FURYU EDUCATIONAL PROGRAM (FEP)

25th SAGA UNIVERSITY TEACHING PORTFOLIO WORKSHOP
21-23 DECEMBER 2020
Saga University, Faculty of Art and Regional Design
Stephanie Ann Houghton PhD
houghton@cc.saga-u.ac.jp

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CONTENTS

1.
2.
3.
4.
5.
6.
7.

INTRODUCTION ........................................................................................................ 3
TEACHING RESPONSIBILITIES (2016-2020) ......................................................... 6
TEACHING PHILOSOPHY ........................................................................................ 7
TEACHING AIMS AND METHODS .......................................................................... 8
OUTCOMES .............................................................................................................. 10
FUTURE GOALS....................................................................................................... 12
APPENDICES............................................................................................................ 12
APPENDIX 1: PUBLICATIONS .................................................................................. 12

APPENDIX 2: COURSES............................................................................................ 16
APPENDIX 3: FURYU EDUCATIONAL PROJECT (FEP) TIMELINE ......................... 21
APPENDIX 4: YOMIURI SHIMBUN REPORT, 4 JAN 2019 ......................................... 25
APPENDIX 5: NAGASAKI SHIMBUN REPORT, 7 JULY 2019 ................................... 26
APPENDIX 6: METHODOLOGICAL OVERVIEW OF THE FURYU EDUCATIONALPROGRAM (FEP) ....................................................................................................... 27

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1. INTRODUCTION
I am educational researcher with a doctorate in education from Durham University,and an MA in English language teaching from Essex University in England. My two thesis
titles (below) show my long-standing interest in and commitment to both student andteacher development. However, I studied law at King’s College, London at undergraduatelevel, which developed my sense of social justice and infused my personal andprofessional development on many levels throughout my increasingly international life. I
have lived in Japan for about 25 years (i.e. about half my life).
MA Thesis Title: The Application of Learning Strategy Research within a
Reflective Model of Teacher Development
PhD Dissertation Title: Managing the Evaluation of Difference in Foreign
Language Education: A Complex Case Study in a Tertiary Level Context in Japan

How can prejudice against foreigners be overcome through foreign language
education? This burning question initially drove me into research at the start of themillennium as I personally struggled with prejudice and employment discrimination
against ‘native speakers’ of English in the Japanese university context two decades ago.
Seeking a constructive way forward through doctoral research, I developed theIntercultural Dialogue Model (IDM) as a way of developing learners’ interculturalcommunicative competence (ICC) (Byram, 1997) in practice (Houghton, 2012). In thisprocess, learners move through self-reflection, critical analysis and evaluation ofthemselves and others with reference to carefully selected overarching standards (e.g.
human rights) which leads to transformation of self and society. In this process, the ability
to pass judgment through the deployment of critical cultural awareness (i.e. nonprejudiced judgment) is actively cultivated to counter prejudice in various
forms (e.g. racism, nationalism, sexism) through education. This remains a core tenet of
my life’s work.
Two decades ago, there was no word for prejudice against ‘native-speakers’, so
I initially struggled to locate my problem in the academic literature. Around 2005, I
discovered the term native-speakerism used by Holliday to describe employment
discrimination against language teachers based on whether or not they are
considered ‘native-speakers’ in a bid to oppose discrimination against ’non-nativespeakers’. Notably, language teachers perceived as ’non-native speakers’ tend to face preemployment discrimination at the interview stage, while language teachers perceived as‘native speakers’ tend to face post-employment discrimination once they have been
employed, often facing non-renewable limited term contracts in Japan, although thesekinds of problems seem to be found worldwide. Damian Rivers and I accepted but
expanded Holliday’s concept of native-speakerism in our co-edited book on nativespeakerism in Japan (Houghton and Rivers, 2013) to oppose prejudice and discrimination
against ‘native-speakers’ as well as ‘non-native speakers’.
This book, and its related work, has since become part of a global shift toreject the ‘native-speaker’ as a role model for language learners, taking a peace-oriented
approach that potentially protects all language teachers against prejudice anddiscrimination based on perceived ‘(non) native speaker’ status. In this spirit, I developed3

a framework for post-native-speakerist education partly by cultivating code-switchingplurilingualism (Houghton, 2018) in my classes. Code-switching plurilingualism
involves the flexible switching and mixing of multiple languages and other codes such as
dialects for particular communicative purposes, which in my case includes English as a
Lingua Franca (ELF), Japanese and other relevant local codes (such as Kashima dialect(s),and culture-specific language used in Menburyu communities in rural areas in Saga
prefecture, Japan) and (dance-related) non-verbal communication.
Enduring core tenets of my teaching work to date rooted in this evolving body ofwork are reflected in the following four key terms:
1. ICC
2. intercultural dialogue
3. post-native speakerism
4. code-switching plurilingualism
I have presented my educational research at international conferences around theworld, and I have published many academic books and articles. Notable among them is ajournal article entitled An exploration of the communication strategies used when cultureladen words are translated from Japanese to Arabic in ELF interaction 1 that I coauthored with Khalifa Abubaker Al-Asswad from the University of Tripoli in Libya. It
was based on a classroom research project we developed and conducted together withstudents in the Faculty of Culture and Education at Saga University during a two-monthsabbatical I hosted from April-May 2013, which was funded by a research grant awarded
to him by the Libyan government. In January 2015, I established my own book series on
Intercultural Communication and Language Education, upon the invitation of majorinternational publisher SpringerNature, with Melina Porto from the University of La
Plata in Argentina. Recently, I served as an external examiner for Zelinda Sherlock’s
doctoral thesis at Deakin University, Australia. The thesis title was A penchant for
Nihonjinron: The interconnected dynamics of intersectionality, interculturalcommunication and language learning.
In such ways, through my international work, I link people on opposite ends ofthe globe, addressing themes of international importance in the process. I have copied myfull list publications reporting educational research into Appendix 1. In the course ofgenerating these publications, partly due to a somewhat sedentary computer-oriented
lifestyle, I gained a lot of weight in my late 30’s and I fell into ill health in my 40’s, butwhen I started Zumba classes with professional fitness instructor Kazuki Miyata at mylocal sports club, I lost over 10 kilos in around 6 months, regaining my physical strength,
health, agility and spirit in the process, in connection with the Zumba community. I
regained my smile and looked forward to my new position at work.
At that time, to prepare for my transfer from the Faculty of Culture and Education
to the Faculty of Art and Regional Design at Saga University in 2016, curriculum
1

Houghton, S.A & Al-Asswad, K.A. (2014) An exploration of the communication strategies used
when culture-laden words are translated from Japanese to Arabic in ELF interaction. Linguistics andEducation, pp.28-40. http://dx.doi.org/10.1016/j.linged.2014.08.001

4planning was needed to bridge culture, English language education, art and regional
design, considering university goals. The Faculty of Art and Regional Design aims toequip students to pursue regional development through art considering the meaning ofart to include not only fine art and design but also curating, science and economics. This
broad purview responds to societal needs for artistic viewpoints in areas such as tourism,
mass communication, and regional councils involved in community and regional
development. When I started preparing my new curriculum, I wondered what my artistic
focus should be, so I chose to seek ways of expressing the joyful, uplifting feeling offlight experienced during Zumba dance-fitness classes, but there was no word in English
to capture that feeling, so I was at a loss for some time.
However, Zumba highlighted useful mechanisms through which dance and fitness
can be explored in relation to both verbal and non-verbal communication, communitybuilding, gender, improvisation and memory, the history of dance, cultural preservation
and revitalization, and global business branding in socially useful ways, notably health.
Through collaboration with Kazuki Miyata, I developed and ran a number of intercultural
dance-fitness events focusing on various dance-related themes with NPO Tiempo
Iberoamericano in Fukuoka, which also involved my dressing up in wigs and various
fancy costumes to explore identity-related issues connected to the concept ‘I am art’. This
all provided me with a useful framework within which to understand dance from various
standpoints.
Then, a Saga University graduate student introduced me to a traditional form ofmask dance in Saga called Menburyu, recommending me to visit the statue outside Saga
train station. I was instantly attracted to the dance by the wig (shaguma) because I myself
liked wearing wigs, and by the sense of lift expressed by the statue which captured the
feeling of flight during dance that I wanted to express artistically. When I learned themeaning of the word Menburyu, which can roughly be translated into English as ‘dancing
in the breeze’ (furyu) ‘wearing a mask’ (men), I found the word I needed: FURYU. Thisis how my educational program got its name.
When I learned that Menburyu and other forms of orally transmitted traditional(densho geino) culture are endangered in Japan’s ageing society, I wondered whether thepreservation and revitalization of Menburyu might be supported by the development of amodern dance-fitness program inspired by movements and concepts from Menburyu
connected to my educational program. This is how the development of MenburyuInspired Dance-Fitness (MIDF) with Kazuki Miyata began, with the support of Kashima
City Hall. Public exhibitions showcasing the project to date include:Menburyu: Past, Present and Future (Saga University Art Museum, January2019). See Appendix 3 for the project timeline.
The Ryuzoji Clan, the Nabeshima Clan and the Relationship between them (Saga
University Library, January 2020).
Ryuzoji Clan History through Menburyu (Saga University Art Museum, January
2021 / planned).

While researching ways of integrating the social business concept into mycurriculum with the help of the Social Business Research Centre (SBRC) at Kyushu
University, I was unexpectedly introduced to Kensuke Ryuzoji, who claims to be thedescendent of Takanobu Ryuzoji’s third son. This exciting discovery galvanized the5historical aspect of the FEP project and motivated the development of the third exhibition
exploring Ryuzoji clan history through Menburyu (under preparation). In his online guest
lecture to us on Webex in July 2020, Mr. Ryuzoji shared with us the trajectory of Ryuzoji
clan history from a family perspective, revealing apparently little-known information
about the Ryuzoji clan since its apparent disappearance from the historical record around
400 years ago, at the start of the Edo period in Japan. Following on from the success ofthe first Menburyu-related exhibition in 2019, which attracted a lot of media attention,
my students are now (Jan. 2021) taking some responsibility not only for exhibition
development but also for liaising directly in Japanese with Mr. Ryuzoji regarding content
and media management issues during the COVID-10 Global Pandemic. In this way, I try
to engage students in meaningful projects of genuine social value and empower them todo things that I myself cannot, motivating them by making them feel and know that they
can become experts in their fields and change the world in the process.
Relevant websites include:
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http://pqdtopen.proquest.com/pqdtopen/doc/304380360.html?FMT=ABS
https://sdgs.un.org/goals
http://www.saga-u.ac.jp/english/
http://www.saga-u.ac.jp/english/academics/faculty_Art.pdf
http://www.saga-u.ac.jp/english/academics/graduate_Art.pdf
http://www.springer.com/series/13631
https://stephhoughton.wixsite.com/mysite-1
https://stephhoughton.wixsite.com/mysite-2
https://www.facebook.com/StephanieAnnHoughton
https://www.facebook.com/stephaniesensei1

2. TEACHING RESPONSIBILITIES (2016-2020)
Since April 2016, I have taught courses for both undergraduate students in the
Faculty of Art and Regional Design, and post-graduate students of various nationalities in
the Graduate School of Regional Design in Art and Economics at Saga
University. Undergraduate courses include Key Concepts in Art, Intercultural
Communication and Art 1-3, Critical Studies in Language and Image 1-3, Art inContext (open to international students), Domestic and International Training and sevenclasses in Art and Society 2.
Post-graduate courses include Intercultural Communication a and Intercultural
Communication b, and MA graduation thesis supervision. In addition, during thetransition period from the Faculty of Culture and Education to the Faculty of Art andRegional Design, I continued to teach courses in the former, and to supervise graduation
thesis research there (ongoing).
A conceptual overview of my undergraduate courses in the Faculty of Art andRegional Design is presented in Figure 1 below. See Appendix 2 for further detail. When
the Faculty of Art and Regional Design opened, I also published a range of textbooks,
which I adapt to the changing needs of the students in different course-specific ways. This6

textbook series reflects the early conceptualization of what was to become the FURYU
Educational Program (FEP).
Figure 1: Curriculum Overview
ART IN CONTEXTINTERCULTURALCOMMUNICATION & ART 3

CRITICAL STUDIES INLANGUAGE & IMAGE 3

INTERCULTURALCOMMUNICATION & ART 2

CRITICAL STUDIES INLANGUAGE & IMAGE 2

INTERCULTURALCOMMUNICATION & ART 1

CRITICAL STUDIES INLANGUAGE & IMAGE 1

KEY CONCEPTS IN ART

Table 1: Textbook List2
1
2
3
4
5
6
7

Year
2017
2017
2017
2016
2016

Title
Intercultural Communication and Values: Study Abroad and Art.
Intercultural Communication in an Ageing SocietyIntercultural Identity in Intercultural Space: Dance, Language and Pottery.
Race, Gender and Stereotypes.
Intercultural Communication Using ELF: Key Concepts in Art andRegional Design.
2016 Intercultural Dialogue in Practice: An Intercultural Communication
2016 Intercultural Dialogue Through Children's Literature

3. TEACHING PHILOSOPHY
Living in international society with its identity-related challenges, I self-regulate
by functioning as a reflective practitioner (Schon) and a transformative intellectual(Giroux), constantly reflecting on what it means to be a human being in this increasinglyinterconnected world, what is needed both to preserve and revitalize human society at any
given time critically, peacefully and dynamically, and how I can impart my2

https://www.amazon.co.jp/s?k=Stephanie+Ann+Houghton&ref=nb_sb_noss7

understandings to students through research-oriented educational processes that are
multi-disciplinary in nature.
By bringing different schools of thought into contact, I strive to identify newissues, connections, and points of concern from the clash and gaps emerging between
them, taking a future-oriented view of society that informed by both past and present
understandings. In this way, I hope to motivate students by transmitting and absorbing
them into my excitement at exploring liminal yet dynamic zones, taking students with me
on my research journeys, hopefully inspiring, equipping and empowering them to embark
on their own in the process.
Universities are and should ultimately be research-oriented to push the limits ofhuman knowledge, breaking barriers in the process. While I broadly align my teaching
philosophy with the stated aims of the Faculty of Art and Regional Design presented
online in English as noted above, I fundamentally cherish and protect academic freedom
and freedom of expression both for myself, and my students. I actively encourage students
to challenge the power structures that limit them through the development of criticality
and social action, which may include challenging my own views and position as a teacher,and the university institution itself.
To these general ends, I cultivate students’ artistic methodologies and sensitivity
in post-modern ways through reflective ICC development through interculturaldialogue, taking a post-native speakerist approach that connects people and products
through art as a vehicle for self-expression and message transmission. I strive to establish
meaningful links between language, image, communication and community,
contributing to regional and international development in the process. I am currently
taking the UN SDGs as an overarching referential value-laden framework for curriculum
development, linking the following components: health, quality education, genderequality, peace justice and strong institutions, and sustainable cities and communities.
Within this framework, I connect with art and regional design through performing
arts (dance) and fitness respectively, centring on Alzheimer's Disease
prevention, since both bilingualism and aerobic exercise (including dance) seem tohelp prevent or delay Alzheimer’s Disease development to some extent. I placed this goalat the centre of my curriculum since around 40% of potential Alzheimer’s Disease cases
seem preventable through simple lifestyle management that can feasibly be approachedthrough education at all levels in enjoyable and artistic ways. In this way, I align myteaching philosophy with my changing perceptions of social needs in Japan’s rapidly
ageing society and the world while looking after individual needs perceived and actual,including my own.
4. TEACHING AIMS AND METHODSMy teaching philosophy is operationalised through the conceptual framework of
the FURYU Educational Program (FEP) that has evolved through experience in recent
years. The FEP promotes Alzheimer's Disease prevention strategies through (1) heritage
management (2) intercultural dialogue, (3) health and fitness, (4) technology, (5) art
generation and (6) social business, to preserve and revitalize both personal and social
memory within the overarching framework of UN SDGs, from multidisciplinary
standpoints, centring on health as the unifying concept.

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In Table 2 below, an overview of teaching methods used in my textbooks ispresented which provides the general framework for my courses that serve as
springboards for pedagogical activity. A more detailed overview of the FEP
methodological approach is presented in Appendix 7.
Table 2: Teaching Methods Overview
Textbook Title
1 Intercultural
Communication andValues: Study Abroad andArt.

2 Intercultural
Communication in an
Ageing Society

3 Intercultural Identity inIntercultural Space:
Dance, Language andPottery.

4 Race, Gender andStereotypes.

Course-SpecificTeaching Methodology
Interculturaldialogue,negotiation,
mediation
skill
development;
conflict resolution basedon value / concept
differenceinstudy
abroad contexts referringto student experience
Small scale empiricalinterview/diary-based
research
project
development;
exploreand connect interculturalcommunicationandsocial trends in ageing
society related to life
expectancy,
health,fitness and brain healthy
lifestyleacrossthelifespanThrough case study
research,
participant
observation
andethnographic fieldwork,
explore links between art,
interculturalcommunication
andcommunity development
focusing on identity
development connected
to dance, pottery andlanguage
Small scale empiricalquestionnaire-based
research
project
development;
developcritical awareness of and

9Regular Post-Class
Self-Reflection
To develop metacognitive and metaaffective awareness andcontrol, student
reflective, criticalabilities are cultivatedsystematically throughan ongoing post-classweekly diary for the
purposes of reflection
upon thinking, feeling,learning, and also to
trigger student-teacher
dialogue that cantransform both student
and teacher in theprocess

5 Intercultural
Communication Using
ELF: Key Concepts in Art
and Regional Design.

6 Intercultural Dialogue inPractice: An Intercultural
Communication

7 Intercultural Dialogue
Through Children's
Literatureinvestigate (stereotypebased) race and gender aspart of ICC
Community development
throughexperiential
learning
throughintercultural dance andfood events; explore links
betweenlanguage,
culture and inter groupdynamics using ELF invariousmultilingual
settings;
event
development as social
business
Identity
development
through self-reflection,
critical and analysis andevaluation of self andother, personal and socialtransformation
Exploreinterculturaldialogue embedded inchildren’s story throughliterature
review;
generate own children’s
story to transmit valueladen social messages foreducational
purposes;develop critical culturalawareness in the process

5. OUTCOMESIn addition to checking student feedback in university-generated questionnaires,
which typically tend to be positive, I actively elicit frequent feedback from students via
regular diary-based post-class self-reflection on thoughts, feeling and learning. A rangeof recent responses from students using the textbooks this term are presented, by way of
example, in Table 3 below.
Table 3: Student Feedback
Recent Feedback
1 Enjoyment of fieldwork in local areas of interest because it heightens their criticalsense of where they are in time and space, helping them to envision the future better
2 Enjoyment of the joy of academic freedom by pursuing personal interests within
my framework developing and occupying a niche, especially in 1-1 classes

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3 Enjoyment of online intercultural dance and food events, embracing the challengeof holding online events with a view to creating new online futures taking aproblem-solving approach in which it is fun to make mistakes
4 Enjoyment of writing children’s stories and finding hidden aspects of culture lying
behind story, legend and competing historical accounts
Since I aim to train students to become researchers in their own right, I take theemergence of graduation thesis research from my program to be one measure of success.
Notable examples are provided below.
In the Faculty of Culture and Education, for example:The conservation of traditions, using Menburyu as an example, was explored by
Taisei Arakawa with a special focus on how people can conserve their own
traditions in rural areas in a project that was reported in the Yomiuri Shimbun
newspaper on 4 January 2019 within the first publican exhibition mentioned
above (see Appendix 4)I am currently supervising an undergraduate thesis by Mio Jinno which explores(1) differences between Furyu in Isahaya and Menburyu in Saga, and (2) why andwhen they divided. In the process that led to the formulation of this project, shetook part in course-related fieldwork to Isahaya that was reported in the Nagasaki
Shimbun newspaper on 7 July 2019 (see Appendix 5).
In addition, Ugne Gelazinyte (Department of Cultural Studies, Faculty of
Humanities, Vytautas Magnus University, Lithuania), who took my Art inContext course from April-July 2020 as a member of the SPACE-E program forinternational students at Saga University, is currently developing her
undergraduate graduation thesis in Lithuania exploring possible links between
different bakeneko3 stories and actual historical events. Although I am not her
supervisor, I am supporting her research by distance, and she has agreed tocontribute exhibition panel(s) to the Ryuzoji Clan History through Menburyu
exhibition, which is scheduled to be held in January 2021 in Saga University Art
Museum (SUAM).

In addition, I have supervised three MA graduation theses related to interculturaldialogue conducted in the Graduate School of Regional Design in Art and Economics:
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Intercultural dialogue in intercultural space was explored from a city planning
standpoint by Janjira Sukwai from Thailand
Problems facing international students studying abroad in Japan were exploredfrom multiple intercultural communication standpoints by Devi Oktabrianti fromIndonesia
Intercultural dialogue through art was explored from a Nagasaki-based
management standpoint by Maki Maeda with a special focus on promoting peace
through art-related intercultural dialogue.

The term bakeneko refers to a vampire cat legend originating in Saga prefecture11

My students from the Faculty of Culture and Education have, for example, goneon to work in local government (e.g. Ureshino City Hall, Saga Board of Education), at
schools as English teachers and elementary school teachers, as well as pursuing graduate
studies in the Graduate School of Art and Economics at Saga University.
6. FUTURE GOALS
Short-term goals relate to a recent curriculum change due to to take effect in April
2021. Namely, the Domestic and Foreign Arts Training course has been abolished due tothe COVID-19 Global Pandemic. It has instead been included in the Regional
Development Fieldwork program taking an international view under the name Kashima
Art Festival. I hope to develop this collaborative program effectively with colleagues. In
the longer term, the FEP project has been included in the Vision 2030 (Kashima Art
Project) with Mie Ishii and Shinichi Hanada from the Faculty of Art and Regional Design.
It is potentially a ten-year collaborative educational research project, through which I
hope to develop (with Kashima City Hall and Menburyu communities in and aroundKashima):A bilingual Menburyu digital museum for personal and social memory preservation
and revitalization purposes. I am open to future collaboration with experts from all
fields relevant to the FEP, especially Alzheimer’s Disease prevention and heritage
management
An online Menburyu-Inspired Dance-Fitness (MIDF) database, with Kazuki Miyata
Kashima Art Festival (inspired by the Andong Mask Dance Festival in South Korea)4

In parallel, I hope to explore the rich cultural history of Saga with and throughstudents in Japanese to share it with the world in English through high level academic
international publication. In addition, I hope to connect it with the England with a viewto promoting deeper cultural exchange between Japan and the England in the long-term,
notably through the Armstrong cannon and the city of Newcastle in northern England
where Cragside, the home of William Armstrong (the cannon designer and manufacturer),
is located, and where I have potentially relevant family background to explore.
7. APPENDICESAPPENDIX 1: PUBLICATIONSAcademic Books
1. Houghton, S.A. & Bouchard, J. (2020) Native-speakerism: Its resilience and undoing.
Singapore: Springer Nature.
2. Houghton, S.A., Rivers, D.J. & Hashimoto, K. (2018) Beyond Native-Speakerism:
Current Explorations and Future Visions. London: Routledge.
3. Houghton, S.A. & Hashimoto, K. (2018) Towards Post-Native-Speakerism:
Dynamics and Shifts. Singapore: Springer Nature.

4

http://www.maskdance.com/eng/main.asp
124.

Houghton, S.A. (2014) Researching the Stereotypes of People Around Me - An
Introductory Thesis Writing Course for International Students. Newcastle:
Cambridge Scholars Publishing.
5. Houghton, S.A. (2013) How Interculturally Competent am I? An Introductory Thesis
Writing Course for International Students. Newcastle: Cambridge Scholars
Publishing.
6. Rivers, D. & Houghton, S.A. (Eds.) (2013) Social identities and multiple selves inforeign language education. London: Bloomsbury Academic.
7. Houghton, S.A., Furumura, Y., Lebedko, M. and Song L. (Eds.) (2013) Developing
critical cultural awareness: Managing stereotypes in intercultural (language)
education. Newcastle, England: Cambridge Scholars Publishing.
8. Houghton, S.A. & Rivers, D. (Eds.) (2013) Native-speakerism in Japan: Intergroupdynamics in Foreign Language Education. Bristol, England: Multilingual Matters.
9. Houghton, S.A. (2012) Intercultural dialogue in practice: Managing value judgmentin foreign language education. Bristol, England: Multilingual Matters.
10. Houghton, S. & Yamada, E. (2012) Developing criticality in practice through foreign
language education. Frankfurt Am Mein: Peter Lang Publishing Group.
11. Tsai, Y & Houghton, S. (eds.) (2010) Becoming intercultural: Inside and outside theclassroom. Newcastle, England: Cambridge Scholars Publishing.
Academic Book Chapters
1. Bouchard, J. and Houghton, S.A. (2020a). Introduction. In. S.A. Houghton & J.
Bouchard. Native-speakerism: Its resilience and undoing. Singapore: Springer
Nature.
2. Houghton, S.A. (2020b). Overcoming native-speakerism through post-nativespeakerist pedagogy: Gaps between teacher and pre-service English teacher priorities.
In. S.A. Houghton & J. Bouchard. Native-speakerism: Its resilience and undoing.
Singapore: Springer Nature.
3. Houghton, S.A. (2020c). Menburyu and the shaguma: (De)constructing(inter)national cultural practices and symbols within a post-native-speakerist
framework. In. S.A. Houghton & J. Bouchard. Native-speakerism: Its resilience andundoing. Singapore: Springer Nature.
4. Turner, M.W., Schaefer, M.Y. and Lowe, R.J. and Houghton, S.A. (2020). Towards
the undoing of native-speakerism through dialogue: A plenary interview process. In.
S.A. Houghton & J. Bouchard. Native-speakerism: Its resilience and undoing.
Singapore: Springer Nature.
5. Houghton, S.A. & Huang, M.L. (2016) Incorporating environmental action into
intercultural dialogue: Personal and environmental transformation as by-productsof developing ICC. In Byram, M. et al (Eds.) Education for Intercultural Citizenship– Principles in Practice. Bristol: Multilingual Matters.
6. Houghton, S. (2013) Harmony versus critical cultural awareness: A case study ofintercultural language education in Japan. In Jia Yuxin, Liu Changyuan and Song Li(Eds.) Exploration of Intercultural Communication Research and Practice, pp. 514533. Shanghai: Shanghai Foreign Language Press.
7. Rivers, D.J. and Houghton, S.A. (2013). Identities in Foreign Language Education.
In D.J. Rivers and S.A. Houghton (Eds.), Social Identities and Multiple Selves in
Foreign Language Education (pp. 1-12). London and New York: Bloomsbury.

13

8.

Houghton, S.A. (2013) Setting Standards for Intercultural Communication:
Universalism and Identity Change. In Rivers, D. & Houghton, S.A. (Eds.) Social
identities and multiple selves in foreign language education. London: Bloomsbury
Academic.
9. Houghton, S.A. (2013) Introduction. In Houghton, S., Furumura, Y., Lebedko, M.
and Song L. (Eds) Developing critical cultural awareness: Managing stereotypes inintercultural (language) education. Newcastle, England: Cambridge Scholars
Publishing.
10. Houghton, S.A. (2013) Managing stereotypes through experiential learning. In
Houghton, S., Furumura, Y., Lebedko, M. and Song L. (Eds) Developing criticalcultural awareness: Managing stereotypes in intercultural (language) education.
Newcastle: Cambridge Scholars Publishing.
11. Houghton, S.A., Lebedko, M. and Song, L. (2013) Exploring and illustratingstereotypes in the Far East: Mutual perceptions of university students in Japan, Russia
and China. In Houghton, S., Furumura, Y., Lebedko, M. and Song L. (Eds)
Developing critical cultural awareness: Managing stereotypes in intercultural(language) education. Newcastle, England: Cambridge Scholars Publishing.
12. Houghton, S.A. & Rivers, D. (Eds.) (2013) Redefining Native-speakerism. In
Houghton, S.A. & Rivers, D. (eds.) Native-speakerism in Japan: Intergroupdynamics in Foreign Language Education. Bristol, England: Multilingual Matters.
Clevedon, England: Multilingual Matters.
13. Houghton, S.A. (2013) The overthrow of the gaikokujin kyoushi system and its
aftermath. In Houghton, S. & Rivers, D. (eds.) Native-speakerism in foreign
language education: Intergroup dynamics in Japan. Bristol, England: Multilingual
Matters.
14. Houghton, S. (2011) Silence in foreign language education: Face-to-face andcomputer-mediated communication in the Japanese context. In Chan, W. M., Chin,
K. N. and Nagami, M. (Eds.), Media in Foreign Language Teaching and Learning,(pp. 269-294). Berlin, New York: De Gruyter Mouton.)
15. Houghton, S. (2011) Within-self diversity: Implications for ELT materials design. In
Thang, S.M., Krish, P., Wong, F.F., Lin, L.L., Jamilah Mustafa &, Marlyna Maros(Eds.) Language and Cultural Diversity: Global Realities and Challenges (pp106129). Serdang: Universiti Putra Malaysia Press.
16. Houghton, S. (2010) Silence in foreign language education: Face-to-face andcomputer-mediated communication in the Japanese context. In Chan, W. M., Chin,
K. N. and Nagami, M. (Eds.), Media in Foreign Language Teaching and Learning,(pp. 269-294). Singapore: National University of Singapore, Centre for Language
Studies.
17. Houghton, S. (2010) Savoir se transformer: Knowing how to become. In Tsai, Y &Houghton, S. Becoming intercultural: Inside and outside the classroom. Newcastle:
Cambridge Scholars Publishing.

Journals: Special Issues
1. Porto, M. & Houghton, S.A. (Eds.) (Forthcoming) Arts integration and community
engagement for intercultural dialogue through language education Language
Teaching Research (Special Issue).

14

2.

3.

Porto, M., Houghton, S.A. & Byram, M. (Eds.) (2017) Guest Editorial. Special Issue
on Intercultural Citizenship in the (Foreign) Language Classroom, Language
Teaching Research (Special Issue).
Houghton, S.A. (March, 2017) AILA Matters: Native-speakerism across languages
and contexts AILA ReN update. International Journal of Applied Linguistics.

Journals: Articles
1. Porto, M. and Houghton, S.A. (Forthcoming) Introduction. In M. Porto and S.A.
Houghton (Eds.) Arts integration and community engagement for interculturaldialogue through language education. Language Teaching Research: Special Issue.
2. Houghton, S.A. (Forthcoming) Alzheimer’s Disease prevention through interculturalcommunication. In M. Porto and S.A. Houghton (Eds.) Arts integration andcommunity engagement for intercultural dialogue through language education.
Language Teaching Research: Special Issue.
3. Houghton, S.A & Al-Asswad, K.A. (2014) An exploration of the communication
strategies used when culture-laden words are translated from Japanese to Arabic in
ELF
interaction.
Linguistics
andEducation,
pp.28-40.
http://dx.doi.org/10.1016/j.linged.2014.08.001
4. Houghton, S. (2014) Savoir se transformer: znanie o tom, kak izmenitsia. Sotsialnye
i gumanitarnye nauki na Dal'nem Vostoke (The Humanities and Social Studies in the
Far East). Transl. to Russian by Yana Savelyeva. (Khabarovsk). # 1 (41), pp. 185202.
5. Houghton, S.A. (2014) Exploring manifestations of curiosity in study abroad as partof ICC. System 42C, pp. 368-382. DOI information: 10.1016/j.system.2013.12.024
6. Houghton, S.A. (2013) Competing values and multiple selves: Making identitydevelopment visible for assessment purposes in foreign language education. The
Language
Learning
Journal41(3)pp.311-325.
DOI
information:10.1080/09571736.2013.836348
7. Houghton, S. (2010) Nakane, Ikuko. 2007. Silence in intercultural communication.
Amsterdam: John Benjamins Company. Reviewed by Stephanie Houghton.
Intercultural Pragmatics 7 (3), 521-531.
8. Houghton, S. (2010) Managing stereotypes through experiential learning.
Intercultural Communication Studies XIX (1), 182-198.
9. Houghton, S. (2009) Evaluating difference in the foreign language classroom:
Teaching approaches, syllabus design and student reactions. Stellenbosch Papers in
Linguistics: SPIL PLUS 39, 29-45.
10. Houghton, S. (2009) The role of ICC in the development of world Englishes andlingua francas. The South East Asian Journal of English Language Studies 15, 69-95.
11. Houghton, S. (2009) Intercultural mediation in the mono-lingual, mono-culturalforeign language classroom: A case study in Japan. Cultus 2: Training andCompetence, 117-132.
12. Houghton, S. (2009) Managing stereotypes in intercultural language education.
Journal of the Humanities and Social Studies in the Far East 1 (21) 2009, 139-142.
13. Houghton, S. (2008) Enhancing diversity in the mono-lingual, mono-cultural foreign
language classroom: A case study in Japan. The International Journal of Diversity in
Organisations, Communities and Nations. 2008. 8 (4), 92-100.

15

14. Houghton, S. (2008) Harmony versus critical cultural awareness: A case study ofintercultural language education in Japan. Intercultural Communication Studies
XVII: 2, 222-235.
15. Houghton, S. (2008) Teacher and student cultural identities at play in the ELTclassroom. The Journal of Applied Linguistics (Fortune Institute of Technology).
June 2008.
Conference Proceedings
1. Houghton, S.A. (2013) Stimulating the curiosity of Japanese students in study
abroad: materials and methods. Proceedings of the 2013 International Conference
Innovation in Teaching Language and Cultures. The Institute of Language, Art andCulture. Suan Dusit Rajabhat University, Bangkok. Thailand. 18-19 July 2013, 292301.
2. Houghton, S. (2010) Language teacher native language as a curriculum issue.
Proceedings of the 14th NATE/7th FEELTA International Conference on Language
Teaching. Vladivostok, Russia. 26-28 June 2008. Vol. 1, 156-166.
3. Houghton, S. (2010) Overcoming ethnocentrism as a goal of foreign language
education. Proceedings of the 14th NATE/7th FEELTA International Conference on
Language Teaching. Vladivostok, Russia. 26-28 June 2008. Vol. 2, 310-317.
4. Houghton, S. (2009) Within-self diversity: Implications for ELT materials design.
Proceedings of the SoLLs.INTEC.09 Conference: Language and Culture: Creating
and Fostering Global Communities 2009, 469-492.
5. Houghton, S. (2008) Value change in the development of critical cultural awareness:
A case study of intercultural language education in Japan. Foreign Language
Teaching in Tertiary Education: Proceedings of the 2nd International Conference.
Vol. 2, 247-255.
6. Houghton, S. (2008) Silence in foreign language education: Face-to-face andcomputer-mediated communication in the Japanese context. CLaSIC 2008:
Conference Proceedings. December 2008.
APPENDIX 2: COURSES
2021 (April~)
TERM 1
FRI 1, 2 (CSF) Subject name / number: Chiiki-Sousei-Fieldwork
 Class / Year: 2021 (Term 1, 2)
 Number of participants: 12?
 Grade: Undergraduate Type: Optional
 Features: This research project forms part of the Kashima Art Project (Vision2030). Through UN SDGs, we will help preserve/revitalize traditional local
performing art Menburyu to help prevent Alzheimer’s Disease.

16

Overview: Through collaboration with Menburyu communities/Kashima City
Hall, we will develop (1) a bilingual Menburyu exhibition/digital museum, (2) an
online Menburyu-Inspired Dance-Fitness (MIDF) database, and (3) Kashima Art
Festival
2020
TERM 1TUES 2 (CSLI2)
 Subject name / number: Critical Studies in Language and Image 2 / D1406200
 Class / Year: 2020 (Term 1)
 Number of participants: 0
 Grade: Undergraduate School Type: Optional
 Features: While reviewing and developing basic research methods, this course
will help develop academic writing skills in English
 Overview: Students will develop and conduct an independent research project
related to fitness and healthy aging in aging society. They will report, present andexhibit their work. Students will take part in an exhibition to showcase their workand develop a portfolio based upon it.
TUES 5 (ICA2) Subject name / number: Intercultural Communication and Art 2 / D1406400
 Class / Year: 2020 (Term 1)
 Number of participants: 0
 Grade: Undergraduate Type: Optional
 Features: While reviewing and developing basic research methods, this course
will help develop academic writing skills in English
 Overview: Students will develop and conduct an independent research project
related to the use of technology in aging society in rural community in the 4th
Industrial revolution. They will report, present and exhibit their work. Students
will take part in an exhibition to showcase their work and develop a portfolio
based upon it.
FRI 1, 2 (DFAT)
 Subject name / number: Domestic and Foreign Arts Training (国内外芸術研修) Class / Year: 2020 (Term 1, 2)
 Number of participants: 4
 Grade: Undergraduate School Type: Optional
 Features: This class aims to develop student research skills in relation to benefit
regional design from international standpoints through the development of two
mini-thesis reports reporting their research projects

17Overview: Students will research Ryuzoji clan history and present their work in
an exhibition. They will develop two online Menburyu-Inspired Dance-Fitness
events.

FRI 3 (AinC)
 Subject name / number: Art in Context / G2300053, D1406600
 Class / Year: 2020 (Term 1)
 Number of participants: 8
 Grade: Undergraduate Type: Optional
 Features: This class aims to develop student teaching skills and pedagogicalawareness through experiential learning Overview: Students will consider how to teach intercultural communication
through children's literature by writing a book review, giving an intercultural
lesson and writing a children's story based on dance experience in a small
community
FRI 5 (ICa GS)
 Subject name / number: Intercultural Communication a / P0101100
 Class / Year: 2020 (Term 1)
 Number of participants: 5
 Grade: Graduate School Type: Optional
 Features: While reviewing and developing basic research methods, this course
will help develop academic writing skills in English
 Overview: Students will develop and conduct an independent research project
related to fitness and healthy aging in aging society. They will report, present andexhibit their work. Students will take part in an exhibition to showcase their workand develop a portfolio based upon it.
TERM 2TUES 1 (CSLI3)
 Subject name / number: Critical Studies in Language and Image 3/ D1406300
 Class / Year: 2020 (Term 2)
 Number of participants: 0
 Grade: Undergraduate Type: Optional
 Features: Within the framework of UN Social Development Goals (SDGs),
students will explore values related to heritage management throughintergenerational, intercultural dialogue.
 Overview: Theoretical knowledge will be developed with reference to a particular
set of values. Opportunities for experiential learning will be provided in the form

18

of an intercultural project, which will also develop research skills in the process.
Students will take part in an exhibition
TUES 4 (ICA3)
 Subject name / number: Intercultural Communication and Art 3 / D1406500
 Class / Year: 2020 (Term 2)
 Number of participants: 0
 Grade: Undergraduate Type: Optional
 Features: This course will highlight links between intercultural communication,
art and regional design
 Overview: Students will identify and resolve social problems throughintercultural space, and consider approaches to cultural revitalization throughproduct design with a special focus on performing arts, pottery and ikebana.
Students will take part in an exhibition to showcase their work and develop a
portfolio based upon it.
TUES 5 (CSLI1)
 Subject name / number: Critical Studies in Language and Image 1/ D1406100
 Class / Year: 2020 (Term 2)
 Number of participants: 2
 Grade: Undergraduate School Type: Optional
 Features: While reviewing and developing basic research methods, this course
will help develop academic writing skills in English. Students will take part in an
exhibition to showcase their work and develop a portfolio based upon it.
 Overview: Students will develop and conduct an independent research project
related to gender, stereotypes and health. They will report, present and exhibit
their work.
WED 2 (BA) Undergraduate research thesis supervision
FRI 2 (KCA) Subject name / number: Key Concepts in Art / D0001700
 Class / Year: 2020 (Term 2)
 Number of participants: 24 Grade: Undergraduate Type: Compulsory (for Domestic/Study Abroad course later)
 Features: Introduction to key concepts in Houghton's FURYU Educational Program(FEP) through experiential learning Overview: Students will take part in various kind of intercultural activities to learn
through experience while developing research skills (conceptual analysis/establishinga critical stance for research) in the process. Research methods may include reflective
diary (participate/reflect) and observation (participate/observe through photography).
19

Students will take part in an exhibition to showcase their work and develop a portfolio
based upon it.
FRI 3 (ICA1)
 Subject name / number: Intercultural Communication and Art 1 / D1300800
 Class / Year: 2020 (Term 2)
 Number of participants: 1
 Grade: Undergraduate Type: Optional
 Features: Students will explore health and wellness in aging society in ruralcommunity Overview: Students will explore the themes of health and wellness throughecotourism (including product design) from intercultural standpoints. Students willtake part in an exhibition to showcase their work and develop a portfolio based uponit.
FRI 4 (MA) Subject name / number: Intercultural Communication b / P0101200
 Class / Year: 2020 (Term 2)
 Number of participants: 0
 Grade: Graduate School Type: Optional
 Features: While reviewing and developing basic research methods, this course will
help develop academic writing skills in English
 Overview: Students will develop and conduct an independent research project related
to gender, stereotypes and health. They will report, present and exhibit their work.

20

APPENDIX 3: FURYU EDUCATIONAL PROJECT (FEP) TIMELINEDATEJuly 2017

10 Sept 201721-24 Sept 2017

Oct 2017March 2018
Oct 2017-Jan2018
27 Oct. 20178 Dec. 201718 Dec 2017

8 Jan 2018

ACTIVITY
Introduction of Menburyu to Stephanie Ann Houghton by a Saga
University graduate student (when she put her hand up in class tomake a suggestion, changing the world in the process)Visit to the Menburyu statue outside Saga train station (Houghton,
Miyata)Fieldwork to Kashima to observe Menburyu (Hogaura/Yutoku Inari
Shrine) (Houghton, Suenaga, Onaga)
1st International Conference on Intercultural Dialogue through theArts: Community Development, Education and Policy @ Saga
University/NPO Tiempo Iberoamericano, Fukuoka
Presentations:
 Dance fitness as heritage management/revitalization: An
intercultural view Dance fitness as heritage management/revitalization: An
intercultural view Menburyu mask danceDance workshops:
 Menburyu mask dance (Part 1) (Houghton, Miyata) Menburyu mask dance (Part 2) (Houghton, Miyata)
Grant (150,000 yen) received for Menburyu research from Saga
University (COC) with practical support from Mai Mishima andKotaro Ideta
Conducted (mock) intercultural lessons for children in class,including the development of Menburyu-inspired stories for children
by students
Mask-making in class with Saga Master Komori from SugichoWorkshop, Kashima, Saga @ Saga University (Houghton, Miyata,
Mai Mishima)
Menburyu lessons in class with Hogaura Menburyu veteranperformers @ Saga University sports centre (Houghton, Miyata, Mai
Mishima)
Article published by The Saga Shimbun newspaper about MenburyuInspired Dance-Fitness (MIDF):
鹿島「面浮立」で国際交流 佐賀大創作ダンス作り教室
https://www.saga-s.co.jp/articles/-/160963
Menburyu-Inspired Dance-Fitness (MIDF) Workshop, Ringyo
Taikukan, Furueda, Kashima @ Ringyo Taikukan, Kashima(Houghton, Miyata, Mai Mishima)
Kashima Cable TV Report (see FURYU website for the video)21

12 Jan 201821 January 2018

8 March 2018

April-July 2018
8 June 2018

10 June 2018

June 2018

June 2018
8-10 Sept.
2018

鹿島ケーブルテレビからの取材
FURYU Homepage: https://stephhoughton.wixsite.com/mysite-1
Article published by The Saga Shimbun newspaper about MenburyuInspired Dance-Fitness (MIDF):
面浮立でエアロビ創作 文化、世代超え８０人交流 佐賀大の異文化交流授業: https://www.saga-s.co.jp/articles/-/168495
Article published by The Saga Shimbun newspaper about MenburyuInspired Dance-Fitness (MIDF):
佐賀のニュース 面浮立でエアロビ創作: https://www.sagas.co.jp/articles/-/171725
Public Lecture (University of East Anglia, UK)
Title: Dance and fitness in an ageing society: Heritage management,art generation, intercultural communication and health
Note: This lecture was cancelled due a university strike but held at
Lowestoft public library instead
Students translated official Menburyu documents from Kashimafrom Japanese into English in class
Menburyu-Inspired Dance-Fitness (MIDF) with COC @ Plaza 656,
Saga (Houghton, Miyata with Igarashi)
Article published by The Saga Shimbun newspaper about MenburyuInspired Dance-Fitness (MIDF):「面浮立」でエアロビ 学生や市民６０人楽しく体動かす ゆっつら～と街角大学: https://www.saga-s.co.jp/articles/-/228444
Fieldwork: Student interview Keiun Komori @ Sugicho Workshop,
KashimaFieldwork: Student visit to Yutoku Inari Shrine @ Kashima
Fieldwork: Student visit to Saga Noh Stage for Noh workshop with
Noh performer Masanori Inouchi @ Saga Noh Theatre:
http://inouchinohbutai.com/keikoba.html
Fieldwork: Student homestay with Menburyu families @ Hogaura,
Kashima (Domestic and Foreign Arts Training program)

29 Sept-1 Oct
2018

Fieldwork: Student trip to Andong Mask Dance Festival @ Andong,
Korea (Domestic and Foreign Arts Training program)

8 Oct 2018

Fieldwork: Student visit to the 1st Saga Densho Geino Festival, @Saga Culture Hall
Fieldwork: Menburyu-Inspired Dance-Fitness (MIDF) event with
Menburyu mask maker Keiho Nakahara @ Kuretake brewery, Hizen
Hamashuku, Kashima (Houghton and Miyata)
Fieldwork: Student visit to Chokokan Museum @ Saga
Menburyu: Past, Present and Future exhibition, with visit by The
Yomiuri Shimbun newspaper and representatives of Saga Prefectural

Nov 2018
December 201812-16 Dec 201822

14 Dec. 2018

Dec. 2018

4 Jan. 2019

4 Jan. 20192 Feb. 201921 Feb 201923-24 March
2019
May 2019
7 July 201914 July 2019

8 Sept 20199-20 Sept 2019
Sept 2019

Board of Education (Kencho, Culture Division) @ Saga University
Art Museum (SUAM)(Houghton)
Article published by The Saga Shimbun newspaper about MenburyuInspired Dance-Fitness (MIDF): 面浮立の歴史紹介 佐賀大学美術館で企画展写真や本、資料を展示: https://www.sagas.co.jp/articles/-/314432
Menburyu-Inspired Dance-Fitness (MIDF) event with Yume Saga
Daigaku for the Yomiuri Shimbun newspaper and representatives ofSaga Prefectural Board of Education (Saga Kencho, Culture
Division) @ Saga University Sports Centre (Houghton and Miyata,with Inoue)
Article published by The Yomiuri Shimbun newspaper about
Menburyu-Inspired Dance-Fitness (MIDF): 面浮立 インスパイア
ードダンス・フィットネスについての新聞記事が読売新聞に掲載された。See Appendix 1
Fieldwork: Nabeshima-ware @ Okawachiyama (Houghton,
Suenaga)
Student Menburyu-Inspired Dance-Fitness (MIDF) event for SAGATV @ Saga University Sports Centre (Houghton, Miyata)Media coverage: Report about Menburyu and Menburyu-Inspired
Dance-Fitness (MIDF) development on Saga TV, Kachikachi Press
evening news
MENBURYU-Past, Present and Future exhibition @ Kuretake
Brewery, Hizen Hamashuku, Kashima during the Sakagura Tourism
sake festival
Plenary speaker. On-stage interview by Matthew Turner, co-host of
the TEFLOLOGY podcast. JALT PanSIG Conference, Konan
University, Nishinomiya, Japan. 18-19 May 2019.
Fieldwork: Student visit to the FURYU festival @ Kawakami
Shrine, Isahaya, Nagasaki, Japan. Reported in The Nagasaki
Shimbun newspaper (see Appendix 5)
Fieldwork: Student visit to professional mask maker Keihou
Nakahara’s workshop, @ Kashima, Saga, Japan
Menburyu-Inspired Dance-Fitness (MIDF) Performance, 22nd
Traditional Performing Arts Festival, Yutoku Inari Shrine, Kashima,
Saga, Japan (Houghton and Miyata)
Multiple sessions at the ICCROM: Communication and Teaching
Skills in Conservation and Science 2019 program, Saga University(Arita Campus), Saga, Japan: https://www.iccrom.org/it/node/1489
TV coverage by NHK Saga about Menburyu-Inspired Dance-Fitness(MIDF) development

23

July 2020

Oct 2020

Nov 2020

Dec 2020

Jan 2021

Online Menburyu-Inspired Dance-Fitness (MIDF) event (Houghton
and Miyata)
Plenary speaker. Alzheimer’s Disease Prevention throughIntercultural Communication in Aging Society. SIETAR, KANSAI.
Event co-sponsored by SIETAR Kansai and Kyoto JALT, 18
October 2020.
Online Menburyu-Inspired Dance-Fitness (MIDF) event (Houghton
and Miyata)
Publication: Houghton, S.A. (2020c). Menburyu and the shaguma:(De)constructing (inter)national cultural practices and symbols
within a post-native-speakerist framework. In. S.A. Houghton & J.
Bouchard. Native-speakerism: Its resilience and undoing. Singapore:
Springer Nature.
https://www.springer.com/gp/book/9789811556708
Ryuzoji clan history through Menburyu exhibition (planned).

24

APPENDIX 4: YOMIURI SHIMBUN REPORT, 4 JAN 201925

APPENDIX 5: NAGASAKI SHIMBUN REPORT, 7 JULY 201926

APPENDIX 6: METHODOLOGICAL OVERVIEW OF THE FURYU EDUCATIONALPROGRAM (FEP)
Within and beyond the general framework presented in Table 2, wide-ranging
specific learning objectives are set within the FEP conceptual framework. By way of
example:1. ALZHEIMER’S DISEASE PREVENTION
Students develop a basic understanding of how lifestyle management strategies can help
to prevent Alzheimer's disease considering individual and social needs, from medical andother standpoints, engaging in intercultural dialogue between artists and medical
professionals through various channels. Teaching methodologies to date include
watching, listening to and summarizing online talks about Alzheimer’s Disease
prevention (e.g. through multilingual TED Talks) to develop basic medical knowledge
and concepts that can be applied in everyday life, noting the use of artistic illustration toconvey complex medical concepts and processes to the lay community.
2.HERITAGE MANAGEMENT
Students develop their knowledge of local history/cultures in Japanese from local to
global standpoints, viewing past cultures through intercultural perspectives. This involves
considering wide-ranging identity-related issues related to cultural preservation andrevitalization, from personal and social standpoints, related to the overarching frameworkof UN SDGs.Teaching methodologies involve researching traditional Saga mask dance,
Menburyu, by drawing upon various inter-connected but often conflicting resources,
histories, stories and legends in Japanese and other languages across time and space
through documentary analysis, fieldwork and guest lectures. Criticality is developed by
identifying and exploring inconsistencies between conflicting reports and throughconceptual analysis between languages.
2. INTERCULTURAL DIALOGUE
Students reflectively bring different knowledge sources, concepts and images under
scrutiny, and into relation, through critical analysis and evaluation through interculturaldialogue, referring to UN SDGs. Students present their research findings about local
history/culture to the world bilingually through public exhibition using both ELF andJapanese. Teaching methodologies involve summarizing and presenting information
gathered locally for international audiences in an evolving rolling exhibition
within which students collaboratively develop exhibition panels that function like jigsaw
puzzle pieces illuminating local history through students' eyes. A social constructivist
approach is taken to exhibition development through collaborative knowledge-buildingthat impacts upon the world while students are still at university, empowering themto trigger and manage both personal and social transformation in the process.
3. HEALTH AND FITNESS
In intercultural dance and food events, students develop embodied awareness by
exploring, identifying and creatively working with connections between their brains andbodies in ways that include aerobic exercise, real-time verbal (through code-switchingplurilingualism) and non-verbal communication (through dance), deployed for particular27

socialpurposes (Alzheimer’s
Diseaseprevention) thatgo through andbeyond individual artistic expression, community building in the process. Teaching
methodologies include the generation of experiential learning through participation inintercultural dance and fitness events with international students. The events aredeveloped and conducted bilingually with professional Japanese fitness instructor Kazuki
Miyata, who does not speak English, to experience how both verbal and non-verbal codeswitching plurilingualism can operate in real-time in embodied ways through dance andaerobic exercise, while having fun and making friends at the same time.
5. TECHNOLOGY
Students develop their ability to utilize technology as a tool to support human activity inthis world in various ways.Teaching methodologies include the use of social media (e.g.
facebook) to report and document events to the general public, online telecommunications(e.g. Zoom and Webex) for online event development and art generation, combined withcritical discussion about the evolving role of technology in the world. For example,
despite the limitations presented by the COVID-19 Global Pandemic, Kazuki Miyata andI held two online intercultural dance fitness and food events incorporating MenburyuInspired Dance-Fitness (MIDF) events on Zoom in 2020. The first was held with 15
students in July 2020, and the second with over 70 students in November 2020. This
involved student generation of original dance steps inspired by Menburyu, shared via
facebook messenger, and developed collaboratively with teachers, the development of
dancing screenshots as collaborative artworks, and tea-time online.
6. ART GENERATION
Students develop through critical cultural awareness their ability to generate new creative
works autonomously, inspired by - but free from - past structures, both individually andcollaboratively, with other people from different backgrounds, using different codes ofcommunication both verbal and non-verbal (including dance), for particular social
purposes (Alzheimer’s Disease prevention). As noted in the previous section, teaching
methodologies include the development of Menburyu-Inspired Dance-Fitness (MIDF)
with professional fitness instructor Kazuki Miyata by extracting and converting concepts
and movements from Menburyu into original dance-fitness routines as creative,
collaborative health-oriented artworks and products. Students are encouraged to do thisfreely exercising their autonomy while being inspired by but not constrained by past
structures. In this way, it is hoped that traditional culture can be preserved and revitalized
in ways that update it to match modern artistic sense, values and needs perceived andexpressed by students.
7. SOCIAL BUSINESS
Students develop their awareness of how attempts can be made to solve social problems
through art-related business such as intercultural dance and food events with associatedart generation and product design/sale. Teaching methodologies include studying theconcept of social business (e.g. Yunus Social Business), various models and available
online systems (e.g. VIDA), and how social business can potentially be used for the
purpose of cultural preservation and revitalization of traditional local culture (e.g.
Menburyu) to help preserve and revitalize personal and social memory, centering on
Alzheimer's Disease prevention as a pressing social need.

28