By Naoko Takemaru
Feminist critics have lengthy thought of language a chief automobile for the transmission of sexist values in a tradition. This much-needed sociolinguistic critique examines the illustration of girls in conventional jap language and tradition. Derogatory and highly-sexualized phrases are positioned in historic context, and the growth of non-sexist language reform is reviewed. critical to this paintings are the person voices of jap ladies who took half in a survey, expressing their candid techniques and issues concerning biased gender representations. of their personal phrases, they provide voice to the truth of being girl in the constraints of a traditional--and occasionally misogynistic--language.
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Extra resources for Women in the Language and Society of Japan: The Linguistic Roots of Bias
Sample text
By the 2000s, jukunen rikon has become a buzzword that is widely used by the general public and by the media ( Jiyukokuminsha, 2008). It is typically perceived as the ultimate rebellion by a wife who had to put up with her husband for a number of years mostly for the sake of her children and financial reasons. Jukunen rikon also has become a common theme of trendy TV dramas, in which a husband who is clueless about his wife’s feelings is completely taken aback by her request for a divorce at the time of his retirement.
25]. Incidentally, in order for a woman to become ryoosai kenbo (good wife and wise mother), she was expected to cultivate the disposition including obedience, modesty, demureness, self-control, and self-sacrifice. 46 3—Women and Education in Japan These qualities were also highly regarded as the “virtues” of Japanese women by male opinion makers and educators in the early 1900s (Endo, 2006). From the 1880s throughout the outbreak of World War II, the fundamental objective of education for girls and young women was to prepare and train them to become ryoosai kenbo.
There is no need for women to study” (K. Hara, 1995). In addition to Confucian philosophy, the notion of danson johi (men superior, women inferior) prevailed mostly among the ruling samurai class in the Edo Period (1603–1867). Based on the Buddhist and Shinto beliefs that associated women with sinfulness and impurity, this notion to put women in subjugation to men also had an adverse effect on women’s education. The primary objective of women’s education in the Edo period (1603–1867) was to train girls and young women not only to be skilled in household work, but also to be submissive and obedient to their parents, particularly to fathers and other elder male family members as well as prospective husbands and in-laws.
