: A Merchant Wife in 1910 Kyoto</I><BR> Norbeck, Edward. <I>Changing Japan </I>2nd ed<BR> <BR> Passin, Herbert <I>Society and Education in Japan</I><BR> Philip, Leila. <I>The Road Through Miyama</I><BR> Edwin O. Reischauer and Marius B. Jansen. <I>The Japanese Today: Change and Continuity.</I> Enlarged<BR> Glenda Roberts. <I>Staying on the Line: Blue Collar Women...</I><BR> Rohlen, Thomas. J<I>apan's High Schools</I><BR> <BR> Donald Richie. <I>Geisha, Gangster, Neighbor, Nun: Scenes from Japanese Lives</I>.<BR> Frederik L. Schodt. <I>Manga! Manga! The World of Japanese Comics</I>. Tokyo: Kodansha, 1983.<BR> Sansom, George <I>Japan: A Short Cultural History</I><BR> ________.<I> History of Japan, </I>3 vols.<BR> Schoppa, Leonard. <I>Education Reform in Japan</I><BR> Smith, Robert <I>Japanese Society: Tradition, Self, and the Social Order </I><BR> <BR> Smith, Robert J. and Wiswell, Ella Lury. <I>The Women of Suye Mura</I><BR> E. Patricia Tsurumi. <I>Factory Girls: Women in the Thread Mills of Meiji Japan</I><BR> Varley, Paul <I>Japanese Culture</I><BR> Vogel, Ezra. <I>Japan as Number One: Lessons for America</I><BR> <I>________. Japan's New Middle Class, rev. ed.<BR> </I>White, Merry <I>The Japanese Educational Challenge</I><BR> ________. <I>The Material Child</I></P> <P><BR> <B><I>Return to <A HREF="#Contents">Contents</A></I></B><BR> </P> <P><BR> <HR> </P> <H4><CENTER><B><I><A HREF="../index.html" TARGET="_top">Dr. Pamental's Home Page</A></I> || <I><A HREF="../courses/courses.html" TARGET="_top">Courses</A></I> || <I><A HREF="classmaterial.html" TARGET="_top">Class Material</A></I><BR> <BR> <A HREF="http://www.ric.edu" TARGET="_top">College Home Page</A> || <A HREF="http://www.ric.edu/virthall/vh.html" TARGET="_top">Virtual Hall</A> || <I>Center Home Page</I></B></CENTER></H4></BLOCKQUOTE> </BODY>