a） China4．Research on the History of Colonial Education199Korea as their fields of study from the perspective of language.This section examines research on the history of colonial education in Japan, which JSHSE researchers have been actively engaged in recently.In colonial studies, research on the history of the colonial economy has taken the lead, and the history of colonial education has been a rather laggard. However, since the 1990s, the history of colonial education has been the subject of extensive research.In Japan, this was triggered by the 50th anniversary of the end of World War II. The Japan Society for the Study of the History of Colonial Education was organized in 1997, and the Annual Report on the history of colonial education was published annually.In addition, mainstream research in the history of colonial education originally adopted the dichotomous analytical perspective of “domination-resistance” （imperialism and national movements, domination and subjugation）. However, criticism of the dichotomous analysis in the （JSHSE） 50th Anniversary Collection of Essays （“Frontiers of Educational History Research”） has been increasing since the end of the 1990s.In particular, there has been an increase in research focusing on individual lives in colonial and occupied areas, or research connecting postwar postcolonial situations with the accumulation of materials related to life stories, such as diaries and interviews.An overview of research on the history of colonial education in Japan reveals the following:First, the studies began with criticism of prewar militarism. Japan’s invasion of Asia has caused substantial damage to China, Korea, and Taiwan. Many studies have started from the following attitude: “Let’s look back and reflect on why such military domination was carried out and what it brought to the people of East Asia.”Second, historical research in Japan has traditionally been empirical and based on data. In the case of research on the history of colonial education, it is also vital to discuss empirically and clarify facts based on materials.Therefore, it is clear that the author’s stance is not to have a conclusion and then discuss it but to build up the facts and then state the conclusion.Concerning the history of education in China’s colonial and occupied territories, the publication of collections of materials by Ken’ichi Takenaka （2000, 2002, 2005）, Mizuo Tsukinoki （2011, 2012, 2014） and Kazuo Isoda （2000） formed the foundation of research （Hirotani, Tsukinoki, Shimbo, Sano, 2007）.Traditionally, colonial studies focusing on Manchukuo have been conducted since the 1990s in terms of research on the history of colonial education. However, in recent years, research on China,
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