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ABSTRACT Title of Dissertation: CONSTRUCTING ABSTRACT Title of Dissertation: CONSTRUCTING HOME ECONOMICS IN IMPERIAL JAPAN Yukako Tatsumi, Doctor of Philosophy, 2011 Directed By: Professor Barbara Finkelstein Department of Education Policy Studies This dissertation explores the life and work of two Japanese women, Miyakawa Sumi (1875-1948) and Inoue Hide (1875-1963), who became pioneers of domestic education in Japan in the first half of the twentieth century. They discovered home economics as a field of study, went to the Western nations in an attempt to explore its contours and possibilities, and returned to Japan where they introduced and institutionalized a distinctly Japanese variant of domestic education. Their life stories reveal two distinctive constructions of home economics specifically due to the distinct purposes of domestic education. Miyakawa, who borrowed the British model of practice- oriented domestic training, aspired to modernize women‘s technical competence in an attempt to advance women‘s self-sufficiency in household management. She believed that the individual household was a fundamental unit of state and essential to national economic development. Accordingly, she sought to mobilize women for serving the state through self-sufficient household management. By contrast, Inoue adopted scientific and sociological paradigms for home management that she had discovered at elite educational institutions in the United States. She sought to elevate the scholarly position of home economics in an attempt to legitimatize a gender-specific university education for women. Additionally, she promoted social activism in the hope of demonstrating women‘s civic leadership. Their life stories illuminate the key roles of home economics in expanding and advancing higher education for women. The emergence of advanced educational opportunities for women with marriage aspirations suggests a shift in public demand for programs that could credential and train ideal bridal candidates and expand their education to include post-secondary educational opportunities. Additionally, the emergence of an interdisciplinary framework for home management, the alternative to scientifically-based curricula, suggests a shift in a focus of domestic education from environmental solutions to social problems to the comprehensive pursuit of familial and social wellbeing. Using biography as a methodology, this study illuminates women‘s agency in refining the meaning of ideal womanhood, Ryōsai Kenbo (Good Wife, Wise Mother), uncovers the models with a high potential of acceptance specifically by urban middle-class women and suggests an expanded view of the mainstream discourse of ideal Japanese womanhood. CONSTRUCTING HOME ECONOMICS IN IMPERIAL JAPAN By Yukako Tatsumi Dissertation submitted to the Faculty of the Graduate School of the University of Maryland, College Park, in partial fulfillment of the requirements for the degree of Doctor of Philosophy 2011 Advisory Committee: Professor Barbara Finkelstein, Chair Professor Francine Hultgren Associate Professor Seung-kyung Kim Associate Professor Jordan Sand, Georgetown University Professor Nelly Stromquist ©Copyright by Yukako Tatsumi 2011 ACKNOWLEDGEMENTS The journey to my Ph.D. has been a long and arduous one. The support of those who are listed below has enabled me to have made it to this point: My advisor and chair, Barbara Finkelstein, who guided me throughout the graduate work and shaped my academic interests in history, border-crossing and opportunity structures for women. My committee members, Francine Hultgren, Seung-kyung Kim, and Nelly Stromquist, who have been most generous with their time and support. My committee member, Jordan Sand, whose scholarship heartened and deepened my quest for modern Japanese domesticity. My mentor, Paula Harrell, who inspired me to explore women educators‘ lives, assisted me in writing and revising, and enhanced my intellectual advancement. My colleague, Nisha, who served as an ―informal advisor.‖ My friends, Yasuno and Erika, who kept sending me parcels full of my favorites. My role model, Murata-sensei, who changed my life irrevocably. My mother, sister, and brother, who unconditionally believe in me. My late father, to whom I wish to express my gratitude. My husband and best friend, Atsushi, who sustains me with his savory meals and grand sense of humor. ii TABLE OF CONTENTS ACKNOWLEDGEMENTS ................................................................................................ II TABLE OF CONTENTS ...................................................................................................III LIST OF TABLES .............................................................................................................. V INTRODUCTION ...............................................................................................................1 Literature Review.............................................................................................................3 Significance......................................................................................................................7 Methodology ....................................................................................................................8 Chapter Outline ..............................................................................................................12 Terminology ...................................................................................................................13 Transliteration ................................................................................................................14 PART ONE: HOME AND SCHOOL................................................................................15 CHAPTER 1: A PATH TO GREAT BRITAIN ................................................................16 Introduction ....................................................................................................................16 The Miyakawa Family: Pursuing Alternatives ..............................................................16 Primary Education: Acquiring Academic Traditions ....................................................22 Secondary Education: Relieving a Mind .......................................................................25 Post-Secondary Education: Preparing for Service to the State ......................................29 Teaching Career: Becoming an Education Leader ........................................................32 Summary ........................................................................................................................37 CHAPTER 2: A PATH TO THE UNITED STATES .......................................................40 Introduction ....................................................................................................................40 The Inoue Family: Sustaining the Family Prestige ........................................................41 Primary Education: Shaping Academic Aspiration .......................................................44 Secondary Education: Evolving a Patronage Network ..................................................46 Post-Secondary Education: Becoming an Institutional Leader .....................................51 Summary ........................................................................................................................59 PART TWO: STUDYING ABROAD ...............................................................................62 CHAPTER 3: STUDYING IN GREAT BRITAIN ...........................................................63 Evolving a Concept ........................................................................................................63 Rethinking Women‘s Social Position ............................................................................68 Summary ........................................................................................................................75 CHAPTER 4: STUDYING IN THE UNITED STATES ..................................................77 Studying a Scientific Application Model .......................................................................77 Complementing the Paradigm........................................................................................82 Expanding the Scope......................................................................................................85 Summary ........................................................................................................................90 iii PART THREE: RETURNING HOME .............................................................................92 CHAPTER 5: THE TOKYO WOMEN‘S HIGHER NORMAL SCHOOL ......................93 Challenging Constraints .................................................................................................93 Defining Technical Expertise ........................................................................................97 Defining the Ideals .......................................................................................................101 Founding an Alternative Space ....................................................................................107 Summary ......................................................................................................................109 CHAPTER 6: THE JAPAN WOMEN‘S INSTITUTE ...................................................112 Pursuing the Institutional Goals ...................................................................................112
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