Comment for the report by Prof. Jeff Gayman
Hirofumi KATO(Centre for Ainu & Indigenous Studies, Hokkaido University)
Preface
Professor Jeff Gayman's report had three objectives:
1) To explore models of support for Indigenous and ethnic minority education at the higher
education level;2) To examine the overall situation and quality of Ainu education for Ainu in Japan;
3) To re-examine the programmes offered by the respective institutions in Japan andRussia; The commentator is not a pedagogical expert. I would like to comment mainly onobjective 2, as I am a member of the department currently involved in Ainu education
within Hokkaido University.
1. The importance of the 'interface'
Professor Gayman states that the importance of the interface is due to the fact that it affects
the lives of indigenous/ethnic minority individuals and collectives in all aspects.
In other words, this may be seen to mean that the majority must first understand that it isin a dominant position.
This point is also consistent with the disproportionality in research that Indigenous
Studies fundamentally seeks to recognize as a given. Researchers are less aware of the factthat they own their research by virtue of belonging to a university or research institution.
In this sense, Professor Gayman is principally correct in pointing out that historicalimbalances need to be redressed if trust between Indigenous communities and the majority
is to be restored.
Also, it is important to recognize the agency of Indigenous peoples and ethnic
minorities.
Here it is not only necessary to emphasize points of view such as that of Edward Said, butalso to consider how Indigenous methodologies can be incorporated within the normative
disciplinary framework.
For example, in my research area, Indigenous archaeology is growing in prominence
within the arena of contemporary archaeology . Here, the project of archaeology is one
based not only on Indigenous peoples, but also conducted by Indigenous people, forIndigenous people, and with Indigenous people.
2. Indigenous (Ainu) Education in Japan
Professor Gayman is probably correct in pointing out that there are currently very few
institutions in Japan that can be classified as 'Indigenous education institutions'.
Hokkaido University has established the department of Ainu and Indigenous Studies inthe Graduate School of Humanities and Human Science in 2019. This is the first
postgraduate teaching program in Japan to offer Masters and PhD degrees in the field ofIndigenous and Ainu Studies.
There are currently 11 graduate students, two of whom are Ainu students.
However, Indigenous studies is still very new in Japan and there are no academic societies.
Many of the researchers are seeking to conduct Indigenous Studies while remaining
affiliated with existing disciplines and academic societies.
Foreign language proficiency is required for admission to graduate schools and is
imposed in the entrance examination. However, although the Ainu language is taught at
Hokkaido University, it is not regarded as an independent language or research language1

in the graduate school entrance examination.
3. What is required between the university and Ainu community in the future
I agree with Professor Gayman's point that negative history has reduced the motivation ofAinu students to study at Hokkaido University and to research Ainu topics.
Our Centre currently has two faculty members, one PD researcher and one
administrative staff member from the Ainu, and two graduate students are studying in ourGraduate course. As a university located in the land of Indigenous peoples, we believe that
it is our mission to increase the number of researchers from the Ainu and the number ofgraduate students from the Ainu.
4. In conclusion
The efforts of faculty members at the individual level are insufficient and too limited toestablish Indigenous education in an organized manner.
The university organization is essentially a community, and the knowledge provider,namely scholars (teachers); the learner, namely the student; and the operator of theeducational space, namely, the administration staff, need to participate in the managementof the community on the same footing. In Japanese universities, this structure ofmanagement is not yet established. The status of students, at least as learners, is not on apar with that of teachers and administration staff. This needs to be improved above all.
For Indigenous Studies to take place in universities, opportunities must be provided forIndigenous peoples to participate in the management of the organization. In my centre,themanagement committee consists of 16 members, 13 of them are university faculty membersand three are Ainu individuals from outside the university.
For Hokkaido University to promote collaboration with Indigenous peoples, it is necessary
to appoint an Indigenous Advisor to the President of the university from amidst Ainu
scholars, in the manner of groundbreaking overseas universities.
Also, it will be necessary to establish an Indigenous Policy for our university that sets out
future guidelines for how the university will engage with the Ainu, including the memoryof a negative past.

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