Questions 'School' By Kyoko Mori

Throughout time, the role that Women had in the early twentieth century to the present has changed drastically and it has changed for the better. Japanese American Women residing in the United States, has experienced the evolution of their culture, tradition, values and their role in society. However though it seems as if there is no time in this ever so rapid society, they still continue to pass down culture and tradition through each generation. Some key terms that are crucial in order to understand the essay are, Issei, or the first generation, Nisei, the second generation ,and Sansei, known as the third generation.Over time the Women slowly moved away form being the average Homemaker and transforming into a respected and valued member of society.

Education means something different for everyone. According to Mike Rose, “a good education helps us make sense of the world and find our way in it” (33). The truth to this is that education affects us in every aspect of our lives. Rose emphasizes the value in the experience of education beyond the value of education for the purpose of custom or intelligence; he explores the purpose of going to school in terms of how he defines himself and his personal growth in the stages of his academic career. In Rose’s exploration of the purpose of school, he also reflects on his personal experiences and how those experiences gave him tools that are applicable for his daily life. Mike Rose’s Why School?: Reclaiming Education for All of Us persuades his audience of the importance of education beyond the classroom, emphasizing how those experiences become crucial to one’s personal growth and potential.

Part II is very interesting during chapter 6 when Dower presents studies conducted by psychologists and other scientists that suggest that the Japanese are mentally inferior to Americans. “By 1944, a considerable number of social and behavioral scientists had thus turned their attention to Japan…they agreed that…immaturity was a critical concept in understanding Japanese behavior.”(Page 131) In the last chapter of Part II dower alludes to the history of racism in America. The Chapter is called “Yellow, Red, and Black Men” which refers to the different groups that the United States oppressed because of the color of their skin. In this chapter Dower relates the racial topic from chapter 6 to the different races oppressed by the United States. In Part II dower uses the hypocrisy of the United States to point out that the United States is not as “perfect” as they make themselves appear.

“fearful’—does Gene, the narrator, visit in the opening pages? How does he generally describe each location?

The autobiography illustrates personal experiences of discrimination and prejudice while also reporting the political occurrences during the United States’ involvement in World War II. After the Japanese bombed Pearl Harbor, the United States government unleashed unrestrained contempt for the Japanese residing in the nation. The general public followed this train of thought, distrusting the Japanese and treating them like something less than human. In a country of freedom and justice, no coalition stepped up to defend the people who had lived there most of or all of their lives; rather, people took advantage of the Japanese evacuation to take their property and belongings. The government released demeaning propaganda displaying comical Japanese men as monsters and rats, encouraging the public to be vigilant and wary toward anyone of Japanese descent. The abuse of the Japanese during this period was taken a little too lightly, the government apologizing too late and now minor education of the real cruelty expressed toward the nation’s own citizens. Now we see history repeating itself in society, and if we don’t catch the warning signs today, history may just come full

Many are quick to disregard education’s role outside of the classroom. According to Mike Rose, “a good education helps us make sense of the world and find our way in it” (Rose 33). Rose emphasizes the value in the experience of education beyond the value of education for the purpose of custom or intelligence; he explores the purpose of going to school in terms of how he defines himself and his personal growth in the stages of his academic career. By reflecting on his personal experiences and how those gave him the tools applicable to his daily life, he emphasizes why education should never be overlooked. Rose’s use of referencing relatable experiences in a logical manner makes his argument persuasive to the readers and he succeeds in making the readers reconsider why education matters to them. Mike Rose’s Why School?: Reclaiming Education for All of Us effectively persuades his audience of the importance of education beyond the classroom, which proves true in our everyday lives because the essential aspect of education is what we do with it and how it helps develop one’s personal growth.

The author utilizes overwhelming amount of excerpts from private letters that were both sent by and sent to Noguchi, exploring the use of language extensively. Drawing most of quotes from private letters of Noguchi and exploring the usage of terms and affection behind the usage, the book reads like a fine storybook; however, such heavy quotes on letters and explanation of language have made reader, I, to be confused whether this is a book about a life of a person or a book about general depiction of Japanese immigrants of the time. Even though it was pleasant to read beautiful language, mostly due to sharp contrast to languages of other literatures that we read, it made both easy and challenging to see the

As we read further into the book, into Part II: “The War in Western Eyes”, it allows us to recognize the different types of natures. The kill or be killed, the down-home styled, and the different types of behaviors. It tells about the punishments through prisoners and the freed and even makes the reference of how “for many Japanese-Americans, the verbal stripping of their humanity was accompanied by humiliating treatment” These people were treated with disrespect and as if they were part of a cluster of cattle. Part three of the novel explains and explores the culture of the Japanese to determine racial outlook.

Many are quick to disregard education’s role outside of the classroom. According to Mike Rose, “a good education helps us make sense of the world and find our way in it” (Rose 33). Rose emphasizes the value in the experience of education beyond the value of education for the purpose of custom or intelligence; he explores the purpose of going to school in terms of how he defines himself and his personal growth in the stages of his academic career. By reflecting on his personal experiences and how those gave him the tools applicable to his daily life, he emphasizes why education should never be overlooked. Rose’s referencing relatable experiences in a logical manner makes his argument persuasive to the readers and he succeeds in making the readers reconsider why education matters to them. In his book Why School?: Reclaiming Education for All of Us, Mike Rose effectively persuades his audience of the importance of education beyond the classroom, emphasizing how those experiences become crucial to one’s personal growth and potential in our everyday lives.

     I think Monica Sone focuses on, and clearly shows, the tension that arose in the Japanese American community because they felt torn between two distinct cultures and amongst themselves. There was also much confusion in this pre-World War II and during WWII era concerning the place of Japanese Americans in the United States. The Issei, or first generation of immigrants from Japan, were generally highly organized in their communities. They tended to stay in close connection with traditional Japanese culture. The Issei spoke their native language, practiced traditional Japanese customs, and formed church groups, and other social communities amongst themselves. Similarly, the Nisei, or second generation Japanese American, were also highly organized and formed strong ties amongst themselves separate from the Issei. The Nisei attended Japanese schools, which enhanced their use of the Japanese language, but more importantly, created a social network of peers. They participated in church programs, and sports teams together. One main difference between the Issei and Nisei was that the Nisei were considered Americans. They were born here and they held complete citizenship. This was not true for the Issei. Another factor that separated the

Thesis: Even though the Japanese Americans were able to adapt to their new environment, the

The Americans experience isolation within the mind in contrast to the Japanese who experience dependence on social and environmental circumstances.

1. How does the author describe racism in America towards Japan in the Second World War?

Throughout the work, Fujitani draws evidence from, and references, a plethora of different sources that add validity to his statements and accounts of not only what the Japanese and United States did, but also why they acted the way they did. In a time of war, both countries took different actions that were not readily understood. Japan

John Dower's "Embracing Defeat" truly conveys the Japanese experience of American occupation from within by focusing on the social, cultural, and philosophical aspects of a country devastated by World War II. His capturing of the Japanese peoples' voice let us, as readers, empathize with those who had to start over in a "new nation."