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SYLVESTER Katherine-Thesis Nosignature.Pdf Negotiating Kendo Capital and Gendered Identity in a Japanese Sports University Kendo Club Katherine Sylvester College of Sport and Exercise Science Victoria University Submitted in fulfillment of the requirements of the degree of Doctor of Philosophy December 2015 Abstract This thesis explores how female Japanese sports university kendo practitioners negotiate their identity to accumulate kendo capital and personal meaning in the processes of club membership. To make sense of Japanese women’s sports university kendo, an ethnographic research project was conducted over an 18-month period starting in 2012. In culturally protected social fields such as kendo, ethnography is invaluable as a method as it provides new and exciting ways to understand and theorise the relationship between sport, culture and gendered identity. Evolving from warrior culture, kendo is considered to be one of Japan’s most traditional and treasured physical heritages. To preserve a sense of ‘traditional’ identity and cultural ownership, modern kendo, re-produces some aspects of Tokugawa period (1603-1868) warrior culture. The epicentre of modern kendo is within the education system. In Japan, sport clubs play a vital role in educating members with cultural values deemed beneficial for their futures. These values are conservative and can assist members in gaining government employment. Kendo clubs are highly gendered social spaces where women learn that their primary role in society is one of mother and wife. As a result of this social role projection, women receive less resources and development opportunities in kendo compared to men. In this way kendo formally institutionalises gender. Given the entrenched male proprietorship of kendo and its symbolic value, it is difficult to change how women are positioned in the field of kendo. However, as a result of their positioning, women can enjoy the freedom of expressing a ‘bigendered identity’ and experience intrinsic reward in kendo more so than men as they are bound to a separate sphere of oppressive systems and articulations. Albeit a result of patriarchy, women do experience agency and can positively create their own raison d'être through the practice of kendo. i Declaration I, Katherine Sylvester, declare that the PhD thesis entitled: Negotiating Kendo Capital and Gendered Identity in a Japanese Sports University Kendo Club is no more than 100,000 words in length including quotes and exclusive of tables, figures, appendices, bibliography, references and footnotes. This thesis contains no material that has been submitted previously, in whole or in part, for the award of any other academic degree or diploma. Except where otherwise indicated, this thesis is my own work. Signature: Date: 14th December 2015 ii Dedication For my angel, Mica, and my mum, Bronwen iii Acknowledgements I am grateful to my supervisors, Dr. Brent McDonald and Assoc. Prof. Caroline Symons, who have earnestly and patiently supported me throughout the course of this research. Together we worked through the process of articulating my voice. Your professionalism and guidance has been tremendous. Brent assured me this research would be a challenging process of reflection and discovery and guided me along a path that has positively impacted my personal development. Most importantly, Brent facilitated the opening of a relatively unknown and understated world. Thank you to Kanzaki Hiroshi sensei and Kanzaki Satoko sensei, whom charitably provided the resources for my research. Thank you to Tomiyama Kozo sensei for your academic support and to Ozawa Hiroshi sensei for your advice and support. Thank you to Dr. Alex Bennett for your friendship, generosity and access to the field. My heart felt gratitude to the TSSU teachers, OB, OG and club members, whom allowed me to become a part of their experience and share their trials of challenge and success. I wish I could publicly acknowledge every one of you. Thank you to Shimoda Yoko who arduously transcribed the interviews. Thank you to my father, Paul and my brother Pat who played 'boys' sports with me as child. Thank you to my kendo sensei, Shizawa Kunio sensei, Damian Carmody-stephens sensei and Brett Smith sensei. Your encouragement and support has guided me in kendo and life. Thank you to Shinzato Chikano sensei, your kendo is my greatest source of inspiration. I am grateful to Victoria University who have supported my study with a generous research budget and the Australian Government whom granted an Australian Postgraduate Award Scholarship, which enabled me to study full-time and conduct my research in Japan. iv Table of Contents Abstract………… ............................................................................................................................. i Declaration…….. ............................................................................................................................. ii Dedication……… ........................................................................................................................... iii Acknowledgements ......................................................................................................................... iv Table of Contents ............................................................................................................................. v List of Figures…. ............................................................................................................................ ix List of Tables…... ............................................................................................................................ x Glossary……..…. ........................................................................................................................... xi CHAPTER 1 Why Research Japanese Women's Kendo? .................................................................................... 1 Kendo and ‘tradition’ ....................................................................................................................... 3 Gender, society and sport ................................................................................................................ 3 Twinkle toes…… ............................................................................................................................. 9 Encountering Japan and starting kendo ......................................................................................... 10 Returning home and feeling disconnected ..................................................................................... 11 Reconnecting and being inspired ................................................................................................... 11 Connection…..… ........................................................................................................................... 13 Research significance .................................................................................................................... 13 Chapter summary ........................................................................................................................... 14 CHAPTER 2 The Sword Educating Women ...................................................................................................... 18 Gendering religion and philosophy ................................................................................................ 20 Bushido and women ...................................................................................................................... 23 Self-cultivation……………………………………………………………………………….…...26 Birth of modern kendo ................................................................................................................... 30 CHAPTER 3 Ryōsai Kenbo Education and Employment ................................................................................. 34 Invention of ‘traditional’ Japanese gender identity ....................................................................... 35 Meiji reform on women’s rights .................................................................................................... 37 Civilising women’s education ....................................................................................................... 38 Meiji sports..…… .......................................................................................................................... 41 v Supporters of women’s education .................................................................................................. 43 Women’s paid labour ..................................................................................................................... 45 Taishō ryōsai kenbo ....................................................................................................................... 47 Women’s education and career nexus ............................................................................................ 56 Pressure to marry.. ......................................................................................................................... 59 Women’s life cycle patterns .......................................................................................................... 61 Repackaging discrimination .......................................................................................................... 64 Issues of childcare and maternity leave ......................................................................................... 69 The sport club and career
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