2017

2017

Educationpracticeeffects of
Rikuzentakata
Interaction
Programorganaized Rikky
What did we learn in fieldworkof Ochanomizu
University
in Rikuzentakata?

What we should do for the places andSchool
the peoplein Rikuzentakata?
of Communityand Human Service

2011

9

2011

11

abstract In this paper, I discusson theRikkyo
processGraduate
and the result
fieldwork practiceof Ochanomizu
University
atabstract
SchoolinoftheCommunityand HumanService hadorganaized
Rikuzenta
Rikuzentakata since September 2011. I highlight what we (students and supervisors) learned there and what we should return toInteraction Program since November 2011. In this article, consider the Program at the point of edu
the places and the people in Rikuzentakata.

2011

2011

4

2012
20-21

2016
3
6

NGO
2005

1

3

2

3

2
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4

5

3

3

21

TA
2013

2011

NPO
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4-5

8

15

2016

35

1-2

2011
2014

19
9
25
2015

─ 75 ─

TA1
1

23

2

2016

5

27

2

150

7

2012

2017

2017

Education effects of

Rikuzentakata Interaction Programorganaized Rikky(2011

School of Community and Human Service

4

)

(2011

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2011

11

Rikkyo Graduate School of Community and Human Service had organaized

abstract

Interaction Program

since November 2011. In this article, consider the Program at the point of edu

(2012

(2013

)

)

2013

1

)

(

SNS

Rikuzenta())

─ 76 ─

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2017

2017

Education effects of

Rikuzentakata Interaction Programorganaized Rikky

School of Community and Human Service

SET

2011

abstract

11

Rikkyo Graduate School of Community and Human Service had organaizedInteraction Program

since November 2011. In this article, consider the Program at the point of edu

2011

65-84

2013:82011(displacement)(2011)
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111(1)

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3 23 19 B103 , E-mail:kumagai.keichi@ocha.ac.jp

─ 77 ─

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E_codeOn the “Gandai E_code” project
Education effects of E_code
Rikuzentakata Interaction Programorganaized Rikky

School of Community and Human Service
1

2

2

2
2

2

2

2

2

2

2

1

1

1

1

1

1

2011
1

abstract

2

2

2
1

1

2

1

11
2

Rikkyo Graduate School of Community and Human Service had organaizedInteraction Program

E_codesince November
2011. In this article, consider the Program at the point of edu

abstract

In this article, we introduce the activity of the group named “Gandai E_code”, which is a team for encouraging thepeople and the city of Rikuzentakata. We also discuss the values and problems of those activities.

2012
2012

1
4

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2012

Vol . 1 Vol . 4

E_codeVol . 12012
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2013

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─ 79 ─

2014

2

1

2017

Education effects of2017

Rikuzentakata Interaction Programorganaized Rikky

School of Community and Human Service

1

2011

2014
(

2)
F- 1

(

1)
abstract2

Vol . 5

11

Vol . 6

Rikkyo Graduate School of Community and Human Service had organaizedInteraction Program

since November 2011. In this article, consider the Program at the point of edu

2015
(

3)

VISIT TAKATA
2016
E_code11598E_code

(

3)
15

3

E_code5

Rikuzenta

E_code─ 80 ─

2017

2017

SNS

E_codetwi tter
https: / / twi tter. com/ E_code1/ l i kes

Education effects of

Rikuzentakata Interaction Programorganaized Rikky

School of Community and Human Service
E_code5

E_code2011

abstract

Rikkyo Graduate School of Community and Human Service had organaizedInteraction Program

E_code11

Rikuzenta

since November 2011. In this article, consider the Program at the point of edu

2030

E_code-E_codeE_codeE_codeE_codeE_code─ 81 ─

2017

E_code2017

2016

Education effects of

Rikuzentakata Interaction Programorganaized Rikky

School of Community and Human Service1

2012020- 8550

E_code

2011
2014

2015

11

abstract
3- 18- 34, Rikkyo
E- mai l :Graduate
gomi@i wate-Schoolu. ac. j pof Community and Human Service had organaizedInteraction Program

Rikuzenta

since November 2011. In this article, consider the Program at the point of edu

E_code─ 82 ─

2017

2017

Fieldwork Practice and Commitment within a Tsunami-hit Area:
Ochanomizu University Students in Rikuzentakata city, Iwate Prefecture, Japan*

Keichi KUMAGAI (Ochanomizu University)

Educationeffects of
Rikuzentakata
Interaction
Programorganaized Rikky
Yukiko NAKAMURA(Graduate student,
Ochanomizu
University)

Takashi(Miyagi Universityof Education)
SchoolODA
of Communityand HumanService*this paper was originally presented at a poster session in the annual meeting of the Association of American
Geographers held at Chicago, April 2015.

abstract The Great East Japan Disaster occurred on March 11, 2011 gave tremendous damage on coastal areas in Tohoku region,
Japan. Rikuzentakata-city is one of the worst, where 7 % of the population died and almost half of the houses were destroyed bytsunami. We are continuously sending undergraduate students for their fieldwork practice since September 2011. It is quitedifficult to organize such course in tsunami-hit area which gave much burden to students both physically and mentally. We started
the practice under the principle of hearing without asking as the people in the disaster area were supposed to be too sensitive to2011
11talk their experiences. After continuous visiting one particular temporary housing area we were accepted and formally requestedby the residents to hear their distress. We are collecting and recording the stories as lessons for the future prevention of disasters.
How the outsider can make a positive commitment to the restoration of the disaster area is quite difficult question. But we surely
abstract
RikkyoGraduate
Schoolof Community
Human
Service
had andorganaized
Rikuzenta
needs of the andpeoplewhich notonly fixed
believe outsiders should have a fair
responsibility
to accompany
withcrucialprovided by municipal authoritiesInteraction
but also generated
and renovatedby the process
betweenthe insiders
and theat the point of edu
Programsince November
2011.ofIninteraction
this article,
considerthe Program
outsiders.

Background of the Fieldwork Practicum: Rikuzentakata City and its Damage by Tsunami
The Great East Japan Disaster that occurred on March 11, 2011 resulted in tremendous damage to the coastal areas
ged cities in the tsunami disaster. The
total death toll currently stands at 1,535 persons with 214 persons still missing. This figure represents a loss of 7.2%of the total population. 3,805 housesalmost half of all houses in the citywere totally destroyed.
Almost all public facilities were destroyed, including City Hall and the City gymnasium. The latter served as thefirst evacuation area was hit by the tsunami and totally submerged up to its ceiling resulting in more than 100
deaths with only a few survivors. The 232 km2 area of Rikuzentakata consists of many different localities including
Takata cho, the administrative and commercial center, and Yonesaki-cho, the agricultural areas and fishing villages.
The township is situated in the flood plain of the Kesen River where the waters are clean and(sweetfish) fishingattracts many anglers in the summer. The mineral-rich river delivers nutrition to the sea and provides for thepremium quality oysters and scallops in the region. Takatamost beautiful landscapes, has more than 70,000 pine trees lining its beaches and served as a popular tourist spot
for sea bathing in the summer season. However, all but just one pine tree
restorationwere totally wiped out by the tsunami. Loss of landscape is a serious
damage to local residents although it is not measured economically.
Background and Practice of the Fieldwork Practicum
Since September 2011 (the 2011-2012 academic year), the Department of Global Studies for Inter-cultural
Cooperation at Ochanomizu University has been fostering student fieldwork practice within areas affected byJapacourse known as our Local Research Practicum. The core of this program includes
visits to affected urban zones, holding social events, and listening to personal accounts at the temporary housing
units, as well as to the city office and local reconstruction assistance NGO. We have a base established with one
specific temporary housing community at the Yonesaki Elementary School. Here, we have donated a coffee makerand other materials to initiate a community café, late.
We took special care in considering how to engage in conversation with those staying in temporary housing, each ofwhom had undergone extremely difficult experiences. We instructed students not to probe for information but
simply listen without posing questions, so as to let people tell their own stories as they liked.
After several continuous visits to the area, Mr. Kazuo Sato, head of the Yonesaki Elementary Temporary Housing
Residents',requested that we listen to their accounts of the disaster and record their stories. We decided to conduct
informal interviews with the residents while keeping the points listed below in mind (and in memo form). During
interviews, we were not overly concerning with whether each was answered, or the order in which they wereapproached. We transcribed the audio and matched transcriptions to notes taken to form a basic record. From these,
students produced a report, covering: 1) Experiences on the day of the disaster, 2) The following day/s, 3) Life at the─ 83 ─

2017

2017

evacuation center, 4) Life in temporary housing, and 5) Lessons. The interviews were conducted at the meeting roomof temporary housing area (picture 7) or each temporary house. Another interviews were also made in. We made In February 2014, we published a twovolume report titled A View of the Great East Japan Earthquake and Tsunami from Personal Accounts.
Findings and Reactions of the Students Participated in the Fieldwork

We are continuing this fieldwork
course at Rikuzentakata
in2012, 2013, 2014,2015 and 2016.
More thanorganaized
150
Educationeffects of
Rikuzentakata
Interaction
ProgramRikkystudents visited Rikuzentakata city since 2011 in this fieldwork course as well as private visits.

School of Community and Human Service

Some comments from students who participated in the practicum are as follows.

2011

abstract

11

Rikkyo Graduate School of Community and Human Service had organaizedInteraction Program

Rikuzenta

since November 2011. In this article, consider the Program at the point of edu

Students noted the follows;

Future issues facing the disaster-affected areas are not limited to physical infrastructure, but also include theextremely important endeavor of creating community and communal spaces for people to gather. The key elements
within human relations are those of empathy and solidarity in other words, feelings of closeness and mutuality.
At this point in time, the weighty emergence of this disaster has prompted a questioning of Japanese society itself,
as well as its very ideals. As we pursue answers, the starting point must lie in the concept of a communal society.
From there, we should focus on the power produced by our local communities and each individual comprising them,and continue to think about what we can do to contribute in this regard.
Concluding Remarks: Creating Connectionsof temporary housing area in Yonesaki primaryschool, "Don't just listen to our stories. Share them with numerous people after
homework. The ultimate achievement would be to have children hear our message, enabling them to find safety (intpass along their knowledge and experiences relating to the tsunami.
Future issues facing the disaster-affected areas are not limited to physical infrastructure, but also include theextremely important endeavor of creating community and communal spaces for people to gather. The key elements
within human relations are those of empathy and solidarity in other words, feelings of closeness and mutuality.
At this point in time, the weighty emergence of this disaster has prompted a questioning of Japanese society itself,
as well as its very ideals. As we pursue answers, the starting point must lie in the concept of a communal society.
From there, we should focus on the power produced by our local communities and each individual comprising them,and continue to think about what we can do to contribute in this regard.
The fieldwork practicum within tsunami hit areas is a difficult but stimulating task for the students as well as theacademic supervisors.
and their experiences great but attimes listening to the hardships of survivors grew to be a burden too large for them to bear. Another question is how
we, as outsiders, can make a positive commitment to the restoration of the disaster-affected area. Indeed, this is adifficult question. But we certainly believe outside parties have a responsibility to accompany communities on theirjourney and attend to critical needs. These needs should not only be addressed by municipal authorities but also
further attended to through processes of interaction between the community itself and outside parties.

─ 84 ─

2017

2017

Experience in Rikuzentakata to Kumamoto- Support for Kumamoto earthquake stricken areafrom Tohoku

Education effects of
1

5

6

8

9

Rikuzentakata Interaction Programorganaized Rikky

School of Community and Human Service

11

1

5

abstract

In this article, we explain support for Kumamoto earthquake stricken area by Tohoku university and how usefulexperience in Rikuzentakata is.

2011

5

1

2

3

5/2
5/3
5/4

6/3
6/4
6/5
3
8/4
8/5

6

8

abstract
Rikkyo Graduate School of Community and Human Service had organaized
Rikuzenta
91115Interaction Program since November 2011. In this article, consider the Program at the point of edu

5/2~5/5 ,
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─ 86 ─

2017

2017

Kikigaki as Matchmaking Platform with Rikuzentakata
Education effects of

Rikuzentakata Interaction Programorganaized Rikky

School of Community and Human Service
1

2012

.

2011

abstract

11

Rikkyo Graduate School of Community and Human Service had organaized

Rikuzenta

Abstract: Hasegawa SeminarInteractionof Kansai University uses the Kikigaki approach to interview residents of Rikuzentakada from
Program since November 2011. In this article, consider the Program at the point of edu

2012. Kikigaki (it literally means:listening and recording) is a project that inquires into and records through one-on-one dialogue
the stories of interviewees lives and values. These narratives are then transcribed and summarised in reports that preserve theflavour of the interviewees way of speaking. As results of this project, Kikigaki produced 2 good results. First, relationshipbetween interviewee (residents of Rikuzentakada) and interviewer (seminarian) will be like family by Kikigaki Then, Kikigaki ismatchmaking platform with Rikuzentakata for students who live in a distant place (e.g. Osaka). Second, for interviewer(seminarian), interviewee (residents) is elder who lives in different culture and values. So, interviewer (seminarian) can take anopportunity to reflect his/her life and values by Kikigaki.

2012

,
,2011
.
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5

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1

1

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2017

Education effects of2017

Rikuzentakata Interaction Programorganaized Rikky

School of Community and Human Service

2011

abstract

11

Rikkyo Graduate School of Community and Human Service had organaizedInteraction Program

Rikuzenta

since November 2011. In this article, consider the Program at the point of edu

─ 88 ─