Although the research of Yoshimi Yoshiaki and other scholars has clearly demonstrated the Imperial Army’s role in setting up “comfort stations” and recruiting “comfort women”. in all three languages and intended to be a concrete example of what a history textbook used jointly in all three countries might resemble. China Radio International reported that the PRC government and people were "strongly indignant about and dissatisfied with the new Japanese history textbook for the year 2002 compiled by right-wing Japanese scholars". The approval of a controversial Japanese history textbook in April has prompted a wave of criticism from neighboring countries concerned about its accuracy and tone. Francine Hérail, Histoire du Japon des origines à Meiji (History of Japan, from its Origins to the Meiji Era), POF, 1986, p. 47. The book also explains how the country gradually adopted Western culture, military strategy, and politics after the First World War. Chosŏn sidae t’ongsinsa yŏngu ŭi hyŏnguang, (Japan and Korea in the Early Modern Era), Kō, Historians in the two countries provide a more nuanced account. Moreover, the portrait it paints places excessive emphasis on the “need” for Japan to annexe Korea, as well as on the positive aspects of colonisation, all the while playing down the negative effects on the Korean people. Consequently, this passage was modified in the following edition (2006) to read: “the Yamato army came to Paekche’s aid and waged violent battles against Koguryŏ” (p. 32). 138‑139; Takeda Yukio 武田幸男 (ed. Unlike the joint history textbook used by French and German senior high school students since 2006, none of the three countries has adopted this book as a textbook. The globalization of industry, culture, and technology has brought increasing pressure on all societies, in the face of international scrutiny, to address their histories more honestly. Nikkan kōryū no rekishi: senshi kara gendai made. Such comments were seen as indicative of the Tsukuru‑kai’s desire to dispel the notion that Wakō = Japanese, something which Korea considered an “established” fact (kijon 既存).33. Silla introduced shipbuilding techniques to Japan as well as techniques for constructing dykes and castles (sŏngkwak). cit., p. 182. Aside from factual errors that were corrected in the following edition. Their approach is not limited solely to analysing the “distortions” but also strives to identify the positive aspects, from which Korean textbooks could take inspiration. They demonstrate that on the contrary, late‑fourteenth‑century Wakō originated predominantly from Japan, and in particular Shikoku and Kyūshū.37 While it is possible that some Koreans may have indulged in piracy by masquerading as Wakō, they were in a minority; these exceptions do not challenge the fact that the Wakō were perceived by the Koryŏ and Chosŏn dynasties as being “Japanese”.38 This viewpoint is clearly expressed in the Korean secondary school textbook, which presents Wakō as “Japanese pirates based out of Tsushima Island”,39 it also seems to be tacitly shared by the main books on Korean history published in Korea, the West or Japan, since they make no mention of the presence of Koreans among Wakō pirates.40. 64 Chunghakkyo Kuksa, op. The removal of all allusions to the fact that voices within Korea accepted the annexation is one striking example. , “Hanguk ŭi kyogwasŏ undong kŭ sŏngkwa wa kwaje. They consider the claim that Korea was closed to Japan, or that diplomatic relations between the two countries did not exist until the signing of the Treaty of Kanghwa in 1876, to be erroneous. 67 Han‑Il kwan’gyesa hakhwoe 한일관계사학회 (ed. They were forced to live an inhumane life as comfort women. Nevertheless, this project is a tangible sign of the efforts undertaken in the three countries to move beyond the overly simplistic framework of “national histories”. 86 Chunghakkyo Kuksa (sang) 중학교 국사 (상), Seoul, Kyohaksa 교학사, 2001, pp. […] Following seven years of war in Korea, many men were killed or taken to Japan. ” as an attempt to conceal the fact that this was a unilateral act of aggression by Japan. (Statement by the Japanese Society for History Textbook Reform on the adoption of history and civics textbooks for 2005): (23 October 2008). Japanese scholars provide a relatively similar analysis. 18 These selection areas, which numbered 591 in 2008, generally consist of two cities (shi 市) or districts (gun 郡). The Japanese government has not produced its own textbooks since the School Education Law (Gakkō Kyōiku‑hō, ) was adopted in 1948. In addition to managing diplomatic relations, the Tsushima domain obtained permission to trade [with Korea]. but to satisfy Japan’s thirst for Korea’s more “advanced” culture. Notre propos n’est pas de revenir sur le contenu de ce manuel, mais d’examiner les réactions qu’il suscita en Corée du Sud, où il était considéré comme la pointe de l’iceberg d’un problème touchant tous les manuels d’histoire japonais, ainsi que la riposte que ces critiques coréennes provoquèrent dans les milieux proches du manuel révisionniste. Sarah, “Politics of the Victim/Victor Complex: Interpreting South Korea’s National Fur. 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