Collaborative Learning Abroad

2014

Transnational Migration of People
Chiba University
Seinäjoki University of Applied Science150209GSP5Chiba_CSCC.indd

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Transnational Migration of People

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Overview of the CourseTTransnational movements of people
are one of the notable features of thecontemporary world. This course examined
the ongoing global processes that foster
border-crossing mobility of people, theconsequences at the individual, community,
and national level, and the challenges that
migrants face. The main component of thiscourse was a case study of transnationalmigration of people observed in the greater
Tokyo area. Students of Seinäjoki Universityof Applied Science (Seinäjoki UAS) andChiba University (Chiba-U) examined 1)
how particular patterns of transnationalmigration of people have emerged in thecontemporary world, 2) where different
groups of transnational migrants reside
in various areas, and 3) how different orsimilar are migrants’ experiences of livingin the greater Tokyo area. This course wascoordinated by Hiroki Igarashi (Chiba-U).

his class began with a review ofthe empirical understanding of themechanisms of transnational migrationin the contemporary world, including
Finland and Japan. The case of Finland
was introduced by Prof. Anna Saarera(Seinäjoki UAS). Then, students gained
basic knowledge and learned techniques
on how to conduct qualitative research—what to observe, how to observe and how
to summarize the data. Next, students went
to several field research sites where they
could observe phenomena of transnationalmigration of people in the greater Tokyoarea, reflect on their observation andanalysis, and deepen their understandingof the field research sites and people
living there. These field research sites
are Roppongi (See page 6), Shin-Ōkubo(6), Nishi-Kasai (6), Ikebukuro (7), Tsrumi( 7 ) , H i r ō ( 7 ) , a n d To k y o C a m i i i n Yo y o g i Uehara(8). In the middle of the course, Prof.
Tomoko Fukuda (Chiba-U) gave us a lecture
on Muslim tradition and communities inJapan.

T

his course was a collaborative learning
program for students from these twouniversities. Midway through the course,Seinäjoki UAS and Chiba-U students weredivided into 6 groups (4-5 students). Theyworked together by participating in a seriesof lectures, field research and workshopbased sessions, and engaged in the maincourse project—The Migration Experience
Project.

As a final project, each group of students
interviewed a transnational migrantin Japan (9). Students connected theinterviewee’s migration experience withthe findings from their field research andinformation from the mini-reports producedby Chiba-U students.

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Schedule

Day 1
Sep 20th

Arrival of Seinäjoki UAS Students

Day 7
Sep 26thDay 2
Sep 21stLectures 1 & 2, students’Day 8
Sep 27th

Field research for final

Japanese language course

Day 9
Sep 28thGroup work day

Lecture 3, workshop 1 and field

Day 10
Sep 29th

workshop 5, closing, and farewell party

Worshop 2, lecture 4 and field

Day 11
Sep 30th

students

presentations and welcome party

Day 3
Sep 22nd

and sightseeing

Day 4
Sep 23rd

research1Day 5
Sep 24thDay 6
Sep 25th

Participants

and orientation

research 2

Workshop 3, midterm reports

and workshop 4

presentation

Final project presentation,

Departure of Seinäjoki UAS

Field research 3 (Tokyo Camii)

and 4

Chiba University

Seinäjoki University of Applied ScienceAyana Okubo
Kyoka Chiba
Masashi Hiraki
Mayo Suzuki
Narumi Ishikawa
Nozomi Kanai
Ryusuke Shimizu
Sara Shiina
Takanatsu Mori
Takumi Nakazato
Tomoko Numata
Yoko Harano

Anna-Katariina Lassila
Anniina Miia Maria Seppäkoski
Carlo Sebastian Åkerman
Hannu-Pekka Piiparinen
Hilkka Ingrid Perttunen
Iina Pilvi Pirita Öörni-Sorvari
Joni Tommi Mikael Vähäniemi
Jonna Eveliina Kuninkainen
Jonna Heli Marjaana Katajamäki
Niina Riikka Majamäki
Piatta Gloria Jukarainen
Sini Elina Majapuro
Toni Antti Oskari Jämsä
Veli-Jussi Ala-RiihimäkiVille Juhani Vierimaa
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re-course education sessions: In order toon migration issues in Japan and making a list

fully benefit from the course held in lateof English vocabulary relevant to the course

September, Chiba-U students participated incontents, and 4) making a group presentation

pre-course education sessions, which lasted fouron Japanese culture. The details of the course

consecutive days during the summer vacation.

content will be explained in the following page.

They were divided into 3 groups and engagedSeinäjoki UAS also carried out pre-course education

in four activities—1) introducing classmatessessions before coming to Chiba-U. They took ato Seinäjoki UAS students through a groupJapanese language course, learned about Chiba-U

Facebook page, 2) reading and discussing on

and Japan in general, became familiar with safety

how the phenomenon of migration of people

issues including Dengue fever protection tips,

can be understood in relation to the historicaland introduced participating students fromtransformation of nation states, 3) making an

Seinäjoki UAS on the group Facebook page.

individual mini-presentation on a selected topic

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LPectures: In the pre-course education

resentation on Japanese Culture: In the pre-sessions, we acquired basic notions

course education, we made presentations onunderlying the theme of the course,Japanese culture. Group A talked about apology-transnational migration of people. We

making, for example, shaving one’s head. Groupread texts and had lectures on nation,

B discussed whether or not “herbivore men”

nationalism, migration, and what it means(or sōshokukei danshi ) are considered attractive,

to be “Japanese” in order to understandshowing that the original definition of them isthese concepts. Then through discussions,different. Group C talked about “B-grade food” (orwe integrated knowledge acquired from thebi-kyū gurume ), revealing that it had contributed

readings and lectures. (Narumi)

to the revitalization of local communities. (Mayo)M

ini-Reports: During the four-day precourse education, we produce mini-

reports touching on subjects such as ‘thenumber of foreigners residing in Japan,’‘highly-skilled migrants in Japan,’ ‘thedistribution of foreign residents in Chiba
prefecture,’ etc. This process deepened ourunderstanding of foreign residents and gave
us a good opportunity to do presentations
using PowerPoint. (Ryusuke)

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elcome Party: We organized awelcome party on the second day
for Seinäjoki UAS students. We preparedtemakizushi (or hand-rolled sushi), miso soup,
pizza, etc. and initiated a surprise dance!
We also explained how to make temakizushi
in English. It seemed that SeinäjokiUAS students found making temakizushi
interesting. This party was a good
opportunity for us to make friends with oneanother. (Takumi)

Sightseeing: On the third day, we spentsome time sightseeing in the Asakusa
and Odaiba areas. In Asakusa, we hadmonjayaki and okonomiyaki for lunch, which
Seinäjoki UAS students found unique. As
we had free time after lunch, we visited
Sensōji , one of the most famous temples inTokyo. While walking around the area, wewere able to see/visit Tokyo Sky Tree. AfterAsakusa, we moved to the area of Odaiba
by water-bus, which was a rare opportunity
for many of us. As Odaiba is famous for hightechnology game shops, unique buildings
and the Fuji TV station, we also enjoyedsightseeing there. Even after the third day,
we made good use of our limited time forsightseeing. After our fieldwork activities
were over in Tokyo area around 4 to 5 p.m.,both Chiba-U and Seinäjoki UAS students
went out for dinner and went shopping in
Akihabara and Shibuya, and visited publicbaths. We particularly enjoyed Karaoke .
(Yoko)
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oppongi: We went to Roppongi and noticed
that this area is quite international. We

hin-Ōkubo: Shin-Ōkubo is known as aKorean town. On one side of the train

found many foreign companies, embassies andstation, we found many Korean restaurants

restaurants in the area when doing our fieldand K-pop goods shops. On the other side,research. We investigated more on this area

there was a small Muslim town. Since welater. Americans are the majority of foreign

found temples for Muslims, we thought

residents in the area. In addition, the percentage

Shin-Ōkubo might be a residential area forof registered foreign nationals in Minato-ku isthem. We also found vegetable stores,100-about 7.7%, which is significantly higher thanyen shops and halal food restaurants

the national rate, 1.6%. (Ayana)targeting foreign migrants. (Sara)Nishi-Kasai: Nishi-Kasai is known as an Indian
residential area in Tokyo. Our group went tothis area twice. The first time, we went there toinvestigate the Indian presence, the stores they
shop at and the buildings that they use. And,we went back to this area again to interview anIndian woman. We prepared many questions,and were able to learn a lot of things about her
life and Nishi-Kasai as a town. (Takumi)

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Hkebukuro: We visited Ikebukuro to observea Chinese community during lunch hour. Weirō: Our group went to Hirō. While
walking around the area, we saw alot of foreigners. Also, we saw many signs

found it interesting that the majority of people

written in English and were surprised that

we saw were men, from 18 to 60, and that thisa supermarket sells not only Japanese foodarea seemed segregated from the larger culture.

products but also a lot of foreign ones.

It seems that the socioeconomic level of this area

Through this field research, we found thatis lower than at other field research sites. For

Hirō is a fascinating international town andthe final project, our group investigated several

that foreign residents must find living in thefactors that make this area distinctive. (Tomoko)area very comfortable. (Kyoka)

Ts u r u m i : O u r g r o u p w e n t t o Ts u r u m i ,which is known as a community forpeople from Latin America. It was a quiet
neighborhood. At the beginning, we wereconfused because we couldn’t see residents
on t h e s t r e ets ! W e i nve s ti gate d Ts ur umi
further and learned that it is a part of anindustrial area, and foreign residents are
more likely to be away during daytime
because they work in factories. (Masashi)

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Mosque: We went to Tokyo Camii, a famous
mosque located in Yoyogi-Uehara, toknow about Muslim communities. The beautiful
architecture of the mosque impressed us. We
learned that Muslims from various countries, such
as Turkey, Pakistan, Indonesia, etc. gather in themosque. The guide told us that these Muslims
believe each person is equal before their God.
That’s why they establish a close relationshipwith each other by calling each other ‘brother’
regardless of their nationality or race. To oursurprise, even the difference between Sunni andShia is trivial to them. On another day, our groupinterviewed a Saudi Arabian Muslim man, whoworks for a Japanese company. He talked to us
about how he viewed the world and told us thatthe most important thing is to appreciate others’
values above religious differences. (Takanatsu)

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he migration experience project: In themiddle of this program, we went to threedifferent ethnic/international communities
and a mosque in the greater Tokyo area for
our field research. As a final project, eachgroup went to interview a transnationalmigrant living in Tokyo. Based on our fieldresearch and interviews, we delivered a final
presentation on transnational migrants'
experiences living in the greater Tokyo area.
Our field research experiences made us
realize two things:

First, this opportunity pushed us to think
about migration/immigration. Before

this program began, most students had
probably not thought about this issue
seriously. Through this course, we directly
learned and felt that this phenomenon was
really happening in our life.

S

econd, this whole field researchexperience helped us become friends

with group members of both universities. Inorder to make our field research and groupproject successful, we had to communicate
and exchange our opinions actively. At first,
we didn’t talk so much because we wereshy, but day by day, we came to talk anddiscuss more actively. (Nozomi)

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Afterthoughts
I learned that what we need is not language skills, but the willingness to know each other. (Mayo)
This course is one of most interesting and intensive courses. The course subject is universal, so allstudents were able to relate to it well. (Toni)
I realized Japan might be changing as an immigration nation, and we have to be able to relate tovarious people. (Masashi)This course was really convenient for me because I can't participate in a long-term exchange program.
I worked with fantastic people in a well-structured course. (Sini)
My values changed by learning many things. I can challenge anything more positively than before. (Sara)
Through working together, I was able to know more about the Finnish people. I hope our friendshipwill last a long time. (Yoko)
I realized that the most important thing is not being afraid to express myself. A big thank you to myclassmates!! (Tomoko)
I really enjoyed studying with GSP5 members. I am really glad that I participated in this course. (Takumi)
This class offers a great opportunity to get to know other students and learn about their culture
through teamwork and a shared learning experience. (Iina)
GSP5 changed me. I became aware of what I lacked and was able to establish important bonds withothers. (Nozomi)
I wanted to understand transnational migration more clearly. I really learned new things and had greatexperiences. (Narumi)
At first, I wasn’t able to participate actively during group work. But, I was gradually able to communicate
with my group members more. (Ayana)
Everything was an entirely new experience for me! This class became a special memory. Thank you!
(Kyoka)I have to say thank you to all the members in this program. These 11 days went by fast, but were someaningful to me. (Takanatsu)
I learned not just about immigration, but also about working in a multicultural environment. Definitely
one of the top experiences of my studies. (Ville)
It was nice to be able to participate in this program and make friends. So I want to say thank you to myclassmates and teachers. (Ryusuke)

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GlobalStudy
Program

2014

Transnational Migrationof People in Japan

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