Workshop: 2016 Reading Kuzushiji Workshop

Posted on April 14, 2016 by Paula

call for papers [150-2]The Japan Committee of the University of Chicago is pleased to announce the 2016 Early Modern Japan Summer Workshop: Reading Kuzushiji. The workshop will meet from June 13th-17th and will be led by Professor Ken’ichiro Aratake of Tohoku University’s Northeast Asia Center.  We invite applicants who are interested in reading print and manuscript materials from the Tokugawa and early Meiji periods.  The workshop is open to faculty, graduate students, librarians, and curators.  Please note that the workshop will be conducted in Japanese and participants should have a working knowledge of classical grammar and some familiarity with hentaigana.  There is a $100 program fee that covers copy costs and lunch each day.

Applications can be submitted online at (https://japanatchicago.wufoo.com/forms/reading-kuzushiji-summer-2016/)

Modest funds are available to assist faculty and graduate students coming from institutions unable to offer support.

Additional inquiries can be directed to the workshop organizer, Professor Susan Burns (slburns@uchicago.edu).  The application deadline is May 1, 2016.

A block of rooms have been designated for visiting participants at the McCormick Theological Seminary’s Guest Housing Facilities.  Please call 773.947.6275 to make your reservation directly.

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Call for Papers: Lanes and Neighbourhoods in Cities in Asia

Posted on April 12, 2016 by Travis


*Deadline: 30 April 2016
*Conference dates: 30 June 2016 – 01 July 2016
*Venue: National University of Singapore

The purpose of this conference is to focus attention on the concept and social meanings of one of the smallest social spheres of the city, the neighbourhood. The immediacy of this topic can be found in recent urban research positing that the neighbourhood is at substantial risk of fading into history as global mega-projects with vast footprints, master plans, and large-scale privatization of urban space are “kill[ing] much of the urban tissue” of smaller urban spaces. These are the place-based geographies of the city that have long provided for cosmopolitan diversity and in which marginalized populations are able to assert their agency in city-making (Sassen, 2016:1). Pursuing the “art of being global” (Roy and Ong, 2011), cities in Asia fall more and more within what can be called an “urbanism of projects” (Goldblum, 2015: 374), leading to a rupture with their historic organic urban growth. In that context, urban figures are given priority over urban texture: “While the pieces of cities are occasionally spectacular, the parts do not add up to anything larger nor do they contribute to the extended setting” (Chow, 2015: 4). The urbanism of projects also acknowledges the primacy of a “super urban network” over local urban territories, opening the way for a “splintering urbanism” (Graham and Marvin, 2001). Once low rise and organic, cities in Asia have engaged into a verticalization process in a functionalist perspective, especially in new urbanized areas flourishing at its edge. These steady transformations affect social cohesion and lead to re-compositions of the historical and structuring forms of lanes and neighbourhoods.

The richness of the highly polysemous notion of “neighbourhood” is linked with its reference both to built and social environments. It corresponds to the smallest social unit for urban place-making, a dimension that John Friedmann synthesizes as “a small urban space that is cherished by the people who inhabit it (2009: 5). This universal definition focuses on three main criteria: its small scale, its inhabited dimension and its local attachment and appropriations by local communities. It can be seen both as an intimate place of social encounters and a field of expression of social forces, which is practiced – and thus performed – on a daily basis (Lefebvre, 1991). As such, appropriated lanes and neighbourhoods generate local centralities in the city they belong to.

The conference seeks to reflect on the specificity of the socio-spatial production – and its current evolutions – of neighbourhoods in the Asian context. Theoretically, the objective is to question the everyday nature of the urbanisation process, from the specific perspective of cities in Asia, historically characterized by the “smallness” of their plots division and the richness of lanes’ appropriations, both of them leading to a specific sense of local territoriality. Beyond this theoretical frame, the conference seeks to broaden the debate from a civil society perspective and to engage the discussion with locally rooted activism experiences, working on “reclaiming [the] cities neighbourhood by neighbourhoods” (Friedmann, 2009). In doing so, we are eager to revalue the productions of everyday urbanism and to decipher the richness of local urban and social fabrics from historical as well as contemporary perspectives.

Focusing on an in-depth exploration of neighbourhood formations in city-making, the conference will address the following three lines of inquiry. We encourage papers and narratives that engage with one or several of the following themes.

1. Questioning Neighbourhood “production of space” (Lefebvre, 1991) in cities in Asia

*In historicising the notions of neighbourhoods in Asia and contextualizing palimpsest games in the “neighbourhood-making” process, how can we identify and decipher the meanings of various morphological patterns of neighbourhoods in Asia?
*How can we report and theorize the interactions between urban networks (e.g., lanes) and neighbourhoods as territories in cities in Asia?
*What can we learn from comparative reflections on the various “back-alley neighbourhoods” in cities in Asia through history?
*How does the concept of neighbourhood relate to such terms as slum, squatter settlement, kampung, informal settlement?

2. Everyday Urbanism

*Does the formation of neighbourhoods offer possibilities for radical citizenships? How can the dwellers potentially “reclaim their city, neighbourhood by neighbourhood” (Friedmann, 2009)?
*Can we conceptualize local forms of resilience to ecological, political and economical challenges at the scale of the neighbourhood?
*How are neighbourhoods managed and governed within themselves and in the context of higher levels of government?
*How are neighbourhood identities formed, contested, and projected beyond the neighbourhood through media, literature, art, theatre or other practices?

3. Neighbourhoods as sites of resistance and alternative city-making

*What happens to the idea of “neighbourhood” in super-scale urban projects such as gated housing enclaves, smart cities, eco-cities or similar corporate production of urban space (Tedong and al, 2014)?
*How can threatened neighbourhoods effectively respond to processes of gentrification and/or corporatization of urban space?
*In an era in which tourism and cultural economy are put forth as ways to boost urban economies, can heritage or historical preservation be used as an effective platform for countering the dissolution of neighbourhoods as life-spaces (Friedmann, 1988)?
*What are the tools for action that neighbourhoods under siege innovate to create alternatives to the emergent super-scale functional city of consumption?

Paper submission
Paper proposals should include a title, an abstract (250 words maximum) and a brief personal biography of 150 words for submission by 30 April 2016. Please send all proposals as Word document to arios@nus.edu.sg. Successful applicants will be notified by 15 May 2016 and will be required to send in a completed draft paper (5,000-8,000 words) by 20 June 2016.

Download here the paper proposal form: https://ari.nus.edu.sg/Event/Detail/19eaf934-d283-43aa-acf0-075f0182259c

Convenors
Dr Marie Gibert
Asia Research Institute, National University of Singapore
E | mailto:arimamg@nus.edu.sg

Prof Mike Douglass
Asia Research Institute, and Lee Kuan Yew School of Public Policy, National University of Singapore
E | michaeld@nus.edu.sg

Dr Philippe Peycam
International Institute of Asian Studies (IIAS), The Netherlands
E | p.m.f.peycam@iias.nl

Contact
Ms Sharon Ong
Asia Research Institute, National University of Singapore
E | arios@nus.edu.sg

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Job Opening: East Asian Collections Project Archivist, Stanford University

Posted on April 12, 2016 by LM

job opening - 5Institution: Stanford University
Location: Stanford, CA
Posted: 03/18/2016
Type: Full Time
Education: MLS or MA

Job Number: 70369
Job: Library
Primary Location: Hoover Institution
Schedule: Full-time
Description

This position is double posted at the Librarian 1 or 2 level dependent on experience.

(Two-year fixed term)

The Hoover Institution Archives is seeking a Project Archivist with language skills in Chinese and/or Japanese to work on the arrangement and description of rare and unique materials related to twentieth century East Asian history. The full-time position is a non-career track position, for a two-year fixed term.

JOB PURPOSE:

The Project Archivist is responsible for creating intellectual access to collections of archival materials and rare published materials in Chinese and/or Japanese languages. Working independently and as an expert and coordinator of a project team, the Project Archivist will appraise, organize, arrange, describe, and provide access to a variety of materials related to twentieth century East Asian history. Additionally, the Project Archivist will provide reference assistance to researchers and assist with events and other outreach activities.

CORE DUTIES:

  • Coordinate the arrangement, appraisal, and description of large, complex archival collections according to professional standards and current archival procedures.
  • Analyze problems and recommend solutions, displaying a high degree of initiative, originality, and judgment in applying archival principles and procedures to complex and unique collections.
  • Participate in the formulation and implementation of project planning and work flows. Manage project goals and schedules, hire and supervise student assistants, and coordinate work with other departments.
  • Assist with the development of procedures, workflows, and surveys to address a backlog of undescribed material in Chinese and/or Japanese.
  • Search local and national databases for background information on individuals, archival and printed materials in Chinese and/or Japanese.
  • Conduct preservation assessments to determine appropriate preservation treatments and archival storage decisions.
  • Provide high-level, in-depth reference and research assistance in multiple languages during daily shifts at the Archives public service desk and remotely by phone, email, or social media.
  •  Collect and maintain statistics, reports, and other metrics to improve processing, preservation, and reference functions.

Qualifications

MINIMUM REQUIREMENTS:

Education & Experience:

M.L.S. from an A.L.A.-accredited library school, a M.A. with an archival concentration, archival management certificate, or related subject specialty, or an equivalent degree
Knowledge, Skills, and Abilities:

  • Ability to read, write, and transliterate Chinese and/or Japanese language materials by following standard Library of Congress (LC) Romanization schemes
    Evidence of strong verbal and written communication skills in English as well as Chinese and/or Japanese and the ability to read traditional Chinese characters
  • Demonstrated ability to organize and prioritize work, acting with initiative, good judgment, and problem solving skills
  • Established understanding of archival collections, principles of arrangement and description, rare books, and primary source research
  • Excellent interpersonal skills, flexibility, and the ability to work in a team as well as independently, as well as a demonstrated high level of productivity
  • Advanced subject knowledge of the history of East Asia and a comprehensive understanding of the research use of primary sources
  • Strong project management skills with the ability to use considerable judgment and initiative
  • Experience applying professional standards such as DACS, Library of Congress subject headings, EAD, and MARC, as well as technical skills with databases, spreadsheets, office software and other applications

Via HigherEdJobs.com

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Job Opening: Teacher, Japanese Culture and Language

Posted on April 12, 2016 by LM

job opening - 5Employer: Youth for Understanding (YFU)
Location: Berkeley, CA
Employment Type: Independent Contractor
Posted March 11, 2016
Deadline: rolling admissions

Mission: Youth for Understanding (YFU) advances intercultural understanding, mutual respect and social responsibility through educational exchanges for youth, families and communities. Through the exchange experience, YFU students gain intercultural understanding, learn mutual respect, and develop a sense of social responsibility. Their experience abroad gives them leadership competencies necessary to meet the challenges and benefit from the opportunities of a fast-changing global community.

Purpose of Position: The Culture and Language Teacher is a paid contract position with YFU, and reports directly to the Site Director and indirectly to the Education Coordinator. Youth for Understanding is committed to providing high school students with comprehensive educational programming, which helps to prepare them for their unique exchange experience. Culture and Language Teachers play a key role in achieving this goal. The quality of orientation teachers’ efforts has a significant and direct impact on the students’ experience. This orientation program is designed to prepare and educate American high school students as they embark on a six-week home stay experience in Japan. Major areas of responsibility include the following:

STUDENT SUPPORT AND GUIDANCE

  • Effectively teach YFU curriculum to groups of 10-15 students, and team-teach group sessions of up to 30 students.
  • Create and maintain a classroom atmosphere that encourages student participation, is well organized and is consistent with the program schedule.
  • Work to foster cohesion within your group (known as Kumi).
  • Assist students with any difficulties they may encounter, and communicate these issues to the Site Director.

COMMUNICATION

  • Work with the Alumni Assistants (teaching assistants) to keep students informed regarding schedules and session locations, and to emphasize the importance of punctuality.
  • Serve as a liaison between program staff and students by relaying important information regarding policies, procedures, and administrative matters.
  • Communicate and share students’ issues with program staff in an appropriate manner.
  • Assist in maintaining program integrity by working with students to uphold YFU’s policies and procedures.

TEAM SUPPORT

  • Assist with non-classroom responsibilities such as registration, special sessions, and social activities.
  • Participate actively in all aspects of program implementation.
  • Collaborate with teaching assistants (YFU alumni) and other teachers to plan and present sessions.
  • Work to create effective working relationships with all program staff members.

CONDITIONS OF EMPLOYMENT

  • Arrive at training having thoroughly read the lesson plans and student workbook.
  • Attend and fully participate in all training sessions.
  • Strive to understand and achieve the established goals and objectives of the orientation program.
  • Adhere to program policies and to YFU’s policies and procedures.
  • Be prepared to work long days in a full-time, total involvement, residential program.
  • Be thoroughly familiar and comfortable with lesson plan concept, format, and content.

QUALIFICATIONS

Culture and Language Teachers:

  • Must have a teaching background, preferably with high school students.
  • Must have recent living experience in Japan.
  • Must have a minimum of a basic level Japanese language proficiency.
  • Must have excellent interpersonal skills and be able to team teach and function with a large and diverse staff.
  • Should possess the following characteristics: patience, understanding, sense of humor, adaptability, enthusiasm, awareness, sensitivity, creativity, responsibility, and commitment.
  • Should be dedicated to creating and maintaining a team atmosphere.
  • Must have no criminal record. A background check will be conducted for all staff.

2016 PROGRAM DETAILS

  • Application Deadline: Applications are accepted on a rolling basis, so applicants are strongly encouraged to apply as early as possible.
  • Site: University of California, Berkeley, California.
  • Dates:
    On site staff training: June 10-11 and June 16
    Student Orientations: June 12-15 and June 17-18
    Compensation: $100/day on site; YFU USA will also cover all transportation (up to $500), room and board expenses. Exception: Staff are required to cover meals on their day off (lunch June 15 through lunch June 16).

Via Idealist.org. Original posting.

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Job Opening: Learning Abroad Coordinator, University of Utah

Posted on April 11, 2016 by LM

job opening - 5Institution: University of Utah
Location: Salt Lake City, UT
Type: Full Time
Education: BA required, MA preferred
Requisition Number: PRN10912B
Close Date: 04/22/2016

Job Summary:
Learning Abroad Coordinators serve as campus ambassadors for Learning Abroad. The selected candidate will work closely with members of the academic community and students on the Salt Lake City campus and the University of Utah Asia Campus to promote and develop learning abroad programs and activities. In addition to overseeing a portfolio of programs, the selected candidate will serve on pan-office teams to implement and oversee certain aspects of Learning Abroad activities and responsibilities such as scholarships, assessment, orientation, marketing, and re-entry.

Responsibilities:
Advises students and faculty by matching their goals with a particular program, and informs them of all available options; and advises foreign exchange students to enable them to complete academic requirements. Arranges program details and logistics, such as travel, transportation, lodging, registration, brochures, advertising, negotiating credits and promoting programs to facilitate student/faculty participation. Assists with crisis management by monitoring global events, responding to international emergencies, implementing emergency protocols. Promotes programs in different media outlets and targets markets to create program awareness and increase participation. Participates in office teams to coordinate pre-departure programming, assessment, marketing and technology, scholarships, and re-entry programming. Develops and implements approved programs. Reviews and approves custom program proposals. Interviews applicants, reviews individual file for completeness, and forwards names of those that meet requirements for program selection. Prepares and maintains applicant/student records in coordination with Admissions, Registration and other relevant departments. Promotes Learning Abroad, the Office for Global Engagement, and the University’s international initiatives.

Minimum Qualifications:
Bachelor’s degree in the Humanities, or a related field, or equivalency; three years of experience in developing student programs and services; and a commitment to provide excellent customer service required. Expertise and experience with international travel including transportation, lodging, monetary exchange rates, and political and economic world situations, as well as interpersonal and organizational skills are essential elements of this position. Master’s Degree is preferred, as is a background that includes the ability to market concepts of international education. Applicants must demonstrate the potential ability to perform the essential functions of the job as outlined in the position description.

Preferences:
Study abroad experience preferred, but candidates with substantial international experience will be considered. Experience in higher education and a master’s degree in a relevant field is preferred. Fluency in a foreign language would be beneficial.

Full listing on HigherEdJobs.com

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Job Opening: Honors Advisor, International Student Focus, Quad Learning

Posted on April 11, 2016 by LM

job opening - 5Honors Advisor, International Student Focus
Location: Spokane, WA
Job posted by Quad Learning
Posted on: March 28, 2016
Start date: June 1, 2016
Education: 4-year degree required, MA preferred
Employment type: Full time

At a high level, an honors advisor’s job is to transform lives by helping students reach their potential. They are the single most important person our students work with throughout their two years in the American Honors program.

More specifically, an honors advisor is responsible for the retention and transfer outcomes of their cohort of about one hundred and twenty new and continuing students. As such, he or she is responsible for developing and delivering a scalable system of supports that equip American Honors students with the skills, resources, and relationships necessary to succeed academically (both at community college and beyond), transfer to a best fit school, and pursue a rewarding professional life.

The honors advisor (with an international focus) is responsible for successfully serving international students at both campuses in addition to a cohort of domestic students. The honors advisor will work closely with the international team at American Honors and at CCS to offer transitional, logistical, and student support. He/she has responsibility for working with the Associate Program Director, the International Student Operations Manager, and the Director of Student Services to ensure international students are supported and that the organization achieves its international retention and student satisfaction goals.

Scope of responsibilities

  • Demonstrate passion for and strong commitment to student development and success through advocacy, relationship building, hard work, problem solving, and continuous learning and improvement
  • Develop a working knowledge of college curricula, programming, and policies; student financial assistance programs; the transfer process; best-fit universities for various types of student populations; and student learning theories
  • Utilize Student Services tools and tracking systems to monitor student progress (academics, transfer, and other key milestones) and record advisor-student interaction
  • Contribute to and execute the AH Student Services playbook for academic and transfer advising, to include:
    • Leading student orientations
    • Assisting students in defining personal, academic, and career goals and creating individualized course plans that map to these outcomes
    • Teaching a curriculum of honors and transfer seminars that promote the development of greater self-knowledge, self-advocacy, and student success skills
    • Guiding students through an often arduous and confusing transfer application process
    • Fostering a strong sense of peer support and community
  • Managing advising load in a scalable but students-first manner that promotes retention, persistence, and student success through proactive interactions and interventions
  • Build relationships with college faculty and administration to best support students, as well as relationships with personnel from target transfer universities to develop access and pathways for community college students
  • Actively participate in professional development opportunities and collaborate with other AH teams and college partners to help American Honors build a best-in-class honors experience

Operations and Logistics

  • Collaborate with QL international team and community college staff on the development and implementation of international student support logistics/operations including housing, arrival services, ground transportation, etc…
  • Partner with CCS international team and internal team to assess and develop operations / logistical solutions for international student services
  • Implement the above using industry best practices
  • Engage with network college stakeholders to evaluate current international student operations programs, resources currently made available to students, and understand existing service levels;

International Student Program Development and Student Support

  • Support international student success (retention, satisfaction) through communicating progress and through working with the Associate Program Director and Director of Student Support
  • Develop international student support programming (e.g. orientation, support services, engaging programming), in coordination with Director of Student Services to support student engagement and success
  • Interface with internal teams including International, marketing, admissions, and others to ensure evolving international student service offerings and solutions are communicated to students in an effective manner
  • Provide a working knowledge of college curricula, programming, and policies; student financial assistance programs; the transfer process, best-fit universities for various types of international populations, etc.
  • Practice care, understanding, and patience in assisting international students as they adjust to new educational settings in the United States

What we want from you

  • Demonstrated passion for student success, access, and education reform through academic, extracurricular, and/or work experience
  • Strong interest in international student support programming, logistics, operations
  • Work experience with international students strongly preferred, and interfacing with U.S.-based higher education institutions
  • Experience with a US or International Pathway or ESL provider a plus
  • Strong organizational and time management skills to efficiently and effectively monitor and address student performance, as well as manage multiple competing priorities at a time
  • Eagerness to address problem areas and take initiative and ownership over scalable solutions
  • Ability to work in a fast-paced, performance-driven, team environment
  • Excellent verbal and written communication skills, as well as presentation skills within a classroom or board room
  • A desire to take initiative and be challenged, form strong relationships with community college faculty and staff and organizations that promote student success, build trusting relationships to help students from all backgrounds explore and identify their needs and interests, and use data and analytics to help track and improve student performance

What you can expect from us

  • The opportunity to transform student lives by helping them realize their dreams
  • Teaching and advising experience at the community-college level
  • A chance to join a well-funded, mission-driven start-up
  • The opportunity to shape a young company and work across a variety of initiatives
  • A great management team with decades of experience in leading education and tech companies
  • Competitive salary and endless opportunities for growth and promotion

Other requirements

  • BA or BS degree required
  • 2+ years of advising or classroom experience as an undergraduate or full-time job, preferably working directly with international student populations (for example: China, Vietnam, Japan, South Korea, Saudi Arabia)
  • Familiarity with Microsoft and Google Suite

See original posting on Idealist. 

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Book Announcement: The Dream of Christian Nagasaki: World Trade and the Clash of Cultures, 1560-1640

Posted on April 10, 2016 by Paula

nagasakiThe Dream of Christian Nagasaki: World Trade and the Clash of Cultures, 1560-1640. Jefferson (NC): McFarland Publishers, 2016.

Nagasaki, on the west coast of Kyushu, is known in the West for having been the target of an atomic bomb attack on August 9, 1945. Less well known is that the city was founded by Europeans, Jesuit missionaries who arrived in the area in the second half of the 16th century. They established Nagasaki in 1571 to provide the Portuguese traders from Macao with a safe harbor in a country torn apart by civil war. Profits for the Japanese who converted to Christianity soon followed.
This is the first comprehensive history in any language of the founding, as well as the rise and fall of Christian Nagasaki, the result of a ten-year search for new sources in Europe and Japan. The history of the city is told in a narrative form that allows all protagonists (Japanese, Portuguese, Spanish, Chinese, Korean, and Dutch) their own voice in an array of multiple perspectives.

http://www.mcfarlandbooks.com/book-2.php?id=978-0-7864-9961-8

Table of Contents:
Map of Hizen, Map of Nagasaki Bay, Map of Nagasaki in 1614, Abbreviated Genealogies of the Arima, Ōmura, and Chijiwa Houses, Acknowledgements

Introduction, Timeline for the History of Christian Nagasaki, A Note on Currencies, Weights, and Dates

Part One: Founding Fathers (1561-1586): From Hirado to Yokoseura: Luis d’Almeida (1); Becoming a Christian: Ōmura Sumitada (1); The Mission’s Superior: Cosme de Torres; A New Anchorage: Luis d’Almeida (2); A Knight in Superior Armor: João Pereira; The Chinese in Nagasaki Bay: Nagasaki Sumikata; A Man for the Jesuits: Ōmura Sumitada (2); Nagasaki Bay in 1568: Gaspar Vilela; The Busy Scribbler: Luis Frois (1); The Founding of Nagasaki: Francisco Cabral; No Place for the Faint-Hearted: Belchior de Figueiredo; Christian Champion: Gaspar Coelho (1); The “Donation” of Nagasaki: Alessandro Valignano; The King-Sized Admiral: Ambrosio Fernandes; Militant Missionaries: Gaspar Coelho (2)

Part Two: Brave New World (1586-1613): The Conqueror of Kyushu: Toyotomi Hideyoshi (1); The Slave Trader: Domingos Monteiro; Rewriting History: Luis Frois (2); Master of the Tenka: Toyotomi Hideyoshi (2); A Hapless Captain Major: Roque de Melo; A Spaniard from Peru: Juan de Solis; A New Head of the Mission: Pedro Gomez; The Spanish Spy: Bernardo Avila Giron (1); A Cockaigne of Sex: Francesco Carletti (1); The Martyred Mendicant: Pedro Blasquez; A Town under Pressure: Francesco Carletti (2); The Italian Painter: Giovanni Cola; Chinese Madonna: Matsupo/Maso; Eyes and Ears of Ieyasu: Ogasawara Ichi’an; Anti-Christian Cabal: The Hasegawa Siblings; The Last Conquistador: André Pessoa

Part Three: Forging a Yamato Soul (1614-1629): The Second Prohibition: Tokugawa Ieyasu; The Last Processions: Bernardo Avila Giron (2); The City Occupied: Yamaguchi Naotomo; The Destruction of the Churches: Hasegawa Sahyōe; An Early Apostate: Chijiwa Miguel; The Taiwan Expedition: Murayama Tōan; Dangerous Litigation: Murayama Tōan vs. Suetsugu Heizō; The New Governor: Hasegawa Gonroku (1); In Pursuit of Ordination: Araki Thomé; Changes in the City: Hasegawa Gonroku (2); The Summer of 1622: Bento Fernandes; Japanese Padre: Kimura Sebastião; The Ten-Family System: Hama-no-machi Antonio; The Corral of the Martyrs: Sukedayu; Repressive Measures: Tokugawa Iemitsu; A Hard-Liner: Mizuno Morinobu; The Climax of the Persecution: Takenaka Shigeyoshi; The Brave Ex-Mayor: Machida João

Epilogue: Nagasaki in the 1630’s; Notes; Glossary; Bibliography of Works Cited; Index

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Job Opening: Asian Studies, Tel Aviv University

Posted on April 9, 2016 by Paula

job opening - 5Institution:       Tel Aviv University, East Asian Studies
Location:          Israel
Position:          Tenure Track Faculty

The Department of East Asian Studies at Tel-Aviv University, Israel, invites applications for a tenure-track position in Asian Studies, effective from October 2017. Preferred areas are:

  • Indian Culture
  • Japanese Culture
  • Chinese and/or Japanese Buddhism

The position requires teaching in Hebrew and the ability to conduct independent research in the relevant field.  Candidates must hold a Ph.D., or receive a Ph.D. before filling the position.

Salary and conditions will conform to Tel Aviv University regulations. Appointment procedures will be carried out according to the rules and regulations of Tel-Aviv University and are subject to the approval of the University authorities.

The position is open to all candidates. The appointment will be based on candidate qualifications and the Department needs. The Department, Faculty or Tel-Aviv University are not obligated to appoint any of the candidates who apply for the position.

Candidates should send their applications, including a CV and samples of publications or other written work, to:

Professor Galia Patt-Shamir,
Chairperson, Department of East-Asian Studies,
Tel Aviv University,
Tel Aviv 69978, Israel, by May 2, 2016, by post or by email:
galiap@tau.ac.il
Three letters of recommendation from senior scholars are to be sent directly this address.

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Fun Link Friday: Vintage Japanese Magazine Covers

Posted on April 8, 2016 by LM

If you enjoy Taisho and early Showa era design as much as I do, there’s a treasure trove of images on 50 Watts, a book design blog.

06-japan-mag038

Source: 50 Watts

The images are curated from Bookcover Design in Japan 1910s-40s (ISBN 4-89444-426-7), edited by Masayo Matsubara (2005 by PIE Books). Since the book is out of print, this online resource should prove useful for those studying visual anthropology , history, and art/design.

Extraordinary early 20th century book covers from Japan part 1

Extraordinary early 20th century magazine covers from Japan part 2

25 Vintage Magazine Covers from Japan

Via Open Culture

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Job Opening: East Asian History, University of Tennessee-Knoxville

Posted on April 7, 2016 by Paula

job opening - 5Institution:       University of Tennessee – Knoxville
Location:          Tennessee, United States
Position:          Lecturer, East Asian History

The Department of History at the University of Tennessee, Knoxville invites applications for a one-year, non-tenure-track lectureship, possibly renewable for a second year, in East Asian History. Appointment will begin August 1, 2016. The successful applicant must be able to teach World Civilization and upper-division courses in East Asian history. Preference will be given to candidates with research specialties in Japan (any time period) or modern China since 1600. Ph.D. is required. Applications should include a cover letter, CV, a sample syllabus, article-length writing sample, and two letters of recommendation. Cover letter and recommendations should address both the applicant’s research expertise and teaching experience. Materials should be submitted electronically to East Asian History Search Committee at apply.interfolio.com/XXXXX. Review of applications begins April 21, 2016.

The University of Tennessee is an EEO/AA/Title VI/Title IX/Section 504/ADA/ADEA institution in the provision of its education and employment programs and services.  All qualified applicants will receive equal consideration for employment without regard to race, color, national origin, religion, sex, pregnancy, marital status, sexual orientation, gender identity, age, physical or mental disability, or covered veteran status.

http://history.utk.edu

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