Collaborative Learning Abroad

2015

Revitalization of Local Communities :The Future of Community-Based Development
Chiba University, Japan&
Aristotle University of Thessaloniki, Greece

OMMUNITY-BASED DEVELOPMEN

GlobalStudy
ProgramGlobal Study Program

Topic and Research Questions＊ 写真はＮＰＯ法人さすが一宮の建物（町家）。左は昭和初期。右は修復前。
（©NPO法人さすが一宮）＊ The town house of NPO Sasuga Ichinomiya in the 1920s (left) and before renovation (right)

C

problem of depopulation and what are the solutions
we can offer in practice? How can students apply
the knowledge acquired through this program tohelp the Kusunoki project in Minami-Bōsō?
n simple terms, the course asked students to think
about community-based development (=topic) asa response to a major issue in the developed world,
namely depopulation (=problem), and to extract
through various case-studies of CBD programs(=the solutions provided by case-studies brought
by Aristotle University of Thessaloniki (AUTh) from
Greece and also PROJECTS I, 2 and 3), ideas which
may be useful for ensuring the viability of Kusunoki(=proposal, PROJECT 4), a rural communitybased program in Chiba prefecture, Japan. In
order to achieve this, students were asked to work
collaboratively, which, in essence, meant that they
had: a) to rely on each other for the extraction,gathering and processing of information. b) tolearn from each other skills, methods of response,
ideas and ways of analysis. c) to cooperate on thecompletion of common tasks.
his year's GSP aimed, therefore, to foster
a better understanding of, and criticalperspectives on one of the most fundamental
approaches to development, CBD, through a
comparative perspective with non-Japanesecase studies, and through a practical, hands-on
experiential element that integrates the topic of thecourse into the fabric of the participant-students'
learning outcomes, and encourages the very
embodiment of CBD's "ideal": the participation of
stakeholders in the process of their own growth.

ommunity-based development (CBD) has
been one of the most widely promoted
forms of regional revitalization in the modern
world. Influenced by Marxist and socialist
theories on power and political struggles and on
how these may prevent community cohesion,sustainability and growth, community-based
development approaches usually aim toempower people to participate in the decisionmaking processes that concern the future of
their communities. In development policies, CBD
projects have been considered as a responseto the failure of top-down, gover nmentdriven revitalization strategies to achieve theirobjectives. Today, CBD projects are also seen
as ways to possibly strengthen social capitaland civil society, save communities that are in
decline due to depopulation, and encourage
the financial independence of shrinking regions.
In Japan, CBD projects have a long history
and continue to form the catalyst of many
gover nment-financed regional revitalization
strategies, especially after the 3.11 triple
disaster in Tohoku. Yet, recent research on
Japan's depopulation issues has also argued
that the collapse and eventual disappearance of
local communities is inevitable.
ome of the general research questions of thisyear's program were: what are the issues facedby CBD projects today and how have successful
CBD projects managed to use local resources andsocial capital to reinvigorate their communities?
How can CBD projects in Japan tackle the rising

I

T

S

1

＊写真は旧和田町立上三原小学校、現「自然の宿『くすの木』。
（©自然の宿くすの木）＊The predecessor of the inn of Kusunoki: the primary school of Kamimihara

現代においてもっとも勧められてきた地域再生の方プログラムを通して取得した知識を使って、どのよう法は、コミュニティ動員型開発（CBD）であるに南房総市にある「くすの木」のプロジェクトの将来と考えられる。コミュニティの結成や、その持続性と性を保証する案を作成できるか。

具発展にマイナスに働きかける権力と政治的争いに批判的視点を提供するマルクス主義・社会主義理論の影響

体的には、本集中授業はコミュニティ動員型開発というトピックを中心に、先進国における過疎化という課題に対して、コミュニティ動員型プロジェ

を受け、コミュニティ動員型開発は自分のコミュニティの将来性と関わる意思決定の過程に、そのコミュニティ

クトの多数のケーススタディ（＝アリストテレス大生のメンバーを参加させる目的を持つ。また、開発に関が事前に調査したギリシャの CBD の事例と集中授業のす る 国 家 政 策 に お い て CBD は、 失 敗 の 可 能 性 が 高 いフィールドリサーチ先となった PROJECT1、２と３）トップ・ダウンアプローチや行政動員型作戦への代案を元に、千葉県南房総市にある農村コミュニティ動員である。今日、CBD プロジェクトは更なる役割を果た型プロジェクト（＝「くすの木」、PROJECT4）の持していると見られる。例えば、社会資本を構築し市民

続性を保証するプランを考えた。この目標を達成する

社会に貢献し、過疎化するコミュニティを救い、縮小

ため、授業の参加者は協働で作業を進めることが求めする地域の経済的自立をサポートする。そのうえ日本

られた。協働で学習するというのは１）情報収集・処では、3.11東日本大震災の後、既に長い歴史を持つコ理の作業においてお互いを頼る、２）個々がもつスキミュニティ動員型開発が政府の資金援助による地域再ル・対応のコツ・分析方法・アイデアを交換する、３）生策略の触媒的役割を果たし続けている。なお、近年、共通課題を完成させるために協力する必要があった。

C

日本における過疎化問題を研究する専門家の中には、地域のコミュニティの崩壊、そして消滅はある程度避リシャの事例との比較と現地の調査を通しての批評的思考を養うという本プログラムの目的は、最終的けられない現象だという見方もある。

従BD という開発・再生方法を理解することや、ギって、今年のグローバル・スタディ・プログラムにコミュニティ動員型開発の理想をも具現化したと言に参加した学生は、いくつかの研究課題についてえる。それは当事者を、自分自身の成長する過程に参考えざるを得なかった。現代の CBD プロジェクトが直加させることであった。

面する課題とは何か、そして成功したと思われるプロ
ジェクトは地域の再生のためにどのように地域の資源や社会資本を利用したか。日本における CBD プロジェ
クトは、ますます進む過疎化の問題にどのように取り組み、私たちはどんな解決案を考えられるのか。そして、グローバル・スタディ・プログラムの学生は、本2

Schedule of activities

Pre-Course

Day

Contents				25 MayOrientation, Lecture: “Depopulation in Japan”

1 Jun

Lecture: “Community-based development: what, why, how?”

8 Jun

Discussion with participants of last year’s GSP held in Greece

15 JunProf Ohe on “Characteristics and Issues of Rural Tourism in Japan” (skype with AUTh)

22 JunChallenges of collaborative work and problems of cultural stereotypes

29 JunProf Saitō on “Community-Based Development for Recovery in Japan after the 2011 Tsunami”

6 Jul

Workshop: Building of survey questionnaire and brainstorming on the situation at Kusunoki

13 & 27 Jul

Preparations of group presentations on Japanese culture and society

3 Aug

Final preparations

Page

7~8

Post-Course

Main Course

August6~8

Arrival of AUTh students and extracurricular activities

9

Guided visit of the Edo-Tokyo Museum and welcome party at the International House

10Group presentations on Japanese and Greek cultures, workshop on “culture”

11~12

Field research at PROJECT 1 (Ichinomiya)

13

Field research at PROJECT 2 (Sawara)

14

Presentations by AUTh students on CBD in Greece, reflection on 1st week of the program

15

Free day16

Field research at PROJECT 3 (Sadamoto)

17~19

Field research at PROJECT 4 (Kusunoki)

20

Preparation of final presentations

21

Final presentations and farewell barbecue at Inage-kaihin park

22

Departure of AUTh students from Japan

30 SepReflection on GSP and skype session with AUTh

10 Nov

Student presentations of final proposals and feedback by Professor Ohe

1 Dec“GSP and collaborativity”: post-course education with GSP 2015 Finland

9~10
11~12

13~14

15~16

17 Feb.2016 Final skype session of this academic year with AUTh students

3

17~18

4

Map of depopulation of Chiba prefecture
and location of field research sites
Depopulation area 過疎地域

PROJECT 1 was surveyed on August 11 and 12 and consistedof the work of the NPO SASUGA Ichinomiya, which involves therestoration of a Meiji period town house that was recently turned
into a small café-restaurant. The NPO’s work is part of local efforts
to revive the old shopping street of Ichinomiya, a rural town sufferingfrom a split between the old residential area and a newer seaside
settlement, which has been developing because of an increasing
population of surfers. On August 20 (approx. one week after our visit),
the local administration had to submit a plan with specific and feasible
revitalization ideas to which we were asked to contribute.
８月１１日と１２日は一宮町にある NPO『さすが一宮』のプロジェク
トを見学し、一宮町の創生プラン作成の為、現地視察・インタビューを行いました。一宮町は大きく二つのエリア（玉前神社周辺の旧市街と海岸沿いのサーファータウン）に分かれていますが、その二つのエリアがより繋がるように町全体の創生を促すことが目標でした。役場のほうではすでに締め切り（８月２０日）が設定されていたので、町全体の協力を得ながら、GSP の参加学生はできるだけ効率的かつ具体的なアイデアを考えることになりました。

CHIBA

千葉市

CHONAN

長南町
PROJECT 4, Kusunoki, wasthe main learning target of thiscourse. From August 16 to 20, we
stayed in this small primary schoolbuilding-turned guest house, and,inspired by the projects that we
had surveyed the previous days,
we engaged in devising detailed
revitalization plans centered on theactivities of Kusunoki.
８月１６日（夜）から８月２０日（朝）までは、南房総市和田町にある、廃校となった小学校とその土地を利用した町営の体験交流施設で、それまでのプロジェクト（１、２、３）でのフィールドリサーチの経験を活かし、『くすの木』のマネジャーのフィードバックを得ながら、具体的な開発案の作成に取り組みました。

KIMITSU

君津市

OTAKI

大多喜町
KATSURAKYONAN

鋸南町
MINAMI-BOSO

南房総市

5

勝浦市

CBD in its infancy
ICHINOMIYA
surveyKATORI

Successful CBD

observe

SAWARA,

香取市

SADAMOTO

The future of CBD

surveyobserve

Kusunoki－－(Minami-Boso)

PROJECT 2 was surveyed on August 13 and consisted of a
success story: thanks to the efforts of the NPO "Considering the Futureof the Streetscapes of Sawara and Onogawa," the town of Sawara
has been officially designated important traditional building grouppreservation district. Sawara is characterized by the streetscape thatreflects changes from the late Edo period to early Showa. During our
one-day visit of the town, we had the opportunity to find out how the
project managed to use local cultural assets to revitalize the economy
and involve a large majority of the residents.
８月１３日には NPO『小野川と佐原の町並みを考える会』の協力を得て、重要伝統的建造物群保存地区に選定されている佐原の歴史的街並みを見学しました。この NPO の活動によって、佐原の街並みが保存され、江戸時代から昭和初期までの歴史の変化をみることができました。
また、多くの地元の方々のボランティア活動と協働の働きについては、見学の際だけではなく、学生とのグループ・ディスカッションにおいても参考になりました。
ICHINOMIYA

一宮町

PROJECT 3 was surveyed on August 16 and concerned therevitalization of the village of Sadamoto. This project stood out among
the others because it originated from the collaboration between thelocal community and students from the Faculty of Horticulture, Chiba
University, under the supervision of Professor Saitō. We had therefore
the opportunity to see not only how and to what extent we, as auniversity, can contribute to local revitalization projects successfully, butalso to realize that CBD projects start with small scale activities, such as
planting flowers along the road or plan promenade paths.
８月１６日に君津市の中心市街地の南方に隣接する都市近郊農村「貞元」を訪れ、貞元コミュニティーセンターと協力し、約７年にわたり貞元のまちづくりに携わった千葉大学園芸学部の齋藤雪彦先生とその学生の活動成果を見学しました。大学生が CBD プロジェクトに参加する有効的な方法が何かを知ることができた上、CBD は小さい規模の活動（例えば、花の道や遊歩道整備など）から始められることも発見しました。

6

surveyobservesuggest solutions

The order of the four projects
was set as to, first encourage
students to think of CBD in anarea (=Ichinomiya) where local
efforts of revitalization had justs t a r t e d , a n d s e c o n d l y, h a v ethem observe projects that havealready reached a certain stageof successful completion thanks
to the participation of the local
community (=Sawara) or tothe collaboration of university
students (=Sadamoto). Based on
this field research, students werethen asked to suggest specificsolutions (short-term plans andlong-term plans) to the smallscale project of Kusunoki.
フィールドリサーチの対象となったプロ
ジェクトの順番は、次のような仕掛けとして機能したと考えます。最初にプロジェク
ト １（ ＝ 一 宮 ） で は、 開 始 直 後 の 段 階 の
CBD を見学した後、開発・創生のアイデアを考える経験を積みました。その後、プロ
ジェクト２（＝佐原）では、成功した CBDの取り組みを理解し、プロジェクト３（＝
貞元）では学生参加者として CBD にどの程度貢献でき、どの規模のアイデアが考えられるのか発見できました。そして最後に、
それまでの理解を踏まえて、小規模プロジェ
クトである『くすの木』のための短期の開発案と長期の開発案の作成に携わりました。

Pre-Course EducationWe made group presentations about
Japanese culture for AUTh students andteachers. The main aim of those presentations
was to break stereotypical images of Japan.
In the pre-course education, we split into four
teams and chose four topics, cuisine, temples,
nature, and ninja as representative themesof Japanese culture. My team took chargeof Japanese cuisine. At first I found it hardto build a presentation logically and express
my opinions in English. But I learned throughfeedback from other students and teachers thatspeaking in English fluently is less important
than finding ways to convey my message suchas using pictures and gestures. (Reina)

T

D

T

he theme of GSP6 was “local revitalization”.
But I major in sciences, so I originallydidn’t have much knowledge of the theme.
But during the pre-course education I could
learn the basics of local revitalization and hearof examples of concrete plans implemented
in Japanese localities. After acquiring basic
knowledge about the theme, we learned about
the condition of the areas which we were goingto visit during the main course. This allowed
us to consider in advance possible methodsof revitalization and made the transition to themain program smoother. The readings helped
us also prepare for the program step by step.
(Keigo)uring the pre-course education, we had theopportunity to learn from two professors
who are engaged in community development
projects. Although Chiba students and AUTh
students were geographically separated, weused Skype to connect with AUTh students andwe could all attend these two lectures. First,
Professor Ohe talked about the current issues
faced by rural tourism in Japan. And two weeks
later, we learned from professor Saito how thedamaged areas after the huge disasters in 2011
have been reconstructed from two perspectives;
the short term and the long term. Each lecture
was followed by a Q&A session. The lectures
were really helpful for studying communitybased-planning and gave us tips for thinking
about the revitalization of communities. (Koichi)

his summer school started long before weleave Greece. Starting in May 2015, the
AUTh team organized several meetings so that
we could be separated in teams for our culturalpresentations on Greece and our presentations
on community-based development projects in
Greece. We met regularly so that our professors
c o u l d c h e c k o u r w o r k p ro g re s s . We w e reasked to read all the articles and guidelinesthat professor Gaitanidis sent to us throughthe program's facebook page, in regards tothe places where we were going to conduct
f i e l d re s e a rc h d u r i n g t h e p ro g r a m m e . O u rlast meeting focused on this information: we
discussed what we have understood about
each place's problems and received additional
explanations from our professors. (Evgenia)

7

ま

こ

ず私たちは、AUTh の学生が持っているであろう日本のステレオタイプとは違った日

本を紹介するプレゼンテーション作りを行いましの GSP6のテーマは “ 地域の再活性化 ” ですが、私の専門とはあまり関係がなく初めは知識もありませんでした。しかし、事前教育ではた。和食、お寺、自然、忍者という４つのグルー

テーマに関する基礎的な知識を身につけることがプに分かれてプレゼンテーションを作りました。

でき、各地域で行われている事例なども学びまし私のグループは和食の担当でしたが、はじめのうた。その後、私たちが行く予定の地域の状況を学

ちは論理的に組み立てることや英語で意見を出す

び、その地域でできる方策を事前に考えて夏の集ことは大変でした。それでも他の学生や先生と議中講義の準備をしました。事前教育で読んだ論文論をするうちに、英語を滑らかに話す事より写真

はその準備に役立ちました。（佳吾）や身振りなどを使ってでも自分の意見をどう伝えるかのほうが大事なのだと気付きました。（怜奈）

事

私たちがギリシャを出発するずっと前からこのプログラムは始まりました。2015年の5月から AUTh では何度も授業を行って、ギリシャ

前教育では、地域活性プロジェクトに関わっの文化紹介およびギリシャにおける CBD の発表ている二人の先生の授業を受けました。こに関する準備を行いました。定期的に集まって進の授業には、千葉大学の学生だけでなくスカイプ

捗状況をこちらの先生と共有しました。ガイタニを用いて AUTh の学生も参加しました。大江先生

ディス先生がフェイスブックのグループページでの授業では農村ツーリズムにおける現状と課題に送ってくださった記事を元に、訪問する地域につついて、斎藤先生の授業では2011年の震災後にいての学習をしました。事前教育の最終日には、被害地域が短期的な面と長期的な面からどう復興

各地域の問題点や理解した点を話し合い、先生かしたのかについて学びました。先生方は学生の質らの説明を受けました。（Evgenia）

問にも丁寧に答えてくださり、地域に根ざした計画や地域復興について考える上でこの授業は非常に参考になりました。（広一）8Main Course

Title title title Title title titleOn the first day we gathered at Inage station,
we saw many tall people. They were the
AUTh students. We talked about our hobbies,
languages, majors, and the like on the train.
They talked friendly and cheerfully. It was very
fun to hear about their country and themselves.
But, it was difficult to communicate smoothly
because they spoke English fluently and we
couldn’t. At first, we felt down and regretted
that we participated in GSP with insufficientE n g l i s h l a n g u a g e s k i l l s . H o w e v e r, t h e y a l llistened to our talks positively, so we gradually
succeeded to convey our thoughts moreaccurately. AUTh students were very interested
in Japanese culture. When they came, theywanted to know and experience Japanese food,language, anime and so on. In Sawara, we went
to a restaurant, but some students could not eat
sushi. And in Kusunoki, some of them disliked
o n s e n . We re a l i z e d t h a t i t p ro b a b l y t a k e stime for everyone to adapt to new customs.
During the field research trips, they had clear
opinions, were easy-going, but tough. They
were very particular with the design of the final
presentations. We love them. (Tomomi & Yuna)

稲人の集団が見え、すぐに AUTh の学生だと気毛駅で学生の到着を待っていると、背が高い9付きました。彼らは親しくかつ大きな声で話しか
けてくれました。はじめは流暢に英語が話せず尻込みしていたものの、彼らは真剣に聞いてくれてすぐに打ち解けました。日本の文化に興味のある
学生もたくさんいましたが、寿司や温泉が苦手な学生もいました。議論では意見を明確に主張し、寛大でタフな彼らが大好きです。（智美＆裕菜）

We were impressed by the kindness, thehospitality and the willingness of Chiba

university students. As soon as we arrived at Inage
Station they were all waiting for us there, with
their warmest hugs and smiles. In the first days
they helped us with all the basic information about
the International House and all the stores nearby.
We had a great time together. They were always
willing to answer our questions and even thoughsometimes they weren't sure about the answer,
they didn't forget to check it out later. Every
student was really aware of what was happening
in Japan and that's why they formed an integral
part of every team. I really appreciated the factthat all the students asked us to take a photowith them. I really appreciated it because I felt likeour relationships were growing throughout the
programme. Though it is difficult at first for peopleof different ages, coming from different countries
and speaking different languages to communicate
easily they showed us that only interaction between
two people matters, and that there are more than
one way to convey one's thoughts. (Evgenia)

千きました。とても熱心に接してくれ、どんな葉大の学生のやさしさと歓迎の気持ちに驚10

質問にも答えてくれました。彼らのもつ日本の現状に関する広い知識がグループワークでとても役立ちました。プログラム中に仲良くなりたくさん
写真をとりました。年齢、話す言葉の違う学生同士が議論するのは難しいと感じていましたが、個人と個人の関係が大事であり、それは意見を伝える以上のものがあるのだと思いました。
（Evgenia）

Main Program

Project 1 : IchinomiyaThese tours helped us feel the atmosphere ofeach area and improve the questionnaires
we had prepared in advance for our interviews
with the locals. On the second day, we weresplit in 6 groups and visited several sites of
Ichinomiya to conduct interviews. Our group
visited surfing shops, and asked the owners
and customers questions about current issues.
Based on the survey, we mainly focused on
t w o p ro b l e m s f o r re v i t a l i z a t i o n p l a n s : t h elack of public transportation and the lack ofadvertisement for existing services such as bikerentals. Through the discussion, we came up
with the idea and calculated the costs of, forexample, establishing a new bus route around
Ichinomiya, and presented it to the town mayor
and to the staff of the town hall and of the local
NPO. At the end we received feedback on thefeasibility of our ideas. (Rika & Hiyori)We went to Ichinomiya, a town on the
Pacific coast of Chiba prefecture, for two
consecutive days, to make specific plans ofrevitalization which could solve the problem of apotential depopulation issue there. On the firstday, we learned about the revitalization projects
which had been already started by a local NPO“Sasuga-Ichinomiya” and by the students ofIchinomiya Commercial High School under theslogan “GSS” (Green, Sea, Sun), Ichinomiya’s
three strong points. The students had madealso some products from local vegetables andfruits. From the speech of the town mayor welearned they had wanted to make of Ichinomiya
a surfers town to attract a younger population.
We also learned about the historic heritage of
Ichinomiya thanks to Professor Morris' lecture.
Then, we had a guided tour around the oldtown (around Tamasaki Shrine) and the newer,
seaside settlements.
11

ショップに至るまで町内の場所をめぐりました。我々の評価に現地の住人や職員の意見を反映させるため、インタビューを行いました。午後はグループ内
で活発に意見を出し合って、地域活性化の計画を練りました。各グループは講義、見学、インタビュー
を通した調査で得られた知識を基にした提案をポス
ターにまとめ、町長や NPO（さすが一宮）の方々、
一宮商業高校の先生と生徒へプレゼンテーションを行いました。（Dimitris T.）

私たちの学外での調査は一宮から始まりました。
プロジェクトは町の2つの地域を訪れ、コミュ

ニティの再活性化の導入と、より深い調査を行うことから成り立っていました。 初日に訪れた時から、現地の方々のあたたかい歓迎に驚きました。一宮町
長の歓迎の挨拶のあと、モリス先生より、地域の歴史と地域に根差したプロジェクトについての講義がありました。さらに、モリス先生の研究室の学生、歴史的な建物の復元を専門に行っている建築家の方、現地の高校生から寿屋本家（１００年の歴史を持つ古い町家）の復元や地域の発展をどう推進するかに関するアイデアの発表がありました。その後、町の中心に位置する神社やお寺をモリス先生のガイドで回りました。初日の最後はバスに乗って郊外や海沿いの街並みを見学しました。

翌日私たちはやる気に満ちて一宮に戻りました。
私たちはグループに分かれて役場からサーフ
12After listening to a lecture on agritourism, we
visited a Women’s Agricultural Cooperative(WAC) located in the village of St. Antonios,in the outskirts of Thessaloniki. Each of theJapanese students was paired with a Greek
student, and every team conducted a streetsurvey using a questionnaire provided by thelecturer. Most of the women in the village could
only speak Greek, so Japanese students had to
fully collaborate with the Greek students to do
the interviews. After the survey, we discoveredsome of the issues that St Antonios’ WAC isfacing today. (Shunsuke)

Main Program

Projects 2&3 : Sawara&Sadamoto

佐史を感じる通りに感動しました。そして現原では、まず周辺を散策し、魅力的且つ歴地の伝統的な工芸品を買いましたが、ギリシャの学生たちはその熟練さと美しさに驚いていました。私たちは講義を受け、その後現地の人たちに
佐原の大祭や地域振興についてインタビューする
機会がありました。インタビューの後、私は地元の人たちが佐原の大祭と彼らの故郷について誇りに思っているのだと感じました。みんな生き生きとそのことについて語ってくれました。佐原は大祭と美しい景観で有名ですが、それらは全て、地元の人たちによって支えられているのだと思います。（詩織）

貞一緒に地域を歩いて回りました。まず、貞元では2つの講義を受けた後、現地の人々と元の地理地形的な特徴と歴史についての講義を斎
藤 先 生 よ り 受 け ま し た。 先 生 は こ の 地 域 の プ ロ
ジェクトに7年関わっています。続いて宮崎さん
よりプロジェクトの詳細に関するお話を聞きました。その後、プロジェクトの一環で作られた遊歩道を実際に歩きました。歩きながら現地の方々と日々の暮らしぶりついて楽しく会話しましたが、こういった自然なコミュニケーションが地域の運営にとって重要なのだと思いました。（ひろみ）

13

O

ur fieldwork in Sawara and Sadamoto wasdeeply educational. Firstly in Sawara welearned about the local festival and how the
town promotes it so as to attract more tourists.
We also had the chance of getting a guided tour
on the riverside, and observe the picturesquebuildings. Afterwards we were given lectures
by Professor Fukukawa and Mr. Takahashi,
about revitalization projects of streetscapes inJapan and how earlier models were applied tothe case of Sawara. At the end, we had groupinterviews with local residents, and discussed
if and how their everyday lives had improved.
As much as Sadamoto is concerned, we hada very interesting visit there as well. To begin
with, we were given a lecture by Professor
Saitō, who offered an overall impression of lifein the village and of the implementation of the
project with the help of his students. This wasfollowed by an informative tour along with local
community members. We visited a local market
which works without intermediates, meaningthat the products sold are coming directly fromthe producers. The tour was completed after
walking through rice fields and observing how
the revitalization plan was implemented in
Sadamoto through the creation of promenade
paths. (Olga)

14

Main Program

Project 4 : Kusunoki
F

ollowing field research in Ichinomiya,
Sawara and Sadamoto, we, GSP
participants, visited Kusunoki, in Minami Bōsō
city. We stayed at Nature’s Inn “Kusunoki”
from August 16 to August 20. We arrived in
Kusunoki on August 16 and were split into 6
groups. Each group was assigned a topic basedon our shared interests and skills. The topics
were management of the project, planning ofactivities using cultural resources, marketing
and advertisement, pricing and socioeconomic
aspects, planning of activities for children andpersons with disabilities, farm products andtransportation. During our investigations, weinterviewed Mr.Kitami, the manager of the inn,
the local community management members andlocal residents, to find out about their thoughts
on Kusunoki and their contributions to theproject. We also walked around Kusunoki inorder to survey the area's natural attractions.
We also participated in some of the activities
that Kusunoki usually offers to guests, to findout more about the workings of the inn. In these
activities, we met many of Kusunoki’s residents,
and we felt their kindness. When collaboratingin groups we debated on development ideas for
Kusunoki, and made efforts to understand eachother’s opinion. We realized that we had alreadystarted becoming used to each other andfound it easier to understand others' opinions
and communicate our own thoughts. At theend of each day, we formed two development
plans (one short-term and one long-term) andpresented them to Mr Kitami who offered us
feedback on the feasibility and originality of theplans. On August 20th, we returned to Chiba
university to prepare for the final presentation.
(Haruka & Kenta)
15これまでのフィールドワークを通して学んだな情報を集めて、最終目標であるくすの木の発展

知 識 や 実 際 に 見 て 経 験 し た こ と を ふ ま え、と将来性を保証する計画作りに取り掛かりまし私たちは最後のミッションとして、くすの木の活た。計画には2種類あり、短期間（3日間）と長期性化に挑戦しました。くすの木は、現地の人々の間（3-5年）の実行可能性を考慮しました。午後

支援のもとで、廃校となった校舎を利用して運営には、施設の管理人である北見さんの前で各チーされている宿泊施設です。8月の17日から19日まムが計画の概要を10分間のプレゼンテーションとで実際にそこに宿泊し、くすの木の強みや弱みをして発表し、意見をいただきました。最終日は各調査しました。

チームとも白熱した議論を行った後、翌日に控え

最

初に、現在お客さんに提供されている活動

た最終プレゼンテーションで発表する計画についについて講義をうけ、巻き寿司づくりや竹て検討しました。2度目のプレゼンテーションを細工などの活動を体験しました。午後は房総半島

行いフィードバックを受けたことで私たちの提案

が 直 面 し て い る 高 齢 化 の 問 題 や、 く す の 木 の 運がより明確になりました。プレゼンテーション終営 の 独 特 さ に つ い て 講 義 を 受 け ま し た。 そ の 後了の合図とともに、最後はバーベキューや花火を

は、くすの木の運営に携わる人々も含めて各チーして楽しみました。（Thanos）

ムごとに議論をしました。彼らと議論をするうちに、くすの木が地域の住民の心と密接に関わっているのだと知りました。翌日はチームごとに必要

16

Main Program
CourseFinal presentations
く方から頂いた意見を参考にして最終プレゼ
すの木から帰ってくると、北見さんや先生

ンテーションの完成にむけて集中しました。プロ
グラムの最終日に、6つのグループが千葉大学の図書館でプレゼンテーションを行いました。この日は北見さんも発表を見に駆けつけてくださいました。発表には短期間、長期間の計画のほか、一宮や佐原、貞元でのプロジェクトを踏まえた内容を盛り込みました。

千を行い、スライドだけでなく自分たちで作葉大学の学生も AUTh の学生も英語で発表

製した地図やパンフレットを用いたグループもありました。学生も他の発表を評価し、発表後には先生からの講評をもらいました。その後、プログ
ラム全体の流れを振り返り、先生から GSP の目的
や内容について説明がありました。想定していたよりずっと大変でしたが、プログラムの集大成であるプレゼンテーションを終えた後は達成感を味わいました。

そり、プログラムが終わると離れ離れになっの 日 の 夜 は BBQ パ ー テ ィ を し て 盛 り 上 がてしまうことに寂しさを感じました。（映見＆渚）

17

T

he final presentation was a difficult
challenge, mainly because it was time

for us to focus on what information we had
acquired throughout our field work, and toc o m p o s e p l a n s t h a t w e re i n t e re s t i n g a n dfeasible for the people of Kusunoki. I belonged
to the management team, so we had to fullyu n d e r s t a n d t h e d u t i e s o f M r. K i t a m i , t h erequirements of the facilities and the area, andfinally, certain management principles in order
to be able to form our proposal and explain it
to our audience. Each of the team members
had different ideas, but we soon managed to
combine them and agree on the final proposal.
M o re o v e r, a r r a n g i n g t h e p re s e n t a t i o n w a s
easy, but time-consuming due to the fact that
we had to include both English and Japanese
text. On the day of the presentation we were
the first team to present in front of not only
the universities’ faculty and students, but also
Mr. Kitami himself. We surely made mistakes,
but positivity kept going and consequently wewere happy to have finished on time and weresatisfied with our work. The day ended with afarewell barbecue at Inage kaihin park. (Iro)18

Final ProductsTeam 1 (Dimitris, Haruka, Hiromi, Iro)

The Kusunoki
Community Project

Short-term plan: Design of a Kusunoki pamphlet (seeslide) that introduces the success of the project, theamenities provided by the project, the innovative elementsof the project and the future aspirations of the current
manager and the local community.
Long-term plan: Initiation of a Cooperative Operationand Management Style, which would redistribute profits to the local community, achieve financial independence
from the city administration body, and organize internships and educational seminars for people aspiring to be
involved in or be at the head of community-based projects in their own localities nationwide.

Team 2 (Keigo, Doukeni, Shiori, Evgenia)

Planning Activities
through Cultural
Resources

Short-term plan: Printing of online coupons offering
discounts for the seasonal activities (except for the busy
season of July and August) provided by Kusunoki, and of
discount cards available to regular customers or to large
groups of guests.
Long-term plan: Production of an online interactive map (available also for download, see slide) offering astreet view of the area, a safety guide and information on local historical and natural sights and information
points, in five languages: Japanese, Chinese, Korean, English and French.

Team 3 (Dimitris G, Kenta, Nasos, Xanthi, Yuna)

Promotion &Advertisement

Short-term plan: Opening of a facebook page ( 自然の宿「くすの木」Kusunoki, see slide) in order to advertisethe facility and the local area with regularly updated
photos, to keep in touch with repeaters and potential
guests, to listen to the opinions of guests and to informthe community of the activities of the project on a regularbasis.
Long-term plans: Implementation of an online reservation system connected to the homepage and design of
diplomas given to guests who have completed activities offered at Kusunoki.

19Team 4 (Viktoria, Natasa, Emi, Hiyori, Maria)

Socioeconomics ofrevitalization of Kusu
noki

Short-term plan: The original plan was to write a manualfor guests to be able to use the astronomical telescopes
stored in Kusunoki, but this plan was abandoned,
because of the difficulty of the endeavor. Another plan
was devised instead (see slide): it was to create newlabels showing the names of the producers of the ingredients making up the lunch boxes sold at Kusunoki.
Long-term plan: Development of a cooperative between Kusunoki and the local farmers in order to produce
and sell lunch boxes to the local stores (michi no eki) in a more systematic and synergetically effective way.

Team 5 (Olga, Nagisa, Rika, Panagiotis,
Evangelia)

Kusunoki's Route or
Root
Short-term plan: Production of a treasure hunt map (seeslide) following a 1-hour route from the guest house to the
nearby Buddhist temple, and suitable for children from 5
years old. The treasure hunt would offer the possibility ofmaking an anthology of the "treasures" (=plants) collectedon the way.
Long-term plan: the organization of internships for students of the faculties of Horticulture, Education andScience of Chiba University, to use the resources of Kusunoki for field research and practice material.

Team 6 (Theo, Koichi, Tomomi, Reina,
Thanos)Lifting the bamboo
district
Short-term plan: a step-by-step manual for guests to beable to make small bamboo artifacts by themselves wasproduced with the help of the local instructor working at
Kusunoki.
Long-term plans: detailed costs for 1) the organization of a bamboo festival, and 2) the construction of a lift(see slide) connecting a nearby hill to the seaside, were calculated by students. For the lift, for example, it wascalculated that with an individual price ticket of ¥400 and a subsidy from government funds covering 40% of theinitial cost, it would take two-and-a-half years to cover the initial investment.

20Participants

Anastasia Mouchtari
I feel very lucky to have taken part in thisprogramme. It was a wonderful experience

Dimitrios Tzioutziosthat left me with beautiful memories for the

A brilliant opportunity to overcome culturalrest of my life.

differences and build on commonalities, bycollaborating towards an educational –yet

千倉 佳吾 / Chikura Keigo

utterly entertaining– goal; a truly enlightening

I was nervous at first because of my lackexperience!

of English speaking skills. But now I think
GSP changed my values and I’m very glad I

赤津 怜奈 / Akatsu Reina

participated in it.

I have become friends with AUTh students andkeep in touch with them even after the endof the program. I am so glad to have met andAthanasios Asterios Papathanasiou

worked with them.

This year's GSP program was a marvelous
journey and a perfect opportunity to come in

Evgenia Akritidou

contact with the Japanese culture and gain a

Collaboration is an inside-out mindset that has

lot of friends. We came to experience a lot of

to start on the inside, with the heart. During

beautiful moments during these days and it is

this programme, we first became heart friends

definitely something I would like to repeat!!!

and then came up with good ideas.

宮本 ひろみ / Miyamoto Hiromi

佐藤 里香 / Satō Rika

Because we had to become immediately

The discussion with students who haveactive in this GSP, I needed to find my own

various backgrounds made me think how I"GPS" to guide me through the program.

can contribute to the group with my interests,
knowledge and experience.

Maria Ntousa
I finished the program with mixed emotions

Iro Dermitzakiboth pleasant and unpleasant. During the

GSP2015 was the greatest gift; it included abarbecue I was delighted that we were all

wonderful team, many new friends, and lots

together. It was a new experience for me! Thenof courage and confidence to do more, searchat the airport on our last day in Japan, I just

more, explore new ideas and possibilities.

wanted to go back and see Chiba U students
again.

井出 渚 / Ide Nagisa
吉川 ひより / Yoshikawa Hiyori

I felt it was a valuable experience that

Through GSP, I could realize the importance ofstudents from two different countries faced

having and conveying my own opinion. It waswith the same problem of depopulationa precious two weeks with AUTh and Chiba

had the time to discuss and produce ideas

members.

collaboratively.

Evangelia Eirini Koktsidou

Athanasios Georgakis

During the program we had the opportunity to

Cooperation, selflessness, strong work ethic

learn a lot about community based projects,

and devotion were the dominant components

but the most important lesson was thatof an unforgettable educational experience

communication with others means to listen

which coexisted with the development ofcarefully to your interlocutor, be patient andstrong bonds of friendship and mutual culturalexpress your thoughts as clearly as you can.

understanding.
21

Viktoria Karakeke

Dimitrios Gkamplias

This GSP not only helped us learn more about

P a r t i c i p a t i n g i n t h i s p ro g r a m m e w a s a n

the revitalisation of local communities, but

unforgettable experience. My expectations

also develop our cooperational skills. After

were fully met and I'm glad that i had thethis summer program, we all learned how toopportunity to interact with Japanese

break the language borders and cooperate

students.

effectively with each other.

坂井 詩織 / Sakai Shiori
I had a great time with Greek students. GSP is笈沼 映見 / Oinuma Emi

a good opportunity not only to communicate

At first, I had difficulty communicating within English, but also to learn in English.

group members, but I realized that it was
really important to use gestures and figures to

Xanthi Oikonomidou

convey my opinion.

This program was a great chance to get toexperience new things, to test our skills, toOlga Maria Giannakari

learn more not only about other cultures andUnique programme. Precious moments.

lifestyles but about ourselves too. A challenging

Bonding. Working together. Communicating.

yet extraordinary experience with the best

Expressing ourselves. Exchanging ideas,

reward I could ever think of: precious friends.

feelings, thoughts, lives. Making remarkable
memories. That’s what GSP is about. And

岩崎 謙太 / Iwasaki Kenta

maybe something more…

At first, I joined this program to prepare only
for studying abroad. However, this program

佐渡 広一 / Sado Kōichi

not only made my English language skills

Now I don't fear profound discussions.

h i g h e r t h a n b e f o re , b u t a l s o o ff e re d t h e

Although 'revitalization of communities' wasopportunity to meet the AUTh students. I wanta tough topic for me, we could finish the final

to join next year’s program and go to Greece!

presentation.

Theodosios Tsagkas

関 智美 / Seki Tomomi

Group of students,international exchange,

This program taught me how to participate

education,friendship and traveling combined

i n g ro u p w o r k . I t w a s d i ff i c u l t f o r m e t op ro v i d i n g t h e b e s t w a y t o s p e n d t i m e i ncommunicate with other students in English.

summer.

But, I think this difficulty changed my attitude
towards this type of activity into a positive

Doukeni Kesisoglou

one. I want to apply this experience to my

What is worth more in this GSP, was not only

daily studies in the future.

t h e e x c h a n g e o f k n o w l e d g e , c u l t u re a n dopinions, but the connection of people to佐藤 裕菜 / Satō Yunacreate something bigger for the society.

This was my first experience of making friends
with people from another country and spend a

Panagiotis Vaslamatzis

long time together. It’s difficult to communicate

I m e t s o m e re a l l y i n t re s t i n g p e o p l e w h o

in English,but thanks to kindness of GSP

taught me many new things and I am glad tomembers, I could enjoy very much.

have worked with them, because they had agreat impact on my life. I also learned how to

日野 遥 / Hino Haruka

surpass burdens like language and work with

I think that considering the conditions of thepeople who have really different life styles andprogram (the on-site difficulties and the socio-

knowledge. I won't forget about that awesome

cultural differences), we did our best. I learned

experience and I am pretty happy that I had

many things through this program. If you want

the chance to live it.

to change something inside of you, you should
join GSP program.

22

The Future of Community-Based
Development

Contact
web : http://cire-chiba-u.jp/liberal_arts/gsp.html
E-mail : cireglobal@chiba-u.jp
24