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Record W2021148057 · doi:10.1353/can.2005.0056

The Oriental Question: Consolidating a White Man's Province, 1914-1941 (review)

2004· article· en· W2021148057 on OpenAlexvenueaboutno aff
Edgar Wickberg

Bibliographic record

VenueCanadian Historical Review · 2004
Typearticle
Languageen
FieldSocial Sciences
TopicAustralian History and Society
Canadian institutionsnot available
Fundersnot available
KeywordsWhite (mutation)ChinaPoliticsImmigrationPeriod (music)Theme (computing)Government (linguistics)HistoryEconomic historyLawPolitical scienceSociologyPhilosophyAesthetics

Abstract

fetched live from OpenAlex

Reviewed by: The Oriental Question: Consolidating a White Man's Province, 1914-1941 Edgar Wickberg The Oriental Question: Consolidating a White Man's Province, 1914-1941. Patricia E. Roy. Vancouver: UBC Press, 2003. Pp. 344, illus. $85.00 cloth, $29.95 paper The Oriental Question continues the story begun in the author's White Man's Province (1989), which covered the period 1858-1914. This volume is subtitled 'Consolidating a White Man's Province, 1914-1941.' A third volume will cover the era from 1941 to the 1960s, when Canada's immigration laws and policies ceased to discriminate against persons of Asian origin. As before, Roy's sources are principally documents of politicians and governments and the popular press. The two periods covered by her books are quite different from one another. In the first, a 'white man's province' was created by European settlers who limited the number of Chinese who could come and restricted their economic and political opportunities once in BC. The Chinese were mostly individual males, and a government head tax levied exclusively on Chinese immigrants kept them that way. They had little choice but to accept their marginalized status. China, chaotic and weak at the time, was in no position to assert itself on their behalf. In the second period the situation has changed and with it the issues of the 'Oriental question' debates that form the theme of this volume. Instead of how to exclude or marginalize some seemingly compliant Chinese, the question increasingly becomes how to deal with the new and very different Japanese immigration - familial, not individual. Appropriately, the cover illustration of The Oriental Question is a 1931 photo of a Victoria Japanese school class. It is really these local-borns who are the most important part of the 'Oriental question' in this period. The term Oriental still includes the Chinese, but the focus from the 1920s onward is increasingly upon the Japanese. Citizens of a newly modernized and highly assertive Japan, they were inclined to seek the respect that their country of origin was now given by the world. Unlike many Chinese, the Japanese clearly intended to stay in BC. They set up farms and fishing operations; their youth attended schools at [End Page 793] all levels. Above all, the Japanese were assertive. Again unlike the Chinese, they seemed unwilling to be used as labourers in the interests of European society. Instead, they showed every indication that they wanted and even expected to be a part of that society. By the 1920s and 1930s the presence of the Nisei youth was raising serious questions about whether the Japanese could be assimilated and what the costs might be. If given the franchise, could a 'white man's province' be consolidated and maintained? But there was more. In the 1920s, Japan moved away from being Britain's ally and towards expansionist policies on the Asian mainland and in the Pacific. That move made it possible for Canada to further restrict Japanese immigration, so that by the 1930s both Chinese (in the Exclusion Law of 1923) and Japanese immigration had largely ceased to be a problem. As Canadians began to see Japan as a threat, the loyalty of the still-marginalized Japanese in BC became a major concern. Indeed, one of the ironies of this situation was that it was the Japanese in BC, who seemed to want so much to be part of local society, who were, unlike the Chinese, dependent upon an alien country (Japan) for protection. That only increased suspicions about their 'loyalty.' Though the issues in this period have changed, much of the earlier rhetoric remains. With immigration under control, there are no longer expressions of anxiety about being swamped by hordes from the East. There are now fears of miscegenation. But there are also the familiar and repeated assertions of the incompatibility of Asians and Europeans. The terminology continues to stress race: 'White man's country' continues to be evoked. Here Roy is at her best. As in her earlier volume, she argues that the old debate on whether anti-Oriental sentiment was an expression of racist views or of economic interest grossly oversimplifies a complex and changing situation...

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How this classification was reachedexpand

Full frame distilled prediction

Teacher imitation

Not calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.

metaresearch head score (Codex)0.002
metaresearch head score (Gemma)0.001
Version: codex-gemma-dda1882f352aValidation status: machine_predicted_unvalidated
Candidate categoriesScience and technology studies
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Not applicable · Consensus signal: Not applicable
GenreCandidate signal: Review · Consensus signal: Review
Teacher disagreement score0.194
Threshold uncertainty score0.999

Codex and Gemma teacher scores by category

CategoryCodexGemma
Metaresearch0.0020.001
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0000.001
Science and technology studies0.0020.000
Scholarly communication0.0000.000
Open science0.0000.000
Research integrity0.0000.000
Insufficient payload (model declined to judge)0.0000.000

Machine scores (provisional)

The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.

Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.

Opus teacher head0.028
GPT teacher head0.296
Teacher spread0.268 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it

Classification

machine, unvalidated

Machine predicted; a candidate call from one teacher head, not a consensus.

Study designNot applicable
Domainnot available
GenreReview

How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".

Quick stats

Citations0
Published2004
Admission routes2
Has abstractyes

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