b） Koreac） Taiwand） Chinese Muslims under Japanese Occupation200including North China and Mongolia, and ethnic minority education has also advanced.Research using photographs and other images has emerged in colonial studies in recent years. The Institute for Research in the Humanities at Kyoto University has unearthed and organized a collection of “North China Transportation Photographs,” some of which have been made public. The “North China Railway” was a state-sponsored railroad company along with the “Manchurian Railway”. Furthermore, Collection of North China Transportation Photographs from the Kyoto University Research Institute for the Humanities by Toshihiko Kishi, and Mari Shirayama （2016） is worthy of attention.Due to the limitation of materials, research on North China has not accumulated sufficiently compared to research on Manchukuo. As can be seen from the publication of this book, with the discovery of new materials, a certain amount of progress has been made in the study of the history of education in North China.Limiting the subject to the period when the colonial policy started, Yumi Sato explored the views of school bureaucrats on Chosun and their educational views on Korean children, which were the basis of the current Japanese sense of superiority toward Koreans. Tatsuya Yamashita also researched the colonial teachers （Kitamura, Sano, Shimbo, 2018）. In addition, research has been conducted on various subjects and facilities outside schools （shrine visits）.One work on the history of colonial education related to Taiwan is Takeshi Komagome’s Taiwan Colonial Rule in World History: Perspectives from Tainan Presbyterian Middle School （Kitamura, Sano, Shimbo, 2018）. The book focused on the mission school, Tainan Presbyterian Junior High School, as a space where the influence of three empires–the Chinese Empire, the British Empire, and Imperial Japan–overlap. The author subsequently investigated how Taiwanese people’s desire for self-government was forced to refract and under what type of pressure. In doing so, he explored the intermediary organizations that mediated between the state and the individual （e.g., mission networks, school boards, supporters’ associations, local military associations, and town councils）, and described the structures through which violence operated.The Institute of Modern History of the Academia Sinica （Taipei） and other institutions have played a central role in reading, reprinting, translating, publishing, and compiling databases of diaries through donations and commissions from the private sector. Research using these materials is currently being conducted in Japan as well.I would like to refer to the activities of Muslims during the Japanese occupation. During the Sino-Japanese War, the Japanese occupation forces actively engaged in Hui activities to carry out their
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