Few courses are more difficult to teach than Modern Japan. While the myths, stereotypes, and deep sensitivities that cling to Japanese history might be held responsible for this difficulty, no less culpable are the relentlessly churning printing presses. The whole idea of “staying current” with scholarship on modern Japan, and the quest for the perfect combination of course texts, seems always out of reach and remains intimidating for scholars trained primarily in Chinese or Korean history. Naturally, reading the latest scholarship in order to lard one’s lectures with new details is a joy, but preparing to teach from a completely new monograph is a different and more daunting matter. And so my colleagues can be forgiven for being dismissive when a recommendation is advanced for yet another text to read and incorporate into their syllabi on modern Japanese history. In an environment of turbulence, transformation, and controversy, not changing one’s syllabus might be considered a mark of serenity and success.
How to CiteCathcart, A., 2009. Transnational Voyages: Reflections on Teaching Exodus to North Korea. ASIANetwork Exchange: A Journal for Asian Studies in the Liberal Arts, 17(1), pp.108–112. DOI: http://doi.org/10.16995/ane.218