Collaborative Learning Abroad

2016

Archaeological Sites andtheir Impact on Local Development
Chiba University, Japan
Aristotle University of Thessaloniki, Greece

ublic Archaeolog

GlobalStudy
ProgramTopic and Research QuestionsT

his year marked the third time that a Global
Study Program (GSP) was held within theframework of collaboration between Chiba
University (ChibaU, Japan) and Aristotle
University of Thessaloniki (AUTh, Greece). Yetagain, the underlying and unifying theme of all
GSPs with AUTh, that is the tackling of issues
related to local development, was consideredthrough a new prism, which was particularly
suitable to our location. Indeed, following
the first year’s topic regarding the impact of
tourism on urban and non-urban communities(in Thessaloniki and surrounding areas), andthe second year’s concern with the influence ofde-population on local communities (in Chiba’s
Bōsō peninsula), this year, the focus shiftedto cultural heritage, and more specifically tothe impact brought upon rural communities by
the discovery and subsequent exploitation for
touristic purposes of archaeological remains
from the Ancient Macedonian kingdom.
t is no secret that Greece possesses a richcultural heritage and is host to a multitude
of archaeological sites throughout the country.
Greeks would often be heard saying that, nomatter where you are in Greece, if you dig
deep enough in your garden, you may findsome ancient artifact. However, managing,protecting and at the same time making thosesites accessible to the public consists of acomplex and difficult process that continues
to put further strain onto the country’s alreadyw e a k e n e d e c o n o m y. I n s p i re d t h e re f o re b y

recent developments in the field of archaeology,
a n d , m o r e s p e c i f i c a l l y, b y t h e o r i e s a n dmethods associated with an area called ‘publicarchaeology,’ or more recently, ‘community
archaeology’ (see Marshall 2002), our AUThc o u n t e r p a r t s , P ro f e s s o r s To k m a k i d i s a n d
Papadopoulou, proposed that students examine
ideas for strengthening the bonds between
local communities and the three, perhaps most
famous, archaeological sites of the Ancient
Macedonia kingdom (8th-2nd century BC):
Vergina, Dion and Pella.
ur main research questions this year were:h o w d o l o c a l re s i d e n t s f e e l a b o u t t h ehistorical remains located in their area? To what
extent is the local community involved withwork related to the site (such as excavation,
security etc), and also in businesses associatedwith local tourism? How do archaeologists andalso local governments consider the role thatthe local community plays or ought to play inmanaging and promoting the sites?

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Poulimenou 2013) and to the usual politics of
local governance.
opefully, however, these issues were easier
to overcome through collaboration. This
year, 17 Chiba U students joined 16 AUTh
students for a two weeks-project that surely
p u t to tes t s e v e r a l t i m e s t h e p a r t i c i p a n t s ’abilties to cooperate, compromise and findcommon ground. Yet, their final proposals wereundoubtdley worth it, since they have energized
local stakeholders and become the starting
point for further work by local researchers.

s every year, GSP participants had again
to face several challenges related to thecomponents of the program, and which can besummarized as the conceptual and theoreticalframework, the specificities of the location, and,of course, the collaboration with their peers.
In terms of the disciplinary and conceptual
background of this year’s topic, for example,
one serious challenge was to ovecome theusual understanding of community archaeology
as ‘heritage tourism that puts money into thepockets of local people’ (Marshall 2002, 215),
and consider how archaeology can be madeparticipatory, not just in terms of financial
benefits, but also for other purposes, suchas community cohesion, shared memory andownership. To consider these perspectives,
students had thus to delve deeper into the livesof the local stakeholders, through appropriatequestionaires, but these often revealed
obstacles related to the strict centralization ofheritage management in Greece (Voudouri 2010,

今

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年度のテーマは遺跡と地域開発です。パブリック・アーケオロジーの立場から 3 つの遺跡に対する提案を発展させ、プレゼ
ンテーションを行いました。本授業の課題は、活用されていない遺跡をその地域において関係する各利害関係者すべてに益が出るように活用し、地域全体を盛り上げ、持続可能な発展をさせることのできる提案を行うことでした。インタビュー調査より、遺跡のすべてのアクセシビリティの悪さ、遺跡とそれを内在する地域の住民との関係は希薄であることが分かりました。そのため、遺跡から地域、地域から遺跡どちらのベクトルにおいてもあまりお互いの存在に益を見出せずにいました。学生たちはそれらの課題を打破するための提案をしました。この一連のプロセスから学んだことは当たり前を疑わないところに発展はないということです。日常化しすぎている遺跡。“ 考古学的に ” 厳重に保護される遺産。そのどれもが発展を妨げるように思えました。疑う、考える、議論する、纏める、提案する。GSP の課題すべてがその学びに直結しました。（野田 麻梨子）

2Schedule of Activities
Day

Contents				Main Program

Pre-course

25 Apr & 9 May Orientation for Chiba U students and for all students [skype session]
23 MayProfessor Chrissoula Paliadeli & Mrs. Kleopatra Paliadeli: Excavating Vergina &Managing the border between the urban web and the archeological site in Vergina

30 May13 JuneProfessor Pingiatoglou & Mrs. Korina Vastelli: Excavating Dion [skype session]
Professor Chie Izumi: The history of the Ancient Macedonian empire

20 JuneWorkshop on collaborative learning

27 JuneWorkshop on the impact of archaeological sites onto local communities: finalizing
interview questionnaires

4 JulyMr. Haris Tsougaris, Archaeological sites and their impact on local development –11 July

The case on Ancient Pella [skype session]
Ms. Fumiko Yanagida, official interpreter for the Greek embassy in Japan & owner8~10 Augof Girisha Plaza: Introduction to the Modern Greek language
Preparation of cultural presentations[skype session]

August
15
16
17
18-20
21-22
23
24
25
26-27
28
29

Departure from Chiba
Arrival in Thessaloniki, rest, walk through the city in the afternoon, welcome dinner
Orientation, lecture by Professor Thoidou: Culture and local development: Sustainability
and creativity approaches, cultural presentations & workshop on “culture”
Field research (and stay) in Vergina, including a visit of the city of Veroia
Workshop (and stay) at AUTh camp, including a lecture and guided visit of the templeof Poseidon, by local sculptor and researcher, Mr MagirasField research in Dion
Workshop on Dion findings
Field research in Pella, followed by a visit of the vineyards of the Chatsivariti estate
Workshops on Pella and on final presentations
Final presentations and feedback, farewell party
Free day, departure from Thessaloniki in the evening (arrival in Chiba on Aug 30)

Post-course**Field research days were composed of a guided tour of the archaeological site and the associatedmuseum, followed by interviews with various stakeholders in the site, the museum and thesurrounding shopping and residential areas.

7

Oct

GSP Plus, a workshop with local stakeholders from the fieldsites visited and analyzed during this year’s GSP [skype session]

29 Nov

Feedback session by Professor Martin Morris [skype session]3Collaborators
This program would not have been the same without the collaboration of all the lecturers, guides andfacilitators (see schedule on the left) who through their participation, made of this program a uniquelearning experience.
The fieldwork activities in Vergina were co-organized and facilitated by the Archaeological Siteof Aigai. We would like to express our deepest gratitude to Dr. Aggeliki Kottaridi, Director of the
17th Ephorate of Prehistoric and Classical Antiquities, and to Archaeologist, Yiannis Grekos.
(URL: https://www.aigai.gr)
The fieldwork activities in Dion were co-organized and facilitated by the vice-mayor of OlympusLitochoro, A. Kalaitzis, the archaeologist, Maria Iatrou, and the archaeologist Eleni Benaki (AUTh).
(URL: http://www.ancientdion.org)
The fieldwork activities in Pella were co-organized and facilittated by the Director of the museumof Pella, E. Tsigarida, the archaeologist Haris Tsougaris, and themayor of Gennitsa, Grigoris Stamkos.
(URL: http://www.pella-museum.gr)
See authchiba.org for more details on this and previous years’ programs
between Chiba University and Aristotle University of Thessaloniki

Organizing Committee••••

Kostantinos Tokmakidis, AUTh
Eleni Papadopoulou, AUTh
Ioannis Gaitanidis, Chiba U
Hiroki Igarashi, Chiba U

4

Program Components

Examples of Group Combinations

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n order to consider the impact ofarchaeological sites onto local community
development, the pre-course education
sessions concentrated on offering theopportunity to study three basic elements: 1)
the specificities of each of the three sites, as
they were presented to us by archaeologists
who have worked on those sites; 2) the different
approaches to research and practice in publicarchaeology, which were considered throughacademic readings; and 3) the themes andtopics that ought to be investigated after
arriving on site, through the collaborative writing
up of questionnaires specific to each of thefour stakeholders: the local residents, the shop/
restaurant owners, the archaeologists, and thetourists.
noweldge acquired through these threebasic elements of the pre-course education
was combined during (and based on theschedule of) the main course, by using theextended case method (see Burawoy, 1998* anddiagram on the left). More specifically, first, thecase-study of Vergina was used to situate thetopic within the wider social, economic, politicaland historical fields that structure the processes
related to the impact of archaeological sites
on local development. Preparation for this task
included the study of case-studies from Japan.
Secondly, the next two case-studies of Dion and
Pella were compared to the first case of Vergina
in an integrative approach, namely they werecausally connected to Vergina. How have theextralocal and intralocal forces that impacted
on the situation in Vergina influenced Dionand Pella? Do the cases of Dion and/or Pella
refute some of the conclusions reached afterinvestigating Vergina? Thirdly, students weresplit in new groups tasked with considering
complementary layers of proposals for improving
the situation in the three sites, without losing

sight of the entire ecological context and thepossibilities offered by other contexts such asthat of Japan.
ollaboration within the framework of thecourse was enhanced by, at least, twodevices. First, students spent the first half of the
program cohabitating, both during the first fieldresearch task in Vergina, and also, after that,during the workshops held at AUTh’s summer
camp. Secondly, for every field research siteand every associated task, distinct teams ofstudents were formed so as to strengthen thebonds between participants and maximize thequantity of information shared among them(see examples on page 5). This is one of thecharacteristic features of GSP, and, this timeagain, great effort was spent by the courseorganisers and teaching assistants in order tocultivate collaborativity within the entire group(see page on the left).

C

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e f e r e n c e s : * B u r a w o y, M i c h a e l . 1 9 9 8 . T h e
Extended Case Method. Sociological Theory 16(1): 4-33. *Marshall, Yvonne. 2002. What Is Community
Archaeology? World Archaeology 34(2): 211-219. *松田陽、岡村勝行 2012『入門パブリック・アーケオロジー』同
成 社 *Okamura, Katsuyuki. 2011. From Object-Centered to
People-Focused: Exploring a Gap Between Archaeologists
and the P ubl ic in Con te mpo ra ry J apa n. In K ats uy uk i
Okamura and Akira Matsuda (eds). New Perspectives in
Global Public Archaeology. London: Springer, pp.77-86.
*Poulimenou, Evgenia G.. 2013. Community Participationand the Enhancement of the Roman Thermae of St Thomas,
Mesolongi. Conservation and Management of ArchaeologicalSites 15(1): 45-58. *Stroulia, Anna and Sutton, Susan Buck.
2009. Archaeological Sites and Local Places: Connecting
the Dots. Public Archaeology: Archaeological Ethnographies
8(2-3): 124-140. *Voudouri, Daphne. 2010. Law and thePolitics of the Past: Legal Protection of Cultural Heritage in
Greece. International Journal of Cultural Property 17: 547568.

lobal Study Program は日本での事前教育、現地でのメインプログラム、帰国後の事後教育、という３つの軸から構成されています。４月２５日から始まった日本での事前教育では、危機管理に関する講義や、Vergina、Dion、Pella の３つの遺跡について現地の先生方から Skype を通じて話を聞いたほか、今回のテーマである Public Archaeology に関するワークショップを行うなどしました。また、現地で行う日本文化紹介のプレゼンテーションに向けた活動も行いました。８月１５日から２週間にわたって行われたギリシャでのメインプログラムでは、互いの国の文化紹介に始まり、考古学に関する講義、遺跡や博物館の見学、遺跡周辺の人々へのアンケート調査等の活動に取り組みました。調査結果の分析やディスカッションなどといったワークショップの後、今回のテーマに沿った最終プレゼンテーションの発表を行いました。１１月後半に行われた事後教育では、この最終発表について千葉大学の先生から講評をしていただきました。（堀 美里）

6Pre-course Education

Studying the Disciplines & Fields
T

Also, we were lectured on ‘safety concerns’,
about what we should keep in mind in terms ofemergency situations during travel abroad .

his GSP was a 15-day program that took
place in August 2016. During this time, we
had to do field research and come up with aplan to improve and revitalize local areas byconnecting the government, shop owners andresidents through the archeological sites. To
do this, we had to acquire some backgroundknowledge of the areas in question. Prior toleaving for Greece where the focus would be
public archeology, we had weekly gatherings
every Monday at 18h00 from April to July.
During these pre-course education sessions,
we used many different learning techniques.
For example, Skype discussions, brainstorming
using post-it notes and the visit of a a special
exhibition at Tokyo’s National Museum: ‘A
Journey to the Lands of Immortals: Treasures ofAncient Greece.’* During the Skype sessions,Japanese and AUTh students attended thesame lectures about three archeologicalsites and the issues surrounding those sites.
Through these pre-course education sessions,
we acquired the necessary knowledge to do
our field research in Greece. We learned about
what archeology is, the perspectives of people
who live in Macedonia and Greece, basic Greek
language and about the three areas that were to
become our main field research sites: Vergina,
Dion and Pella. Moreover, we also learned how
to organize and order our ideas; how to comeup with ideas, how to express our own ideas
to others, and how to combine our own ideas
with others’ ideas to come up with one solution.

F

rom the perspective of students who join
the GSP program, pre-course educations e s s i o n s a re v e r y i m p o r t a n t f o r a s m o o t h
and fruitful trip. There are a lot of things thato n l y re s i d e n t s o f a n a re a c a n u n d e r s t a n d
and having them share their knowledge andconcerns regarding the use of the archeologicalsites was necessary. We also needed to findcommon ground with not only the residents,
but also the shop owners, archeologists andsite workers through the interview process.
Students who participated in this program wereable to experience the value of harnessing each
person’s powers and for this, the pre-course
education was absolutelynecessary. (Yukari)*www.greece2016-17.jp

7Cultural PresentationsWTe were tasked to create culturalpresentations in order to smoothen thetransition of the participants of each country
into the program. It was vital to choose topics
that really captured the essence of each country.
Both sets of students tried their best to achieve
just that. It was a great way to get to know eachother and, despite the initial struggles, I think
everyone was pleased with the results! (Stathis)事

his program started with culturalpresentations prepared by teams ofstudents from each university. AUTh had 3groups and Chiba University had 4 groups.
These presentations were great ice-breakers
f o r t h i s p ro g r a m . We h a d t h e o p p o r t u n i t y
to lear n some interesting facts about eachcountry’s contemporary society. Following thepresentations, we held a small workshop to
start trying working in groups, and to attempt
to use some of the ideas from the culturalpresentations to think about public archaeology
proposals. For example, we talked about themeaning of holidays. Japan has many national
holidays which are not related to the nation; fore x a m p l e , M o u n t a i n d a y. B e c a u s e o f t h i s
holiday, a lot of shops doing business related tomountains were able to use it to their advantage
for development. From this discussion, we
found that such kind of holidays had an impact
on the development of society. (Daichi)

前教育では、このプログラムについてのオリエンテーション、渡航の際やギリシャで気を付けることなどといった危機管理、ギリシャで実際に行く 3 つの遺跡やパブリック・アーケオロジーについて、ギリシャの歴史やギリシャ語についての講義、日本の文化紹介の発表準備を行いましたた。 3 つの遺跡、Vergina, Dion, Pella については、Skype でギリシャと繋がり、アリストテレ
ス大学の教授や考古学者による英語のそれらの遺跡についての講義を聞きました。また、パブリック・アーケオロジーに関する短い
英語の論文などを読み、現代の考古学についての理解を深め、ブレインストーミング形式でパブリック・アーケオロジーの方法について意見を出し合いました。ギリシャの歴史の一部分である古代マケドニア王国についての講義や、ギリシャ語入門講座もあり、ギリシャについて色々知ることができました。ギリシャ語入門講座は 1 回しかなかったため、挨拶程度しか学ぶことができませんでしたが、少しでもギリシャ語を知っていて話せたことは、ギリシャの人や学生と仲良くなるきっかけとなりました。（田中 さくら）8

Main Program: August 17

Orientation at AUThT

he introductory lectures provided us with
important information which greatly helped
our participation in this year’s GSP. There
was a welcoming lecture by Prof. E. Thoidou
concerning ‘Culture and Local Development:
S u s t a i n a b i l i t y a n d C re a t i v i t y a p p ro a c h e s . ’
Even if it was not directly connected with thisyear’s topic, it provided us with great food forthought. In that lecture, E. Thoidou mentionedthat in order for a city to develop, its growth
should be oriented towards the three pillarsof sustainability (community, environment andeconomy). In addition, it was noted that thearchaeological sites are directly connected withthe local development, because they add to theterritiorial potential of the locality and connect
culture to sustainable growth.
he first workshop that took place was about
culture. It followed the cultural presentations
given by each group. We were divided intom i x e d t e a m s a n d w e w e re e n c o u r a g e d t o
discuss any questions or any thoughts about
the previously presented topics. The main goalof this workshop, in my opinion, was to not
only “break” the ice but also to take a first step
towards team building, communication andwork. What really struck me that day, was that
language obstacles did not seem to matter thatmuch. What was important, was the passion totransmit the desired information. (Sterios)T9

Main Program: August 18-19

Field Research in Vergina
We first visited Vergina (known as AIGAI),a place which thrived in ancient times.
This town has a museum and royal tombs, andthe whole community is tightly connected withthe archaeological site. On those days, weinterviewed in groups people in the town by
asking them to answer the questionnaire that
we had collaboratively created in advance. It
was interesting to learn about their heritage
and their history, and also to learn that there
are some people who are not in good termswith the heritage site. I found that there is ahuge gap between what I had imagined and thereality. Also, it was a bit tough for me to takenotes while my partner was asking questions
and having conversations with interviewees in
Greek, but after several rounds of interviews
we managed to find ways of overcoming theseissues. Overall, it was a priceless experience forme to hear the real voice of people in Greece.
(Shuma)ヴェルギナでは初めに博物館にて遺跡やそこから発掘された文化財について現地の考古学者の方からレクチャーを受け、その後グループに分かれ①観光客、②住民、③お店のオーナー、④博物館のスタッフ、の方々に質問をして回り情報集めを行いました。リサーチを進める中でそれぞれの人が持つ遺跡へのイメージなどが見てくると同時に「遺跡がある町として、遺跡をどうしていきたいのか」といった実際に聞いて回らなければわからなかった新しい情報があり、その後のリサーチや分析、発表等に大変活きることとなりました。また、このフィールドリサーチを通してただギリシャの大学生との交流を深められただけでなく、リサーチ後のグループワークにて「自分の意見を持ちそれを相手に正しく伝えること」の大切さや、それを英語で行うことの難しさをひしひしと感じました。
ヴェルギナでの活動ではただフィールドリサーチを行っただけでなく、それを通して「自分に足りない、未熟なところ」を直面させられるきっかけともなり非常に多くの発見があったのではないかと思います。（足立 怜）

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Main Program: August 19-20

Workshop in Vergina
T

he first stop of GSP 2016 was the village
of Vergina. During the field research, which
took place in the archaeological site and in
the rest of the village, we were able to collectvital data on both the archaeological value ofthe site and on how the various stakeholders
viewed the site. After that, during the workshop
each group had to analyze the data from thequestionnaires and prepare the results. The
workshop day was busy and because of theefforts expended we were worn out. There wasa limited amount of time and the deadline waslooming. The lengthy conservations and ongoingcollaboration did prove, however, to be fruitful.
The aim of this workshop was to complete thenext day’s presentation, in which we had theopportunity to present our proposals in frontof not only the students and teachers, but also
to representatives of the archaeological site,of the town hall, and of the village of Vergina.
In the end, everyone managed to give the bestof themselves in the presentation. Most of
the attendees gave feedback, which createdan incentive to keep up the hard work for thefollowing workshops and proposals. Comments
by some experts were quite strict, but revealed
themselves useful later when we had to
improve our ideas for the final presentations. In
conclusion, in spite of the difficulties, everyone
was happy with the results and ready for the
next destination. (Kyriaki-Maria)

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Main Program: August 20-22

Workshop in Posidi campA

fter the fieldwork and workshops which
took place in Vergina we headed to Aristotle
University’s summer camp, Possidi. Possidi
proved to be a nice break after all the hard work
done at our previous stop. At Possidi we had
more free time to get to know each other while
enjoying the beach and the nature. However, webegan our days with lectures and workshops.
The most interesting thing during the workshop
was that each team prepared 2-3 proposals
and the best one was picked. Each group thenpresented their idea to the rest and at the end
we created the questionnaires for the next
stop as a way to further develop our ideas. The
visit to the temple of Poseidon was very useful
because we understood that there are manyarcheological sites that are not as appropriately
developed as they could be. To conclude, thecampsite was an ideal destination since it
combined work and amusement. (Maria)ヴィルギナでのアンケート集計から、自分たちの提案を考えました。アンケート集計と提案は、住民・お店・従業者・旅行者それぞれのターゲットに質問したチームごとに行いました。これは GSP 最初の提案で、先生方から何度もフィードバックやアドバ

イスを頂きながら完成を目指しました。時には厳しいフィードバックもあり、完成までの道のりは険しいものでしたが、この最初の提案をまとめる作業は、チームの中で誰がどのような専門知識、得意分野、技術を持っているかを知る機会となりました。この作業の中では、他チームの提案をお互いに聞きあい、自分たちの提案の相違点や共通点も考慮し、経済的視点・教育学的視点・批判的視点・多義的視点というさまざまな視点から、提案が抽象的にならないようにまとめました。ポシディというキャンプ場でも、ヴェルギナでまとめた提案をより具体的に固めるため、チームごとに細かく再考し、大きな紙と付箋を用いて、提案の理由・目的・結果などで色分けし図示しました。また、提案に必要な情報を得るためのアンケートを作り直す作業まで行いました。（赤津 怜奈）

1212Main Program: August 23

Field Research in DionT

he field research at Dion was the second tobe carried out. This time we were more atease with the situation, not only because of theexperience in Vergina, but also because we hadalready spent 9 days together up to this point.
In Dion, teams were shuffled and recreatedwith new members and now we had to focus
on different target groups to interview. There
were two places we had to visit to complete
the questionnaires: the museum and thearchaeological park. After resolving last-minuteissues, we headed to a start. During Dion’s fieldresearch we discovered so many interestingt h i n g s a s a re s u l t o f i n t e r v i e w i n g s e v e r a linteresting people. We also had the opportunity
to listen to a lecture by the local archaeologist
on community activities that are already
implemented in Dion, and to ask questions to
the mayor of the local municipality. Throughthese and other interviews with stakeholders,
we got a clear view of what is going on in thisplace. This helped us understand their problems
and their needs and gave us the chance to start
thinking about how we can improve our mainideas and our proposals from the first workshop,
in order to help solve some of them. After an
exhausting but very entertaining day, we foundtime to eat something, to discuss what we didduring the day and to have fun. None of thiswould have happened without the support ofour professors. (Nikos S.)

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Main Program: August 24

Workshop at AUThOn the 24th of August, we started to organize
our ideas for the final proposals. To begin,
all the teams had to combine the information
obtained from Dion with that of Vergina. At thispoint, a week and a half had already gone by
and a lot had been done and we didn’t havea lot of time to examine every detail of thedata that we had collected during the past two
fieldwork sessions. Moreover, we were on thelast leg of the journey for the final presentation.
Following the professors’ indications, all theteams had to challenge themselves to come up
with proposals that were complete and clear in
their content and convincing from a financial
and aesthetic point of view. In my opinion,
this is the very moment where all the teams
experienced one of GSP’s hurdle:… the lackof time. How to make the most of the limited
amount of time remains undoubtedly the most
exciting challenge of this type of collaborative
study abroad program. (Doukeni)

ディオンではそれぞれのグループが最初に訪れた遺跡、ヴェルギナで発見した事、新たに生じた疑問点などをもとに質問リストを考え直しメンバーを組み替えてインタビューをしました。ディオンでの最大の驚きのポイントは遺跡と街の結びつきの強さです。

最初に訪れたヴェルギナとは異なり地域の人も参加できる遺跡での祭り、遺跡での観光客や地域の人々が参加できるイベントなどが開かれていました。ギリシャの人は皆それぞれ自分自身の意見を持っており、誰にインタビューをしても（観光客、住民、遺跡職員など）必ず何かしらの意見が返ってきました。これは日本とは違うものであり意見を集める側としてとても助かりました。面白かった
点としてはそれぞれの遺跡に対する人々の思い方の違いです。ディオンは前述の理由から遺跡に好印象を持っていました。これは遺跡側からの市民側への歩み寄りによる成果です。こうした一方通行ではなく双方向な関係は遺跡をうまく活かすという今年度のプログラムには必須ともいえるものでした。余談ではあるが、フィールドリサーチ中は少人数での行動であり向こうの学生と仲良くなれる
良いチャンスでした。（佐藤 丈流）

14
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Main Program: August 25

Field Research in PellaF

ollowing our visits to Vergina and Dion,
our third field research session was held
in Pella. Our day started with a visit to thearchaeological site and the museum. After thatwe split into groups, forming once again newteams, and we were assigned to interview a
different group of stakeholders than the ones
we interviewed in Vergina and Dion. Our group
was assigned to interview the shop ownersof the area. Since this was our last fieldwork
session, we wanted to take the opportunity
to ask more precise questions regarding boththe perceived impact of the site on the local
community and the proposals each team had
developed during the preceding workshops, so
as to check the applicability of our ideas and,if needed, to make adjustments that fit into thearea’s needs and capacities. In that respect,
the visit to the town and the interviews weconducted were of great help, as they gave us
insight into the situation in Pella, and helped us
to gain a better understanding of the differences
between these three areas, as well as someof the shared features. Our day ended with avisit to the Chatzivariti estate, a winery locatednearby, where we learned about wine making
and enjoyed wine tasting, while listening to thelively tunes played by a local brass band. (Xrysa)

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Main Program: August 26-27

Preparation for Final Presentations
T

he final presentation was a difficultc h a l l e n g e b e c a u s e o f t i m e re s t r i c t i o n s
and different ideas. Each team managed to
combine its findings and begin composing afeasible and interesting plan. First, each team
was instructed to compare the three sites interms of their differences, similarities and newelements and then asked to present and discussthese comparisons. This exercise gave us better
insight on how to develop our main ideas into
good proposals. This process required a lot ofinteraction between different teams and pushed
students to actively communicate with eachother in order to exchange information acquired
throughout the fieldwork sessions with differentt a rg e t g ro u p s . S o m e m e m b e r s f ro m e a c hteam were tasked with finding links between
the challenges of each proposal and creating
shorter intermediate presentations that would
prepare the ground for the final proposal. Next,
we focused on completing and polishing our
final presentations. (Nikos C. [with glasses])ヴェルギナ、ディオンでのフィールドワークに次いで訪れたのは、最後のフィールドワークの場であるペラです。ここではファイナ
ルプレゼンテーションに向けて、ペラの遺跡を見学した後、自分たちのグループのプレゼンのテーマについてさらに掘り下げる

べくインタビュー調査を行いました。遺跡の見学では、遺跡の中を歩きながら現地のガイドの方が英語で説明をしてくださいました。
私は英語が得意な方ではないので、聞き取りやすいように常にガイドの方の近くにいることと理解しやすいように説明されたことを頭の中でイメージすることの 2 点を心がけました。説明の中で疑問に感じたことなどは次のポイントへの移動中にガイドの方に質問するなどして理解を深めました。博物館では展示物を見学し、その後現地の学生と 2，3 人のグループになりインタビュー調査を行いました。私は観光客へインタビューをし、そこでも様々な発見がありました。 フィールドリサーチは現地に行くことで自分が感じたこと以外にも、インタビューをすることで他人がどう感じているのか分かる点が面白いと思いました。（高橋 咲）

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Main Program: August 28

Final Presentations
So, the big day finally arrived. Presentation
day basically meant that all of theparticipants’ work was about to finally pay off.
Of course, that also meant that our time in the
GSP was about to end. Before that though,everyone had to present their final proposals.
Everything was set. We all did our rehearsals,
singled out any details that needed to be alteredand enjoyed a good day off before our deadline.
This wasn’t just a presentation. No, this was
about to be presented in front of not only our
team, both students and teachers, but also, torepresentatives from all three cities we visited.
So, with a big and somewhat “special” crowd to
be expected, we all had to be on top of our formand deliver. After each team’s presentation, a
Q&A was conducted for each proposal that thestudents had submitted. The questions weremade by either the crowd, the teachers or theother team members. It was designed like a
conversation, and helped greatly with the flow ofthe event. It was a unique experience all and all,to be able to present something that your teammade from nothing but hard work, collaborationand dedication. A special feeling ran through allof us, I believe, when the final team had its say
and we heard the teacher’s speech. That was it.
The end of our programme. (Giannis)

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Main Program

The TAs’ perspective
P

articipating in the second GSP gave us the
chance to realize that such an educational
program can be very beneficial and instructive.
As a result, we were interested in experiencing
it “through the eyes of a participant”. On the
one hand, we tried to help the students in every
way possible but on the other hand we also
focused on trying to understand the way they
worked together and the way they worked as
individuals. That’s why we thought of making
32 diaries, one for each student, to observe andtrack factors such as language, age, educational
background and influences at the time of theircollaboration and also descriptions, in their own
words, of their experience through their personal
feelings and thoughts during the programme.
This approach helped us understand the way
the students perceived the program’s goals,
while at the same possibly helping to improve
the role of the TAs in the upcoming Global Study
Programmes. (Natasa, Evi & Xanthi)

遺跡と地域開発について、それまで学び、グループで考えてきたことを、最終プレゼンテーションという形でそれぞれのグループが発表しました。とても広い会場で先生や歴代 GSP のメンバー、２週間を供に過ごしてきた仲間が見守る中でのプレゼンで、皆少し緊張していました。しかしどのグループの発表も中間プレゼンの時と比べ、洗練され説得力のあるものになっていました。寝るのも惜しんで重ねた話し合いや暑さと疲れに耐えて行ったフィールドリサーチの成果がそこに現れており、一人一人の発表に対する自身と意気込みが見て取れました。また、最終プレゼンの終わりには TA（ティーチングアシスタント）と呼ばれる、以前 GSP に参加したことのあるギリシャ人の学生がギリシャでの私たちの活動をまとめたプレゼンを行ってくれました。TA は私た
ちにアドバイスをくれたり、仲良くなるようなきっかけをくれたりと陰で支えてくれていました。私たちが毎日書いていたダイアリーにも全て目を通して、皆の気持ちにいつも気を遣ってくれてくれており、GSP が成功したのはこの TA の存在があったからです。
（佐飛 実弥）

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Final Proposals"Disability" of Access

One important thing that contributes to the overall experienceavailable on an archaeological site, is accessibility for all, disabled
people in particular, and the relationship that the locals havewith the site. So we focused on making improvements for three
categories: visual impairment, hearing loss and deafness andmobility issues. First, we suggested that signs in braille be installed
and also advocated for the creation of 3D models of the exhibits,so that people with visual problems could touch them and feel the
shape of them. Second, we proposed the installation of signs withbigger letters, in order to create a friendlier environment for people
with hearing problems. Lastly, we suggested ramps and benches
to be installed throughout the three sites, as well as corridors bemade wider in order to benefit people with mobility issues.(Giorgos)

Promotional Interactive Map Application

The general idea we had was based on Pokemon-Go, in that it
would also be a game based on an interactive map where the user
would be able to be shown around the entire area of the town/
village (surrounding the archaeological site) while using games andquizzes to gather information about the site itself, other activities
that take place there, the history of the town (not relating to thearchaeological site), and of course information about local shops,
restaurants, hotels and public transportation. This information
would be accessible in specific “P.I.M. spots” (promotional
interactive map spots) all around the town and by completing eachgame, the user would gather some points for discounts to be usedin shops, restaurants, etc. These specific shops would have arating system available within the app as well. (Kyriaki)

Volunteering: Connecting People
Our pro po sal wo ul d gi v e t he l oc a l c om m uni t y a nd t he s i t e
the opportunity to be mutually beneficial to each other. In the
beginning of each year there would be a procedure that separates
volunteers according to the existing tasks and needs of the site.
For our proposal, we thought of some possibilities: tour guides in
the museum and the site, educational programs for the kids andinvolving locals in the excavation process through the performanceof very simple tasks. All these activities would be supervised byexperts, keeping in mind that the goal isn’t to replace professionals
with volunteers, but rather give volunteers the chance to cooperate
for the whole community’s benefit. The program could be expanded
to the whole region via community oriented activities, such as
making the place more appealing or by letting the locals guidetourists and share with them the secrets of their region. (Sophia)

19

ALEXANDERFEST

We proposed the creation of an annual festival connecting Pella,
Vergina and Dion and held in a different location each year so as
to get all 3 towns involved with the activities. The name of thefestival would be ‘Alexanderfest’. As it should be a celebrationof numerous activities and concerts, different for each day, we
proposed different types of resources, not only financial but alsomaterial and human: workshops, parades, theater plays, concerts,
shadow theater shows and other activities for kids, kiosks withlocal products and food and a live representation of the ancient
lifestyle, etc. Due to the amount of information and resources
used, the summary of the whole plan had to analyze many factors
and steps for our proposition. Our group also took the initiative tocreate and print a festival program and 3 different festival posters,
one for each location. (Marina)

Live Excavation with Lectures and Workshops
We proposed an event, called ‘live excavation’. This is an event
where residents and tourists who have never experienced an
excavation can enjoy the world of archaeology. The elementsof live excavation are: excavation experience, workshop andlectures which are interactive and attractive. To start, people
can learn about the importance of the site through an easy-tounderstand lecture. And during the live excavation, we propose
using an “exca-box”. This is a small excavating kit and there
would be some replicas inside. Everyone can learn how to
excavate by using the box. Participants can keep their findings(replicas) for free as souvenirs. We also proposed a larger scaleof this excavation experience, with big rocks and soil, held
under the supervision of experts and guards. Finally, people whocomplete the live excavation can get a certificate or ticket. (Rio)Public Memory

We needed to redefine Public Archaeology, so we considered botharchaeologists and residents as living Inheritance. People shouldshare all the memories of the site because memory is beyond“Archaeology.” To do this, we created a new phrase explaining ourgoal: release/relive memory. In our final presentation, we proposed
to build a satellite museum with exhibits showing the memoryof each archaeological site. Examples included representationsof residents’ lives, the reproduction of famous archeologist
Andronikos’s office, some interactive monuments, and exhibits
expressing the problems faced by residents, such as usage
limitation of their land. All three sites were connected by one logo
combining each site’s symbol, which was printed and distributed
to the audience. Through this and other proposals, we hoped thatthe emotional attachment to the sites will be hightened. (Hiromi)
20Participants

Kyriaki-Maria Derevelegka
GSP is like an adventure. You are one of the most

Akari Yamasaki

important characters and your weapons are innovation,

I am delighted to participate in this thought-provoking

communication and collaboration. The aim of thep ro g r a m . A m a r v e l o u s o p p o r t u n i t y t o a t t e m p t t oadventure is the experience. Enjoy it!!

transgress our differences through a collaboration

Kyriaki Prodromidou

towards the common goal.

Collaborating with Chiba U students has been a truly

Daichi Kamimurau n i q u e a n d u n f o rg e t t a b l e e x p e r i e n c e . G e t t i n g t o

By collaborating with AUTh students, I could enhance myovercome the barriers between us has proven to be lessskills, English, communication, discussion, and so on.

difficult than what I initially expected.

This was a really good experience!

Maria Alexiadou
Doukeni Keisisoglou

The stations of our lives might be many but the traveling

I wanted to find just one word to describe GSP, but

won’t stop! GSP was one of the best experiences of mythinking of all the experiences we had, this was difficult

life! Thank you to every single one of you and I hope toto do! In my opinion several words are needed: culture,

see you again!

moments, and friendship!

Marina Laopoulou
Giannis Triantafyllidhs

What I gained from this year’s GSP is not only teamwork

GSP turned out to be better than I imagined. I was able

skills and knowledge, but also strong friendships that willto meet new and interesting people that hopefully will

hopefully last for a long time!

stay in my life for years to come. A great experience,

Mariko Noda

which I fully recommended!

I thought about “teamwork” a lot. I became so nervous

Giorgos Skourtis

when the conflict between team members occurred, but

I am not only glad that I was able to meet every single

it was an important opportunity to improve my ability to

one of the participants in this GSP, but also thankfulcope with these situations.

that I had the opportunity to work with such amazing

Misato Horistudents and professors.

Global Study Program was so exciting for me. I will never

Hiromi Miyamoto

forget this summer. These wonderful two weeks are my

These two weeks started with a lot of expectations

treasure, thank you very much!

surrounding the content, participating members andmyself. I did my best to be creative. Sometimes, I felt like

Miya Sabi

crying but I was able to control this urge and overcome

This GSP was such an impressive and valuable

the challenges.

experience for me. I learned to express my ideas andactively participate in discussions. I will participate in

Keisuke Nakajima

next year’s GSP again!!

I discovered new communication abilities in myself
through interactions with other participants and improved

Nikos Chatziantoniou

my English skills. The sea is so beautiful in Greece, andI’m glad that I took part in this life-changing GSP

people are so kind.

because not only did I surpass myself but I also made alot of new friends and memories.

Kengo Yasuda
I feel that I’m not good at English, but AUTh students

Nikos Syrmakezis

were so kind and listened to my English eagerly. I think

GSP2016 was the best experience I have ever had in mythat we were able to successfully communicate.

life! I made new real friends that I really want to keep intouch with! I’m looking forward to seeing them as soon
as possible!

21Panagiotis Vaslamatzis

Stathis Triantafyllidhs

It was a fun ride. One thing I have learned over the

The program exceeded my expectations a lot! I found out

c o u r s e o f G S P i s t h a t p e o p l e c a n o v e rc o m e a n ythat communication isn’t limited to language constraints.

obstacles in their way and achieve great things. You will

I am certain that I will use this experience for years toalways have a place in my heart.

come in various activities!

Saki Takahashi

Stergios Papathanasiou

I a m h a p p y to j oi n GSP2 0 1 6 .T his year ’s GSP is aThis GSP was more than just gaining new skills. It was

precious experience for me. I want to join next year's

an utterly unique experience which helped me to beat my

GSP too.

worst enemy: myself.

Sakura Tanaka

Takeru Sato

This was a good experience for me. It is difficult for me

Everyone can participate in this program, even if you

to discuss in English. However, I did my best and found

don’t speak English well! The most important thing is

the importance of building my own opinions and how

your passion to communicate with foreigners and desire

best to express them.

to go beyond yourself!!

Rei Adachi

Xrysa Petridou

I learned the importance of expressing my own ideas. If

This GSP has been an amazing experience. Meetingpeople don’t speak up, there is no cooperation. Sharing

new people, working with them and creating bonds is aeach other’s thoughts is the most important part of theunique and invaluable opportunity!

workshop.

Yukari Matsuoka
Reina Akatsu

I learned a lot of things; about archeology and how to

I will never forget this experience. It was hard but also

cooperate with others. I will never forget this experiencevaluable: challenges, interesting viewpoints of the world,

and will come here again.

new friends and good memories.

Anastasia Mouchtari
Rio Higuchi

During these two weeks of the program I had the chanceEveryone was very kind and friendly, so I could enjoy andto meet so many different and interesting people. I feellearn a lot in Thessaloniki. I want to participate in thevery thankful for this opportunity and I hope to see all ofnext GSP program in Japan.

them again in the future.

Ryoko Kamatani

Evgenia Akritidou

This GSP gave me a lot of things. I wouldn’t have been

Beyond this year’s GSP I am left with nothing but this: I

able to overcome the challenges without everyone’s help.

hope I inspired some of the students and professors in

It also may help me find what I want and should do in thethe same way each and every one of them inspired me

future.

through their way of thinking.

Shuma Ishikawa

Xanthi Oikonomidou

Highly passionate/enthusiastic discussions with AUTh

I would describe GSP as the process of building a bridge.

students had some barriers in the form of different

This year’s program provided a stable construction able

perspectives. However, I believe I was able to acquire

to withstand the test of time by connecting people,

something beyond my abilities.

transferring knowledge and experiences.

Sophia Avramidou
This whole GSP program was an experience of a lifetime
for me! I will never forget any of the steps we all took
together! Everyone I met has a special place in my heartfrom now on!!!

22

Public Archaeology

More info
authchiba.org
Contact
web : http://cie.chiba-u.ac.jp/liberal_arts/gsp.html
E-mail : cireglobal@chiba-u.jp
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