20世紀後半の米国歴史教科書に表現された「日系アメリカ人」像の変質

Abstract

This paper examines how the image of Japanese Americans has changedin U. S. history textbooks published in the second half of the 20th century.The main contribution of this study is to clarify when and why informationon Japanese Americans as a minority group became included in thedefinition of the “American nation” that had been taught as the basis ofnational integration. Through this examination, this study argues thatthe multiculturalization of education transforms the logic for socialintegration in the host society.The method of this study is the “storyline analysis, ” and the objectsof analyses are eighty history textbooks, study aids, and workbookspublished in the United States from 1952 to 1999. The findings can besummarized into the following three points:(1) Japanese American Studieswere already in full stride before 1988, when U.S. Congress gave a formalapology for the compulsory internment and enacted the Civil LibertiesAct;(2) depictions of people of Japanese descent found their place inAmerican historiography by being included into nationalistic educationalcontents in the 1980s; however, (3) in the 1990s, depictions of Japanese Americans came to reflect the change in U.S. national education, whichstarted attaching more importance to the universally acknowledged rightsof human beings.This study concludes that the change in the images of Japanese Americans between the 1980s and 1990s demonstrates the straying of U.S. history education from old-fashioned nationalism. Although U. S. historyeducation still adopts the form of “national” education, it gives pictures of “ethnic” minorities from the viewpoint of “universal” human dignity.This historiography can be formed within a mixture of ethnic contexts, national contexts, and universal contexts. In this sense, it can be saidthat in the 1990s, the importance of the framework of “national” historywas relativized into the importance of other frames of historiography.