ABSTRACT This paper critically examines how three educational manga texts render the history of World War II for upper elementary, middle, and high school students in Japan. Informed by critical theory, the authors analyzed both linguistic (words) and nonlinguistic texts (illustrations) related to two major World War II events in juxtaposition, namely, the Nanjing Massacre and U.S. attacks on Japan in each book due to their historical significance. We focused on whose perspective(s) and voice(s) are represented or silenced, which events were emphasized or minimized, and which information was dismissed or even possibly altered. The results suggest the constructed nature of the historical manga because each presents a different version of the two historical events. The creators of each manga employed several techniques including the use of different elements of texts and illustrations to convey their perspectives and point of view to their readers. This research calls for sound pedagogical practices for peace education when using books on the topic of war with young children and adolescents and offers recommendations.

中文翻译：

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日本学生二战题材热门教育漫画分析

摘要 本文批判性地考察了三本教育漫画文本如何为日本的高年级、初中和高中学生呈现二战的历史。作者在批判理论的指导下，根据历史意义，在每本书中同时分析了与南京大屠杀和美国对日本的袭击这两个主要二战事件相关的语言（文字）和非语言文本（插图）。我们专注于代表或沉默谁的观点和声音，强调或最小化哪些事件，以及忽略甚至可能改变哪些信息。结果表明历史漫画的构建性质，因为每部漫画都呈现了两个历史事件的不同版本。每部漫画的创作者都采用了多种技术，包括使用文本和插图的不同元素向读者传达他们的观点和观点。这项研究呼吁在使用有关与幼儿和青少年战争主题的书籍时，采取良好的和平教育教学实践，并提供建议。