"This book tells the story of an unusual group of American soldiers in World War II, second-generation Japanese Americans (Nisei) who served as interpreters and translators in the Military Intelligence Service."--Preface.

Nisei Soldiers Break Their Silence is a compelling story of courage, community, endurance, and reparation. It shares the experiences of Japanese Americans (Nisei) who served in the U.S. Army during World War II, fighting on the front lines in Italy and France, serving as linguists in the South Pacific, and working as cooks and medics. The soldiers were from Hood River, Oregon, where their families were landowners and fruit growers. Town leaders, including veterans' groups, attempted to prevent their return after the war and stripped their names from the local war memorial. All of the soldiers were American citizens, but their parents were Japanese immigrants and had been imprisoned in camps as a consequence of Executive Order 9066. The racist homecoming that the Hood River Japanese American soldiers received was decried across the nation. Linda Tamura, who grew up in Hood River and whose father was a veteran of the war, conducted extensive oral histories with the veterans, their families, and members of the community. She had access to hundreds of recently uncovered letters and documents from private files of a local veterans' group that led the campaign against the Japanese American soldiers. This book also includes the little known story of local Nisei veterans who spent 40 years appealing their convictions for insubordination. Watch the book trailer: http://www.youtube.com/watch?v=hHMcFdmixLk

At the start of World War, II the U.S. Army turned to Americans of Japanese ancestry to provide vital intelligence against Japanese forces in the Pacific. Nisei Linguists: Japanese Americans in the Military Intelligence Service during World War II tells the story of these soldiers, how the Military Intelligence Service (MIS) recruited and trained them, and how they served in every battle and campaign in the war against Japan. Months before Pearl Harbor, the Western Defense Command (WDC) selected sixty Nisei soldiers for Japanese-language training. When the WDC forcibly removed more than 100,000 persons of Japanese ancestry from the West Coast, MIS continued to recruit Nisei from the relocation camps and later from Hawaii. Over the next four years, the school graduated nearly 6,000 military linguists, including dozens of Nisei women and hundreds of Caucasians. Nisei Linguists tells the remarkable story of those who served with Army and Marine units from Guadalcanal to the Philippines, Iwo Jima, and Okinawa. Their duties included translation, interrogation, radio monitoring, and psychological warfare. They staffed theater-level intelligence centers such as the Allied Translator and Interpreter Section in the Southwest Pacific Area. In China, Burma, and India they served with the Office of Strategic Services, Merrill’s Marauders, and Commonwealth forces. Others served with the Army Air Forces or within the continental United States. At war’s end, the Nisei facilitated local surrenders of Japanese forces as well as the occupation. Working in military government, war crimes trials, censorship, and counterintelligence, the MIS Nisei contributed to the occupation’s ultimate success.

How does language or culture come to be standardized to the degree that it is considered 'homogeneous'? How does teaching language relate to such standardization processes? How can teaching be mindful of the standardization processes that potentially involve power relations? Focusing on the case of Japanese, which is often viewed as homogenous in terms of language and culture, this volume explores these questions in a wide range of contexts: the notions of translation and modernity, the ideologies of the standardization of regional dialects in Japan, current practices in college Japanese-as-a- Foreign-Language classrooms in the United States, discourses in journals of Japanese language education, and classroom practices in nursery and primary schools in Japan. This volume’s investigation of standardization processes of Japanese language and culture addresses the intersections of theoretical and practical concerns of researchers and educators that are often overlooked.

Winner of the Grawemeyer Award in Religion A Los Angeles Times Bestseller “Raises timely and important questions about what religious freedom in America truly means.” —Ruth Ozeki “A must-read for anyone interested in the implacable quest for civil liberties, social and racial justice, religious freedom, and American belonging.” —George Takei On December 7, 1941, as the bombs fell on Pearl Harbor, the first person detained was the leader of the Nishi Hongwanji Buddhist sect in Hawai‘i. Nearly all Japanese Americans were subject to accusations of disloyalty, but Buddhists aroused particular suspicion. From the White House to the local town council, many believed that Buddhism was incompatible with American values. Intelligence agencies targeted the Buddhist community, and Buddhist priests were deemed a threat to national security. In this pathbreaking account, based on personal accounts and extensive research in untapped archives, Duncan Ryūken Williams reveals how, even as they were stripped of their homes and imprisoned in camps, Japanese American Buddhists launched one of the most inspiring defenses of religious freedom in our nation’s history, insisting that they could be both Buddhist and American. “A searingly instructive story...from which all Americans might learn.” —Smithsonian “Williams’ moving account shows how Japanese Americans transformed Buddhism into an American religion, and, through that struggle, changed the United States for the better.” —Viet Thanh Nguyen, author of The Sympathizer “Reading this book, one cannot help but think of the current racial and religious tensions that have gripped this nation—and shudder.” —Reza Aslan, author of Zealot

Paul Rusch first traveled from Louisville, Kentucky, to Tokyo in 1925 to help rebuild YMCA facilities in the wake of the Great Kanto earthquake. What was planned as a yearlong stay became his life's work as he joined with the Japan Episcopal Church to promote democracy and Western Christian ideals. Over the course of his remarkable life, Rusch served as a college professor and Episcopal missionary, and he was a catalyst for agricultural development, introducing dairy farming to highland Japan. In Paul Rusch in Postwar Japan, Andrew T. McDonald and Verlaine Stoner McDonald present Rusch's life as an epic story that crisscrosses two cultures, traversing war and peace, destruction and rebirth, private struggle and public triumph. As World War II approached, Rusch battled racial prejudice against Japanese Americans, yet also became an apologist for Japan's expansionist foreign policy. After Pearl Harbor, he was arrested as an enemy alien and witnessed the Doolittle Raid on Tokyo. Upon his release to the US in 1942, he joined military intelligence and returned to Japan in that capacity during the US occupation. Though Rusch was of modest origins, he deftly climbed social and military ladders to befriend some of the most intriguing figures of the era, including prime ministers and members of the Japanese royal family. Though he is perhaps best remembered for introducing organized American football in Japan, his greatest legacy is the founding of the Kiyosato Educational Experiment Project (KEEP), a vehicle for feeding, educating, and uplifting the rural poor of highland Japan. Today his legacy continues to inspire KEEP in the twenty-first century to promote peace, cultural exchange, environmental sustainability, and ecological preservation in Japan and beyond.

When Lyndon B. Johnson signed the Bilingual Education Act of 1968, language learning became a touchstone in the emerging culture wars. Nowhere was this more apparent than in Los Angeles, where elected officials from both political parties had supported the legislation, and where the most disruptive protests over it occurred. The city, with its diverse population of Latinos and Asian Americans, is the ideal locus for Zevi Gutfreund’s study of how language instruction informed the social construction of American citizenship. Combining the history of language instruction, school desegregation, and civil rights activism as it unfolded in Japanese American and Mexican American communities in L.A., this timely book clarifies the critical and evolving role of language instruction in twentieth-century American politics. Speaking American reveals how, for generations, language instruction offered a forum for Angelino educators to articulate their responses to policies that racialized access to citizenship—from the “national origins” immigration quotas of the Progressive Era through Congress’s removal of race from these quotas in 1965. Meanwhile, immigrant communities designed language experiments to counter efforts to limit their liberties. Gutfreund’s book is the first to place the experiences of Mexican Americans and Japanese Americans side by side as they navigated debates over Americanization programs, intercultural education, school desegregation, and bilingual education. In the process, the book shows, these language experiments helped Angelino immigrants introduce competing concepts of citizenship that were tied to their actions and deeds rather than to the English language itself. Complicating the usual top-down approach to the history of racial politics in education, Speaking American recognizes the ways in which immigrant and ethnic activists, as well as white progressives and conservatives, have been deeply invested in controlling public and private aspects of language instruction in Los Angeles. The book brings compelling analytic depth and breadth to its examination of the social and political landscape in a city still at the epicenter of American immigration politics.