'Re-education' : the imperial pre-history and afterlives of a pedagogical conceit

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Abstract

In the aftermath of World War II, the terms ‘re-education’ and ‘rehabilitation’ were ubiquitous. Often employed almost interchangeably, these nouns named the aspirational outcomes sought by military government personnel, civilian administrators and relief workers—for entire national populations or particular encamped populations. In this article, Susan Carruthers traces the origins of these entangled efforts to ‘remake’ subject peoples, now primarily associated with the postwar occupations of Germany and Japan. She uncovers the hidden connections between re-education and democratization projects – typically projected as constructive and progressive – with Britain’s brutal suppression of colonial counterinsurgencies, as well as the afterlife of the concept in the United States’ Cold War era preoccupation with POW camps and brainwashing. By the 1960s and ‘70s, ‘re-education’ in the Western political lexicon denoted something pernicious practiced exclusively by cold war nemeses: in murderous camps in China, Vietnam, and Cambodia. Yet at the dawn of the twenty-first century, George W. Bush’s administration reanimated memories of the ‘good occupations’ that had transformed Axis foes into pacific and prosperous allies, hoping to persuade sceptics that ‘de-Baathification’ would be every bit as straightforward and successful as ‘de-Nazification’ had come to appear with hindsight. Re-education again provided a language of both obfuscation and legitimation.

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