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The creation of a new school system in the Philippines in 1898 and educational reforms in occupied Japan, both with stated goals of democratization, speaks to a singular vision of America as savior, following its politics of violence with benevolent recuperation. The pedagogy of recovery—in which schooling was central and natives were forced to accept empire through education—might have shown how Americans could be good occupiers, but it also created projects of Orientalist racial management: Filipinos had to be educated and civilized, while the Japanese had to be reeducated and “de-civilized.” 

In Campaigns of Knowledge, Malini Schueller contrapuntally reads state-sanctioned proclamations, educational agendas, and school textbooks alongside political cartoons, novels, short stories, and films to demonstrate how the U.S. tutelary project was rerouted, appropriated, reinterpreted, and resisted. In doing so, she highlights how schooling was conceived as a process of subjectification, creating particular modes of thought, behaviors, aspirations, and desires that would render the natives docile subjects amenable to American-style colonialism in the Philippines and occupation in Japan.

Following World War II, the Allied Powers occupied Japan from 1945 to 1952, leaving a human legacy: thousands of children of Japanese mothers fathered by men from Australia, the United States, New Zealand, India, and Britain. These mixed-race offspring, and often their mothers, faced intense discrimination.

Based on interviews with or research on 150 konketsuji—a now-taboo word for "mixed-blood" Japanese—journalist Walter Hamilton presents vivid first-person accounts of these adults as they remember their experiences of childhood loss. Using archival material from organizations dedicated to assisting the children, he combines moving personal tales with historical and political analyses of international race relations and immigration policy, particularly in North America and Australia.

Not only were attitudes and behaviors of the Japanese biased against the mixed-race children, but so were the restrictive and prejudicial immigration policies of the fathers’ native countries. Japan’s racial intolerance was fully matched in the nations it fought against. Hamilton examines how attitudes about race relations have evolved and traces the impact of racial ideology on national policy and cultural identity in Australia, Japan, and the United States.

Religious freedom is a founding tenet of the United States, and it has frequently been used to justify policies towards other nations. Such was the case in 1945 when Americans occupied Japan following World War II. Though the Japanese constitution had guaranteed freedom of religion since 1889, the United States declared that protection faulty, and when the occupation ended in 1952, they claimed to have successfully replaced it with “real” religious freedom.

Through a fresh analysis of pre-war Japanese law, Jolyon Baraka Thomas demonstrates that the occupiers’ triumphant narrative obscured salient Japanese political debates about religious freedom. Indeed, Thomas reveals that American occupiers also vehemently disagreed about the topic. By reconstructing these vibrant debates, Faking Liberties unsettles any notion of American authorship and imposition of religious freedom. Instead, Thomas shows that, during the Occupation, a dialogue about freedom of religion ensued that constructed a new global set of political norms that continue to form policies today.

Pedagogy of Democracy re-interprets the U.S. occupation of Japan from 1945 to 1952 as a problematic instance of Cold War feminist mobilization rather than a successful democratization of Japanese women as previously argued. By combining three fields of research—occupation, Cold War, and postcolonial feminist studies—and examining occupation records and other archival sources, Koikari argues that postwar gender reform was one of the Cold War containment strategies that undermined rather than promoted women’s political and economic rights.