AY2021 Center for Inclusive Leadership（CIL）
Research Project Grant
研究代表者

所属・職位

APS/AssociateProfessor

氏名

Research
Representative

Affiliation/Position

研究課題名
Research Title

Towards inclusive historical narratives: Research on the clash of conflict narratives
in the study of international reconciliation and peace

研究メンバー
Research Group
Members

Name

Emilia HEO

氏名

所属

職位

Name

Affiliation

Position

2021 年度 研究経過（研究経過・到達点を明確にご記入ください。800～1,000 字）AY2021 Research Progress (Please state clearly the research progress, results, approx. 400 words.)
AY2021 research progress has been made on the following four aspects:
1. [AY2021 April to August] Data collection on the secondary sources: I have focusedon deepening my knowledge on building the theoretical framework of inclusive narratives andinnovative teaching in IR classrooms by reading books and journal articles. A growing number of
SSCI ranking journals has recently been featuring articles on a more inclusive and active learning
experience as well as pedagogical innovation in the teaching of international relations (IR) such as
European Political Science (EPS) or International Studies Perspective (ISP). I created personal
contact with some of the eminent scholars in the field such as Felix Rosch (Teaching IR throughcontact improvisation) and Yasemin Akbaba (Film, fiction and world politics), Chief editor at ISP forfuture collaboration in research and publication.
2. [AY2021 September to October] Interviewing: I conducted a couple of interviews withprofessors, listed in the CIL research proposal, to collect narratives of peace educator about thedifficulty in teaching controversial issues in the presence of others. I also conducted two in-depth
interviews, one former APU student from Vietnam who currently studies in China but facesconflicting narratives herself in her everyday life (e.g. Her family in Vietnam has a strong
anti-Chinese feeling/narrative while her experience in China provides opposing views), and anothercurrent APU student from Japan but living in US (also exposed to similar contradiction, opposing
Japanese/American narratives on Okinawa issue).
3. [AY2021 November] Conference participation: As stated in the CIL research proposal, I
participated in the 5th annual international conference (in person, Paju, Geyongi-do, Republic ofKorea) on 3-4 November 2021 and the Japanese-South Korean Youth Forum (via zoom) on 17
November 2021 organized by the Catholic Northeast Asia Peace Institute. Twelve youth werepresent in the forum during which each shared how their religious faith affects the way they
perceive Japanese-Korean contemporary relations. I will launch a webinar this year with them toprovide a lecture on reconciliation and observe conflicting narratives shared during the session.
Additionally, I participated in a symposium (via zoom) on “Identifying and countering Holocaust
distortion: Lessons for and from Southeast Asia”on 23-26 November 2021, organized by NeverAgain Association.
4. [AY2021 December to March] Dissemination: I presented a partial outcome of my researchat the Salzburg Global Seminar organized by Jennifer Dunn on 15 December 2021, and shared theresearch background during an interview, released on their official website and a media channel.
12021 年度中の研究発表（予定を含めてご記入ください）
Publication of Research in AY2021 (journal articles, conferences, etc.) (Please include future plans aswell)
発表方法
詳細
Publication
Methods

Details
著書・論文名等
Title of Books or Articles

出版社／掲載誌・巻号等

刊行年月日

Name of Publisher /Name and Volume of Journal

Date ofPublication

著書・論文等
Books or Articles

タイトル
Title

学会名
Name of an Academic Conference

発表年月日
Date ofPresentation

学会等
Presentation at anAcademicConference

その他
OthersIntroducing my ongoing CIL
research in order to create
global network and to raiseinternational exposure

Salzburg Global Seminarhttps://www.youtube.com/watch?v=
WHsHkScYmCQ

11 January2022

https://www.salzburgglobal.org/news/
latest-news/article/introducing-salzb
27 January
urg-global-seminar-korea-foundation
2022-fellows-emilia-s-heo

2022 年度 研究計画（800～1,000 字）
Research Plan for AY2022 (Please state clearly the research progress, results, approx. 400 words.)
Research plan for AY2022 is designed as follows:
1. [AY2022 April to July] Class observation: I plan to make multiple class observations forthe purpose of my CIL research on the clash of conflicting narratives in two courses, International
Peace Studies (200 level, IRP specialization, undergraduate course) and Conflict Resolution (IRspecialization, graduate course). Both assignments and group works are designed to explore
various conflicting narratives on sensitive and controversial historical and contemporary issues.
Participants will be notified in advance that their activities will be observed for the research
purpose. For assignments to be used for research, participants will be given a choice to clearlystate whether they accept their work to be used or not for the research. For those agreed to beused, it will be referred as student A/B/C from X/Y class (without revealing any personalinformation). Based on the collected data, I will proceed with designing inclusive pedagogicalmethods for the purpose mentioned above.
2. [AY2022 August to November] Data Analysis: With the support of DITAs (If I hopefully get2selected to have them) and research assistants, I plan to study, decode, and analyze participants’
written works as well as group activities in order to identify the nature of repetitive conflicting
narratives, the way participants react in the presence of others, and which pedagogical tools may
be implemented in order to create a more inclusive environment for participants to study
international relations and peace. I plan to incorporate aesthetic approach to IR teaching,especially visual arts (art psychology and its interpretation) and literary work (novel), for more
inclusive and comprehensive IR curricula. See for instance Goverde and Berndtson (2009), Holden(2010), or Swimelar (2013).
3. [AY2022 December to March] Dissemination and Publication: The final stage will befocused on writing, editing and publishing. The major research outcome is expected to be
categorized into three fields: assessing conflicting historical narratives participants bring into theuniversity classroom, identifying the major challenges teacher/professor faces when teaching
sensitive controversial issues in multinational university classrooms, and finally developinginnovative pedagogical tools (interdisciplinary and aesthetic approach to IR teaching) for thispurpose. Depending on the result, I plan to target either one of the two SSCI ranking journals,
European Political Science (teaching and training section) and International Studies Perspective(currently emphasizing innovative IR teaching method) or one of the two SCOPUS journals,
International Journal of Innovation and Sustainable Development (inclusive teaching and education)
and Journal of Peace Education (focused on teacher agency).
Goverde, H., and E. Berndtson (2009). Public space, architecture and democracy: Teaching politics
to students from different cultures. European Political Science 8, 123-132.
Holden, G. (2010). World politics, world literature, world cinema. Global Society 24, 381-400.
Swimelar, S. (2013). Visualizing international relations: Assessing student learning through film.
International Studies Perspective 14, 134-149.

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