E

Faculty of
ducation
Hokkaido University

ESD
CampusAsia-Pacific
Program 2023
August 3-9, 2023
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Message from the Dean
Program Objectives in Hokkaido University

Professor Toshiro YOKOI,
Dean of the Faculty of Education,
Hokkaido University

Thank you for joining the Hokkaido Summer Institute/ESD Campus AsiaPacific Program.
Since its establishment in 2011, the ESD Campus Asia-Pacific program,initiated by the Faculty of Education together with our overseas partner
universities, has provided opportunities for participating students to meetlearning and research peers, and to find colleagues who are worthy of theirtrust as they confront the modern world together. Studying together, many
students and researchers have deepened their mutual understanding throughthis program.
The modern world has created material wealth and superior technology, butpoverty and discrimination have not disappeared, with regional conflicts andwars continuing around the world. We also face the threat of climate change
to our planet and ecosystems, and there is a need to have serious discussions
on building a peaceful, just, and sustainable world again.
In order to create a future where people can live happily together, we need toconfront the issues of our time and learn to make a better world together.
The attainment of SDGs is a significant aspiration for Hokkaido University.
The Faculty of Education has been exploring the significance and potentialof ESD together with overseas partner universities for the past twelve years.
I sincerely hope that this forum, where we can bring together our knowledge
and learn from each other's experiences, will not only be an opportunity for
you to grow as a leader who can open up new frontiers in these turbulent
times, but also an important step toward international solidarity in which we
can learn together.
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Contents
Message from the Dean
Message from the Committee of International Affairs Chair

Program Schedule
Program Outline: Yoichi Eco-village
Abstract of Lecture 1 Tatsiana Tsagelnik“Indigenous Perspectives on Building Sustainable Communities”
Abstract of Lecture 2 Andrew Reeves“Place-based climate action and sustainability transitions”
Abstract of Lecture 3 Daniel Schugurensky“Education, participatory democracy and sustainable development “
Abstract of Lecture 4 Takashi Miyazaki“Transformation of people's thought through community development”
List of Participants4

Program Schedule

ESD Campus Asia-Pacific Program 2023:
Addressing the Global Goals via Local and Regional
Collaborations
TIMELINE
Time

Aug/3
(Thurs)

Aug/4
(Fri)

Opening: guidance and Ice Break

2F, L1

13:00-14:45

Lecture 1: Tatsiana Tsagelnik

1F, L2

15:00-17:00

Lecture 2: Andrew Reeves

1F, L2

10:00-12:00

Lecture 3: Daniel Schugurensky

1F, L2

13:00-15:00

Discussion

1F, L2

15:15-16:45

Lecture 4: Takashi Miyazaki

1F, L2

Free : Ainu Eco Tour @ Hokkaido
University Campus*1

8:00-18:00

Field Trip: Eco Village in Yoichi*2

10:00-12:00

Reflection of One Day Bus
Tour :Miyazaki, Schugurensky, &Tatsiana

1F, L2

13:00-17:00

Preparation for Group
Presentations

1F, L2

10:00-12:00

Group Final Presentations &Closing Ceremony

(Tue)

Aug/9
(Wed)

Room

10:00-12:00

Aug/5-6(Sat, Sun)
Aug/7
(Mon)

Lecture & Seminar

1F, L2*3

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*1: Ainu Eco Tour @ Hokkaido University Campus
Date: August 5 (Saturday), 2023
Time: 9:00-12:00
Meeting time and place: 8:50 in front of the Conference Hall 学術交流会館(next to the Information Center at the Main gate of the campus)

Language: Japanese with the interpretation into English
Guide’s Profile: Mikiko Naraki - vice-chairperson of the Sakhalin Ainu (Enciw)
Association, Ainu cultural advisor, Ainu traditional knowledge bearer and educator,
embroidery artist and performer.
Ainu Eco Tour guided by a respected Ainu Elder,
Mikiko Naraki, is a valuable opportunity to learn
about the Ainu heritage and history of the lands,
which the Hokkaido University campus is standingon; to learn about Ainu traditional knowledge andhow the natural landscape of this land has changed
for the last century; to get acquainted with the pastand present of Sakhalin Ainu (Enciw).
Expected route: Sakuskotoni riverbank → Ono
pond → Epi-Jomon era cemetery site → Poplar
avenue → Ainu ancestral remains memorial site →Satsumon era Ainu settlement site
* There may be changes due to weather conditions
and time limit. In case if not all the itinerary of theplanned route are covered during the tour, you will begiven a map and instructions about how to reach every location.
* Be sure to bring a bottle of water with you in case of the heat, and an umbrella or araincoat - in case of rain.

6*2: Field Trip
1. Practical Experience
Participants will be divided into 4 groups.
Each group will participate in the 2 practical exercise courses as outlined below.
(About 15 participants in each group)
A Course start: Eco-Village
B Course start: Central Fisheries Research Institute (tentative)
2. Group Sharing
Groups will meet and share their impressions about their course experience.
Timetable
8:00
Departure from Hokkaido University (bus)
9:30
Arrival in Yoichi
10:00~12:00
Orientation (Introductions and Explanation of work),
First practical experience course
12:00~13:30
Lunch, course change. (The A Course group will travel by bus to theCentral Fisheries Research Institute)
13:35~15:45
Second course, group sharing
16:00
Return to University*Groups will rotate for morning and afternoon courses.
For example, groups who start in the agricultural experience in the morning
will participate in the fishery experience in the afternoon, and vice versa.
3. Meeting time and place: 7:45 in front of the Conference Hall 学術交流会館(next to the Information Center at the Main gate of the campus)
3. Costs
The fee is 1,300 JPY, including lunch
and travel insurance.
4. What to Bring
Please prepare outdoor gear such as
clothes and shoes that can get dirty, rain
gear, water for drinking, sunblock, insect
repellents, and writing tools, etc.
5. What to wear
Protect yourself from insects and the sun by covering exposed skin with protective
clothes and wearing long-sleeved, loose-fitting clothing when visiting forest or seaside
areas. Please note that rain boots are not essential, but wearing flip-flops or sandals are
not recommended. We are expecting extremely high temperatures and high humidity
during our trip to Yoichi. We would like to remind you to dress appropriately to
manage weather changes and stay hydrated to prevent yourself from dehydration andheat-related illnesses.

76. Other Notes- Each group experience will be led by a facilitator and assisting staff.
- Accompanying teaching staff will respond in the event of unforeseen injury or accident
to participants during the course.
- The content of the program may change depending on weather and site conditions.
- Students will facilitate reflections at the university after the field trip and join theafternoon’s presentations online.

*3: Assessment Criterion for Group Presentation
1. Research/ Contents
The presentation is appropriate for the assigned topic/ theme.
The presentation contains accurate information.
The material included is relevant to the overall message/purpose.
An appropriate amount of material is prepared, and points made adequately reflect
their relative importance.
The presentation suitably cites the requisite number of appropriate references.
2. Organization
Information is presented in a logical sequence.
The introduction is attention-getting, lays out the problem well, and establishes aframework for the rest of the presentation.
There is an obvious conclusion (concrete idea/ action plan for the solution of the
problem) summarizing the presentation.
3. Materials (PPT sheets)
Visual aids are well prepared, informative and effective.
4. Presentation (including discussions)
Speaker uses a clear, audible voice.
Delivery is poised, controlled, and smooth.
Good language skills and pronunciation are used.
5. Time management
The length of the presentation is within the assigned time limits.

Assignment Submission Instructions
You must submit the assignment for this program in order to receive credit after you
completed “Group Presentation’ on August 9th.
The assignment is connected to the real-time lectures. Final Report should be doublespaced 2 pages in length.
NOTE: Please ensure that you write your name on your assignment.
The deadline for submission is Friday, August 18th. Please submit your assignments via
e-mail, with a subject title of:“Essay for ESD 2023” to: support-edu@edu.hokudai.ac.jp8VenueStudent Communication Station
Kita 15, Nishi 8, Kita-ku, Sapporo
Aug/3 Thursday, Morning
2F, Lecture Room L1（209）Aug/3 Thursday, Afternoon
1F, Lecture Room L2 (111)Aug/4-9 Friday- Wednesday
1F, Lecture Room L2 (111)

Access to Classroom

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Program Outline:

Yoichi Eco-Village
Junka Sakamoto,

Ecovillages, having attracted
attention as a sustainablecommunity model and a means tosolve regional challenges such as
depopulation and child rearing,
have grown all over the world,
and are reported to total over
15,000.
There is a commonality shared bythese organizations in terms ofenvironmental issues such as those occurring worldwide, economic
problems, as well as social issues, for instance, hermit youth crises andcommunity corruption.

Regenerating of all types of resources, ensuring that the ecosystem or
habitat within a community prospers is a significant concept for asustainable future, as well as having the mindset to produce and10manufacture products and items in harmony with nature and create ascheme for neighbors to help each other.
Starting in 2009, our project, aims to raiseawareness of citizens living in cities andrevitalize rural areas through crossgeneration, cross-cultural communication.
We have attempted to demonstrate how inpractice we can reduce the human impact on
the natural environment by working on 2-haof farmland, 2-ha of woodland, and 2-ha ofgrass field in Yoichi town. We growvegetables and fruits, raise chickens andproduce wine, in collaboration with
university students and experts, coupled withvolunteers from abroad and company
employees from Tokyo.
We also provide learning opportunities
through hands-on experiences, collaboratingwith local producers, utilizing local
resources. In this program, you will reflect
on your living, ponder what your lifestyle is
and what community should be like, throughexperiences such as farming and taking careof the woodland at the Ecovillage. You will
also visit the Yoichi fisheries museum and try
beach-combing on Moire beach, to further
understand the various problems happeningaround the coast and in the ocean. The day
after the excursion in Yoichi, you will
discuss solutions related to these challenges
and generate ideas with the aim of creating a better world.

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Lecture 1

Indigenous Perspectives on Building
Sustainable Communities
Tatsiana Tsagelnik,
Teaching Fellow, ESD Campus Asia-Pacific 2023
Ph.D. Student at Hokkaido University

Abstract:
The Sustainable Development Goals (SDGs), adopted by the UN,
aim to deal with such issues as poverty, health, protection of theenvironment, reduction of inequalities, etc. All these issues have a
direct relation to the well-being of Indigenous Peoples all over theworld. However, Indigenous Peoples’ sustainable development
goes beyond the general list of adopted SDGs, which does notprovide sufficient attention to the right of Indigenous Peoples for
self-determined development and collective rights to land andresources.
The colonization process has caused severe damage not only to the
traditional livelihood, culture, and language of Indigenous people
but also to the social, economic, educational, and politicalfoundation of Indigenous societies. Many Indigenous Peoples haveto struggle against the legislation of the dominant society toreclaim their rights and rebuild healthy and sustainablecommunities. In this lecture, we will discuss what are theIndigenous perspectives on the resurgence of an Indigenous
sustainable community, with a focus on the examples from Ainu,
the Indigenous people of Japan.

12Lecture 2

Place-Based Climate Action andSustainability Transitions
Andrew Reeves
Senior Lecturer
Energy and Sustainable Development,
De Montfort University, UK

Abstract:
The imperative to address the climate emergency has led to discussions,agreements and actions at an international level, but what does thisagenda entail for specific communities, municipalities and regions? The
local and regional scale is key for climate action in a range of ways: as
the geographical scale in which existing natural systems or infrastructure
may be affected by and would need to adapt to climate impacts; as thelevel in which new systems for energy provision, food production andmore may be realized; and as the scale in which local and regional
governance and collaboration between businesses and civil society may
play a key part in innovation and solution strategies. The local andregional scale also plays a key role in public engagement and education,
due to both impacts and strategies being more tangible and the social andeconomic ties that bind together place-based communities.
This interactive session explores the context and theory of place-based
climate action, examples of practice and opportunities for agency
drawing upon examples from the UK and around the world.
Discussion Topics:
Discussion 1: What is an example of something that needs to change toaddress climate change where you live? Who are the key actors involved,
and what might either drive or hold back action?
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Discussion 2: What examples of action on climate change orsustainability have inspired you? How do you see your own role in
influencing change – now or in the future?

Session Structure:
10 minutes: Welcome and opening comments: Climate and Place – what
does climate change mean for a place you care about? (word-cloud of
key words from interactive poll)
20 minutes: Input 1: The case for place-based climate action and ways tothink about change (including systems thinking, the multi-level
perspective and grassroots innovations)
15 minutes: Discussion 1: What is an example of something that needs tochange to address climate change where you live? Who are the key
actors involved, and what might either drive or hold back action?
20 minutes: Input 2: Examples of practices and exploring our own
agency and influence
15 minutes: Discussion 2: What examples of action on climate change orsustainability have inspired you? How do you see your own role in
influencing change – now or in the future?
10 minutes: Questions and Answers

14Lecture 3

Education, participatory democracy,
and sustainable development
Daniel Schugurensky
Professor
Arizona State University

Abstract:
This interactive lecture will examine two avenues that can contribute topromote sustainable-oriented policies and practices: education andparticipatory democracy.
The first part will deal with education. Target 4.7 of the U.N.
Sustainable Development Goals (“education for sustainable development
and global citizenship” states by 2030 “all learners should acquire theknowledge and skills needed to promote sustainable development”. It ispertinent to note that “all learners” encompasses everyone along thelifespan, and not only schoolchildren. Having said that, a few questions
arise: Which ‘knowledge’ and ‘skills’ should be nurtured, and what
pedagogical approaches should be considered? What about thedevelopment of values and dispositions? How can students distinguish
genuine efforts from ‘greenwashing’? Furthermore, what about thedevelopment of civic and political competencies to promote sustainable
development in societies characterized by unequal relations of power?
Finally, what is ‘global citizenship’, and how ‘global citizenshipeducation’ relates to sustainability transitions? This part of the lecture
will discuss these issues, with particular attention to proposals inspiredby the ideas of educator Paulo Freire on ecopedagy and issues related toagency. In the second part of the lecture, we will discuss participatory
mechanisms that encourage the active engagement of citizens and civilsociety organizations in the development and implementation of climate
policies, programs and activities. Among the different participatory
democracy mechanisms used around the world to promote sustainable
development and address climate change, we will focus on four: citizen
assemblies, participatory budgeting, participatory policymaking, and15

legislative theater. Examples from different parts of the world will be
discussed.

Discussion Topics:
1. What have you learned about sustainability in the formal, nonformal
and informal education systems throughout your lives, and how have youlearned it? What are your main insights from those experiences?
2. If you were in charge of designing, implementing and/or evaluating
an educational project to promote sustainable development in yourcommunity, what would you do?
3. From your perspective, what are the pros and cons of the different
participatory democracy mechanisms for promoting sustainability
transitions?
4. If you had to select one participatory mechanism to promotesustainability in your community, which one would you choose, andwhy? How would you proceed?

16Lecture 5

Transformation of people's thought
through community development
Takashi Miyazaki
Professor Emeritus
Hokkaido University

Abstract:
thinking and our worldview. However, the mere emphasis by experts on
the crisis will not immediately change people's ways of thinking. On thecontrary, a situation in which experts and technocrats control the people
may lead to the deterioration of democracy.
How, then, can the people themselves generate their thoughts that areoriented toward a sustainable society?
In this lecture, we will examine the logic of the development of popular
thought, focusing on the learning process in community development
practice. Taking up the public pollution problem in Japan, the Farmers'
College Movement and the Movement for a Food, Energy, and Care
(FEC) self-sufficiency community as case studies, the lecture will

Discussion Topics:
Discussion 1: Under what circumstances does a change in worldview
occur? Have you ever experienced a shift in your worldview? Whatand how do people learn in the process of that change?
Discussion 2: Do you think people's worldviews can change as a result of
their experiences in community development? Why is that?

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Hokkaido サマー・インスティテュート 2023

授業アンケート

Course questionnaire (Hokkaido Summer Institute 2023)

下記 QR コードまたはリンクから授業アンケート回答フォームに進み、アンケートに英語
または日本語でお答えください。回答は 5 分程度で終了します。
回答いただいた内容は，匿名の回答として集計され、授業・プログラム改善の目的に使用されます。

あなたの意見が今後の授業改善に生かされますので、ご協力をお願いいたします。
Please answer the questionnaire using the QR code or link below, and fill out
our survey in English or Japanese. It will take approximately 5 minutes tocomplete.
All responses will be kept anonymous. Your feedback is very important andwill help us to evaluate and improve our program.
We appreciate your understanding and cooperation .

授業アンケート回答フォーム：

https://hokkaidosummerinstitute.oia.hokudai.ac.jp/evaluation/

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E

SD
Campus Asia-Pacific
Program 2023
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