Book review: Gender, Culture, and Disaster in Post–3.11 Japan, by Mire Koikari

IF 1.9 Q2 EDUCATION & EDUCATIONAL RESEARCH
Sum Yue (Jessica) Ko
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引用次数: 0

Abstract

Registering 9.0 on the Richter scale, the 2011 Great East Japan Earthquake (hereafter, 3.11 disaster) is one of the largest and most damaging in history. Gender, Culture, and Disaster in Post–3.11 Japan, by sociologist Mire Koikari, Professor of Women, Gender, and Sexuality Studies at the University of Hawai‘i, illustrates the interrelationship between cultural production and the Japanese government’s agenda to mobilise men, women and children in post-disaster national reconstruction. Comprised of six chapters, the book draws on key themes encompassing genderisation (Chapters 2 and 3), militarism (Chapter 4) and Japan’s past and present international relations (Chapter 5). This will not surprise anyone who is familiar with Koikari’s previous academic work traversing feminism, nationalism, security culture/securitisation and imperialism, all of which are recurring motifs throughout the book. Koikari illuminates post-3.11 disaster resilience building as a deeply politicised process embedded in the tenets of capitalism, neoliberalism and neoconservatism. Readers expecting this book to provide
书评:《3.11后日本的性别、文化与灾难》,作者:小笠美
2011年东日本大地震(以下简称3.11灾难)为里氏9.0级,是历史上规模最大、破坏力最强的地震之一。《3.11后日本的性别、文化和灾难》由夏威夷大学女性、性别和性研究教授、社会学家Mire Koikari撰写,阐述了文化生产与日本政府在灾后国家重建中动员男性、女性和儿童的议程之间的相互关系。这本书由六章组成,主要主题包括性别化(第2章和第3章)、军国主义(第4章)和日本过去和现在的国际关系(第5章)。这不会让任何熟悉Koikari以前的学术著作的人感到惊讶,这些著作涉及女权主义、民族主义、安全文化/证券化和帝国主义,所有这些都是贯穿全书的主题。Koikari将“3.11”后的灾后恢复力建设视为一个深深政治化的过程,它植根于资本主义、新自由主义和新保守主义的信条之中。读者期望这本书提供
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来源期刊
London Review of Education
London Review of Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.90
自引率
6.70%
发文量
39
审稿时长
48 weeks
期刊介绍: London Review of Education (LRE), an international peer-reviewed journal, aims to promote and disseminate high-quality analyses of important issues in contemporary education. As well as matters of public goals and policies, these issues include those of pedagogy, curriculum, organisation, resources, and institutional effectiveness. LRE wishes to report on these issues at all levels and in all types of education, and in national and transnational contexts. LRE wishes to show linkages between research and educational policy and practice, and to show how educational policy and practice are connected to other areas of social and economic policy.
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