Blackburn, Kevin

In this transcription of a webinar from October 2023, speakers Kevin Blackburn (Nanyang Technological University, Singapore), Katharine McGregor (University of Melbourne, Australia), and Sachiyo Tsukamoto (University of Newcastle, Australia) talk about their new books on the “comfort women.”

The book delivers a thematic analysis of the many ways in which study of the Second World War can take place, considering international, transnational, and global approaches, and serves as a major jumping off point for further research into the specific fields covered by each of the expert authors. It demonstrates the global and total nature of the Second World War, giving due coverage to the conflict in all major theatres and through the lens of the key combatants and neutrals, examines issues of race, gender, ideology, and society during the war, and functions as a textbook to educate students as to the trends that have taken place in how the conflict has been (and can be) interpreted in the modern world. Divided into twelve parts that cover central themes of the conflict, including theatres of war, leadership, societies, occupation, secrecy and legacies, it enables those with no memory of war to approach it with a view to comprehending what it was all about and places the history of this conflict into a context that is international, transnational, and institutional. This is a comprehensive and accessible reference volume for anyone interested in the most up to date scholarship on this major conflict.

"Comfort women" or ianfu is the euphemism used by the Japanese military for the women they compelled to do sex work in the Second World War. It has become the term generally used in English to discuss the subject. The role of comfort women in history remains a topic of importance — and emotion — around the world. Most scholarship concentrates on Korean comfort women, with less on their counterparts in Japan, China, Taiwan and even less on Southeast Asia. It is well-known that an elaborate series of comfort stations, or comfort houses, were organised by the Japanese administration across Singapore during the Occupation from 1942 to 1945. And historians have recorded eyewitness accounts from Korean comfort women who served here, and from managers of Singapore comfort stations.So why did no local former comfort women come forward and tell their stories when others across Asia began to do so publicly in the 1990s? To understand this silence, the book details the sex industry serving the Japanese military during the wartime occupation of Singapore: the comfort stations, managers, procurers, girls and women who either volunteered or were forced into service and in many cases sexual slavery. Could it be that no former comfort women remained in Singapore after the war? Blackburn shows through a careful weighing of the different kinds of evidence why this was not the case. The immediate post-war years, and efforts to repatriate or ‘reform’ former comfort women fills in a key part of the history. The author then turns from history to the public presence of the comfort women in Singapore's memory: newspapers, novels, plays, television, and touristic heritage sites, showing how comfort women became known in Singapore during the 1990s and 2000s. Blackburn brings great care, balance and sensitivity to a difficult subject.

Providing coherence in understanding the role that education and higher education played in the colonizing purposes of the rich nations of the North, this book draws from multiple geopolitical spaces across the world to consider how epistemic injustice has characterized colonial higher education systems. Within this text, carefully chosen international contributors explore how colonialism, coloniality, and colonization have impacted indigenous people’s ways of knowing, feeling, behaving, valuing, being, and becoming in fundamental ways and how the West’s idea of education and schooling have been used as key instruments in the project of world domination and subjugation. Beyond these key entry concepts, chapters use ideas of modernity, post-modernism, globalization, internationalization, and neo-liberalism to examine how higher education in colonial and post-colonial societies still answers to a colonial narrative and what can be done to decolonize the system. Unpacking the historical and philosophical antecedents of higher education and critically examining the intentions and impact of colonial assumptions behind higher education in different parts of the world, this is suitable reading for postgraduates and scholars in the field of higher education, as well as senior management teams in universities and practitioners who work directly in the field of transformation in government, and university departments.