Christian Education and the Construction of Female Gentility in Modern East Asia
This study explores the relationship between Christian education and the construction of female gentility in East Asia around the turn of the twentieth century. Because American missionary schools played an important role in the region, notions of female gentility were greatly influenced by the cult...
| Main Author: | |
|---|---|
| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
MDPI
[2019]
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| In: |
Religions
Year: 2019, Volume: 10, Issue: 8, Pages: 1-14 |
| Further subjects: | B
Missionary
B China B Japan B new gentlewoman B Protestantism B gentility B Korea |
| Online Access: |
Presumably Free Access Volltext (Resolving-System) Volltext (doi) |
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| 520 | |a This study explores the relationship between Christian education and the construction of female gentility in East Asia around the turn of the twentieth century. Because American missionary schools played an important role in the region, notions of female gentility were greatly influenced by the cultural values of the American middle class and, more specifically, American liberal arts colleges. The notion of the "new gentlewoman" helps to illuminate modern Protestant womanhood's ambiguous relationship with feminism and nationalism. Recognizing that the Protestant notion of "female gentility" was internally racialized, in this study, I also pay attention to the question of race. While the scope of my research spans East Asia, in this paper, I examine Christian education in China, focusing specifically on Yenching Women's College. I compare the college's educational goals and curricula to the pedagogy at the male college of Yenching, the governmental women's college, and other female colleges in Japan and Korea. In this study, I approach East Asia as a whole for several reasons: first, because a broader view of the region helps put the Chinese case into perspective; second, because the region was often dealt with together in missionary work; and lastly, because national differences cannot be assumed to be more substantial than other differences, such as those based on gender, class, generation, period, and province. | ||
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