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Critical Teaching about Asia

Orientalism, Postcolonial Perspectives and Cross-cultural Education

Bibliographic Data

ID3608347
AuthorsYoshiko Nozaki (University at Buffalo, State University of New York, corresponding author)
Year2009
Volume30
Issue2
Pages141-155
Publication date2009-05-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueJournal of Intercultural Studies (JOURNAL)
Journal identifiersISSN: 0725-6868 • E-ISSN: 1469-9540
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/07256860902766941
OpenAlexW2003589517
LanguageEN
Citations received3
References cited33

This paper explores the ways to develop a curriculum and pedagogy to teach Asian cultures and histories to US students – and by implication to students in the West – from critical postcolonial perspectives. In particular, by examining studies of Japan as an example, it identifies and discusses several key issues, including application of the concept of Orientalism, (commonsensical) binary oppositions that lurk in cross-cultural studies and understandings, and cultural essentialisms and nationalisms that emerge in (de-colonised and modernising) Asian nations. The paper argues that postcolonial perspectives can offer us a set of useful theoretical tools to counteract the hegemonic ways of teaching and studying about Asia

Cross-cultural · Curriculum · Epistemology · Hegemony · Orientalism · Pedagogy · Political science · Sociology · Anthropology · Educator Training and Historical Pedagogy · Gender Studies · Global Education and Multiculturalism · History · Japanese History and Culture · Law · Philosophy

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    Open Access•Ryuko Kubota•Japanese Language and Literature•2003

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    Laura Hein, Laura E Hein•Pacific Historical Review•1991

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    Open Access•Werner Krag•Futures•1990

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    Open Access•Richard H Minear•The Journal of Asian Studies•1980

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Unique citing works3
Citations per year0,25
Citation span2014 - 2023 (10)
Citation velocityhistorical
Highly citedNo
Citation typesNeutral: 3

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