Cooperative Learning Abroad

2013

Multiethinic Society & Industry
Chiba University
University of Malaya

Multiethinic Society & Industry

GlobalStudyProgram

M

Multiethnic
Society & Industry

Toreover, this program aimed tolead to the de-construction ofcultural assumptions and generalizations
and to the rediscovery of contemporary

his course explored the tolerance

Japanese society and culture. By struggling

and challenges associated with thewith differences, as well as discovering

multiethnic society and industry of Malaysia,

similarities of culture and custom between

in order for the Japanese participant

Malaysia and Japan, students examinedstudents to understand the importance ofand questioned what they believed to belearning from difference and to experience“common sense” in their everyday lives.

the human bricolage of such a pluralIsociety.

Fn this course, Chiba University students
researched and prepared a groupourteen students from Chiba University

presentation about the current situation ofparticipated in Global Study Program,

Japan regarding a theme in pre-educationala joint education program with thesessions. Ethnographic fieldwork at

Department of East Asian Studies, Faculty

various sites began on their arrival. Afterof Humanity and Social Sciences, University

the opening ceremony, Chiba Universityof Malaya. The theme of the program wasstudents made a presentation and offered"multiethnic society and industry". Chiba

discussion points for collaborative learning

University students learned and discussedwith University of Malaya students.

how a multi-ethnic society meets thevarious needs and demands of people with
culturally different backgrounds. We divided
students into groups and each groupstudied and discussed different topics froma Malaysia-Japan comparative perspective.
1) fashion and self-identity in Malaysia andJapan, 2) halal industry in Malaysia andJapan, 3) bilingual education in Malaysiaand Japan, and 4) religious education inMalaysia and Japan.

1Schedule
1st week

2nd week

Fri.

Arrival at UM 10th CollegeFri.

Lecture, Batik Canting, Cultural event,Sat.

Campus tour, National Museum,

Sat.

Parit Bugis homestay program toSun.

Field work

Sun.

Field work

OMon.

Group discussion, Group work for final

F

Tue.

Final presentation, Closing ceremony,

Wed.

Lecture 'Halal industry', Visit Japan

Wed.

Arrival at Narita

Thu.

Field work

Mon.
Tue.

Guest speaker(Brickfields)

pening ceremony, Group discussion1&2, Lecture 'Look Malaysia'
ield work (Tadika Universiti Malaysia, TANAMERA),Group discussion 3, Cultural exchange

Foundation KL, National Mosque(OMAKANE, NESS, Putrajaya)

2

Visit KLPAC (view dance performance by Nibroll)Muar, Johor(palm oil plantation, coconut sweets andtempe factory, craft making factory)

presentation

DepartureGroup discussions and lectures:

III. Team Generous considered English

I. Team Around 20 conducted alanguage education in Japan. The teamcomparative study of fashion and identity

suggested that it is not “bad” but notand how industry influences the lives ofsufficiently appropriate. This team studied

the people in “homogenous” Japan andwhat is the most effective teaching style formultiethnic Malaysia. The team discussed

enhancing communication skills throughhow the fashion industry keeps changing

discussion and fieldwork in multilingualand is continuously transnationalised, while

Malaysia.

sustaining styles that are culturally specificand which have symbolic meaning for

IV. Team Wine argued that it is necessary forpeople’s identity.

Japanese youth to learn more about religion
in school. The team found out how to attain

II. Team Girly studied the emerging Halal

religious literacy in order to eliminate

industry in Japan and its interrelation

prejudice and to respect other religions inwith Malaysia. This team examined how

the case of multicultural Malaysia.

Japanese industry attempts to meet
Muslims’ needs and provide services though

V. Lectures: 1) Halal tourism in East Asia

the development of a specialized Halaland 2) ‘Look Malaysia’ in Japanese tourism-industry. The team also suggested areas

related transnational mobility.

of improvement for a better, more global
future society.

3Cultural events (Faculty of Engineeringand Faculty of Language andLinguistics): While staying in UM, ourgroup participated in a couple of cultural
events with the Faculty of Engineering andthe Faculty of Language and Linguistics.
Students brought Japanese sweets toaccompany tea, performed dance withJapanese popular music, and introduced
Chiba University’s exchange program andclasses at CIRE.
4F

ieldwork: Leaning from the cultural
mosaic of Malaysia

I. Brickfields: Known as Little India, thisarea is not only a commercial center for
Indian immigrants but also a place in which
various religions including Christianity andBuddhism co-exist.
II. Tadika Universiti Malaya: It provides earlyeducation to the children of the staff of theUniversity of Malaya.
III. National Mosque5

Fieldwork: Observing transnational
assemblage of knowledge and technique

I. Tanamera (organic spa & cosmeticproducts)
II. Omankane (producer of Halal fishsausage; joint venture of Malaysia andJapan)
III. Ness Technology (manufacturerof measuring instruments; Japanesemultinational corporation)
IV. Japan Foundation (a non-profit
organization fostering mutual cultural
exchange between Japan and othercountries and promoting Japanese language
education)

6Parit Bugis Homestay in Johor: Our groupexperienced homestay for two days, inBugis village in the state of Johor. While
staying with a host family individually, thestudents learned traditional Malay-Bugis
culture and had the chance to compare
the local everyday life with their own. Ourgroup visited local industries such as a palm
oil plantation, a coconut sweets and tempe
factory, and a craft making factory. Theycame to know that not only men but also
women, especially middle aged women,
are the major human resource in the local
economy.

78Final presentation and post-hoc lecture &feedback session: After collaboration anddiscussion with UM students, Chiba students
made a final presentation about what theylearned during the program on each theme.
Through their learning about multiethnic
society and industry, Chiba University
students found that it is indispensable toknow more about religion, to respect bothreligious and non-religious people and to
be tolerant with other cultures in order tolive a life as a member of global community.

A

fter coming home, Chiba University
students participated in a post-

hoc lecture and feedback session. In thefeedback session, students found out thatthey were able to gain a perspective tounderstand differences and acquire respect
towards other cultures as well as to know
themselves reflexively.
9Participants
Chiba University
Minami IKEJIRI (2)10(Team) Generous

Shun ISHIHARA (1)Wine

Chinatsu UMEDA (2)Around 20

Naho KIKUCHI (2)Around 20

Akiko KINOSHITA (2)Girly

Nami SUZUKI (2)Girly

Ami TAKAHASHI (2)Girly

Satoshi TSURUTA (1)Generous

Keiko TOMII (2)WineMaki NOGUCHI (1)Girly

Manami HARA (2)Around 20

Hidehito FUKUDA (3)Around 20

Akari YAMASAKI (2)WineMika YAMADA (2)GenerousGlobalStudy
Program

2013

Multiethnic Society & Industry

11