主後

催：大学コンソーシアムとちぎ 宇都宮大学
援 ：（ 公 社 ） 栃 木 県 経 済 同 友 会 （ 公 財 ） 栃 木 県 国 際 交 流 協 会 、NPO 法 人 宇 都 宮 市 国 際 交 流 協 会 い っ く ら 国 際 文 化 交 流 会
協
賛 ：（ 公 財 ） あ し ぎ ん 国 際 交 流 財 団
特別協力：宇都宮市創造都市研究センター

JICA 筑 波 セ ン タ ーTable of Contents（敬称略）
Aim & Rules・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ 1
Introduction・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ 2
Information ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ 4
Schedule

・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・5

倫理綱領・個別ガイドライン・問題事例
Code of Ethics for International Career Education Program/Specific Guidelines/
Problematic Cases ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ 6
Opening Lecture (Kazuhiko Yoshida, Ph.D.)
Time for us to Move On!? - Hints to Take International Action・ ・ ・ ・ ・ ・ ・ ・ ・ 8Work Group Session A (Gregory Wolf)
Make It Up / Make It Happen： Collaboratively Creating an Original Future・ ・ ・ 10Work Group Session B (Takeshi Komino)
Learning from Yesterday, For Safer Tomorrow; Skills Required in the Age of New
Normal・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ 13Work Group Session C (Tatsuhiro Ohkubo, Dr of Agric.)
Multidisciplinary Approach in Field-based Studies・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ 15Work Group Session D (Ana Sueyoshi, M. Phil.)
Maximizing

Individual

ChoiceandCapabilities

by

Building

Transnational

Careers・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ 18
Work Group Session E (Bernadett Kiss, Ph.D.)
Dreams, Skills, Jobs & Well-being・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ 21
Work Group Session F (Sugit Arjon, Ph.D.)
Human Security Paradigm： Partnership in Non-traditional Security Issues・ ・ ・ 24

● Aim & Rules
Each participant in International Education Seminar should abide the following
rules in order to achieve the aim.
AIMEngage with those who wish to work on the world stage.

Grasp the image of “working in society with motivation”.

Provide opportunities to think about your roles in local and global societies.



Find motivation to actively pursue your career.

RULES


Speak out! Share your opinions freely.

Make sure that we all participants.

Have your own ideas as well as respecting different ideas of others.



Express your own opinion.



Try to make a congenial atmosphere to encourage interest and creativity.



Always be punctual.

Pay attention to safety and to your health.

１

● Introduction
To Everyone who will participate in “International Career Education Program”

Kazuhiko Yoshida, Ph.D.
Director, International Career Education Program
Professor, School of International Studies, Utsunomiya University
During their college years, many young people hold a deep interest in
participating in international career programs, in working as
international interns abroad and for global companies in Japan, orpartaking in programs aiming to nurture individuals capable of contributing to theinternational community via governments, corporations and universities.
The objective of our International Career Education Program is the education of a global
perspective for people who wish to pursue international careers. For a number of years,“Globalization” and “Glocalization” have become two key concepts in education, and thatreflects the increasing importance of global issues in local societies.
Our program has been held every year since 2004 with participants mainly from the School ofInternational Studies at Utsunomiya University and other universities in Tochigi. 1940
participants (1178 from Utsunomiya University and 768 from other institutions) havecompleted this program since it was founded.
There are three subjects in this program that provide opportunities for participants to think
about their roles in local and global societies.
“International Career Education” (conducted in Japanese) and “The International Career
Seminar,” (conducted in English) are three-day seminars that include guest lecturers with
global career paths. The working group sessions during these seminars consist of four themes:“International Business”, “International Cooperation/Contribution”, “Multi-cultural Society
and Japan”, and “Cross-cultural Understanding/Communication”. We invite scholars from
noted universities and business leaders from major companies with front line experience on
the international stage as lecturers for each seminar.
“International Career Internship” involves onsite training at domestic or overseas companies,
as well as in government, or NGO/NPO’s. We provide opportunities to join unique andattractive companies both domestic and abroad for internships which is held during spring andsummer breaks.
We suggest that you take all the programs but selective participation is always welcomed.
Every year, we have some senior high school students, a large number of participants fromvarious universities both inside and outside Tochigi Prefecture as well as working people froma range of business fields.

２

We hope everyone can participate and discover an “International Career” together and findtheir own “Career Path” for the benefit of both international and regional societies.
Through support from Tochigi Prefecture, we organized this seminar as a joint program
between the Consortium of Universities in Tochigi and Utsunomiya University and under the
auspices of Tochigi Association of Corporate Executives, Tochigi International Association,
Nonprofit Organization Utsunomiya City International Association, Inter-Cultural Community
Life Association and JICA Tsukuba International Center. Also, we receive sponsorship from
Ashigin International Foundation and Research Center for Creative City Utsunomiya.
We would like to express our deepest gratitude to all of those organizations and companies
for their kind cooperation and generous support.

３

● Information
１）科

目

名：

International Career Seminar 2022

２）テ

ー

マ：

グローバル時代のキャリア形成を考える

程：2022 年 10 月 1 日 (土 )， 8 日 (土 )， 10 月 9 日 (日 )３）日事 前 指 導 ： 2022 年 7 月 20 日 (水 )４）実施形態：

Zoom に よ る オ ン ラ イ ン 授 業５ ） プ ロ グ ラ ム：

5 頁を参照６ ） 参 加 定 員：

50 名

７）参

加

費：

無料

８）問

合

せ：

宇都宮大学峰キャンパス事務室
担当：

18:00-19:30※ネットワーク通信料等は自己負担となります
国際学部係（５号館 C 棟１階）

佐藤

＜ 所 在 地 ＞ 〒 321-8505 宇 都 宮 市 峰 町 350＜ 問 合 先 ＞ TEL: 028-649-5172 FAX: 028-649-5171
E-mail: kokuca@miya.jm.utsunomiya-u.ac.jp

４

● Schedule

INTRODUCTORY SESSION-Wednesday, July 20 thTime(JST)

Activity

18:00～ 18:45

Registration, Large group Session

18:45～ 19:30

Work Group Session

SEMINAR DAY 1 - Saturday, October 1 stTime(JST)

Activity

09:00～ 09:30

Registration

09:30～ 09:50

Opening Ceremony and Orientation

09:50～ 12:00

Opening LectureTime for us to Move on!?- Hints to Take International Action:
Kazuhiro Yoshida, Ph.D.

12:00～ 12:50

Lunch

13:00～ 15:00

Panel Discussion by Lecturers

15:10～ 15:30

Introduction to Methods

15:50～ 17:50

Work Group Session
A “Cross-cultural Understanding / Communication”:

Gregory Wolf

B “International Cooperation / Contribution”:

Takeshi Komino

C “International Cooperation / Contribution”:

Tatsuhiro Ohkubo, Dr.Agric.

D “Multicultural Societies and Japan”:

Ana Sueyoshi, M.Phil.

E “Environmental Governance and Multicultural Societies”:
Bernadett Kiss, Ph.D.
F “International Cooperation / Contribution”: Sugit Arjon, Ph.D.

SEMINAR DAY 2 - Saturday, October 8 thTime(JST)

Activity

08:30～ 12:00

Work Group Session

12:00～ 12:50

Lunch

13:00～ 15:30

Work Group Session

15:30～ 16:30

Wrap-up Session and Presentation Preparation

16:30～ 17:30

Presentation Rehearsal

17:30～ 18:30

Presentation Preparation

SEMINAR DAY 3 - Sunday, October 9 thTime(JST)

Activity

08:30～ 10:00

Presentation Preparation

10:00～ 12:20

Final Presentation

12:20～ 13:10

Lunch

13:30～ 15:00

Reflection and Closing Ceremony

５

●倫理綱領・個別ガイドライン・問題事例
Code of Ethics for International Career Education Program/ Specific Guidelines/ Problematic Cases
1. 国 際 キ ャ リ ア 教 育 プ ロ グ ラ ム 倫 理 綱 領
本プログラムの関係者は、以下の原則に従って行動します。
① その活動において、常に基本的人権と個人の尊厳を尊重します。
② 国際学部並びに本プログラムの教育目標の実現に資する教育を行うために、改善と向上に努め、学生の自発的な学習を支援します。
③ 学 修 目 標 を 明 確 に 示 し 、学 生 へ の 対 応 や 成 績 評 価 な ど の 学 生 指 導 全 般 に お い て 、公 正 を確保します。

④ 個人情報の保護に最大限の注意を払います。
2. 倫 理 綱 領 に 基 づ く 個 別 ガ イ ド ラ イ ン
以上の倫理綱領に基づき、特に以下の点について配慮をお願いいたします。
① 人種やジェンダー、言語、宗教、国籍、社会的背景、年齢等が異なる多様な参加者で構成されているプログラムであることに留意しつつ行動します。
② 食事や信仰生活を含む生活様式を尊重し、可能な限り対応します。
③ ハラスメントに該当する行為は決して行いません。
④ ハ ラ ス メ ン ト に 関 す る 情 報 を 得 た り 相 談 を 受 け た 場 合 に は 、放 置 せ ず に 対 応 し ま す 。
⑤ 参加者による主体的な学びを尊重し、その提案や意見を積極的に取り入れます。
3. 具 体 的 な 過 去 の 問 題 事 例（ 事 例 に あ る 「 参 加 者 」 と は 、 講 師 、 ス タ ッ フ 、 学 生 等 の 参 加 者 全 員 を 意 味 し ま す 。）
事 例 1） 国 籍 に よ る 差 別 発 言
ある参加者から「A 国人は物を盗む」といった国籍による差別的な発言があり、その国籍を有する他の参加者の尊厳が傷つけられる事態が発生した。
事 例 2） ジ ェ ン ダ ー や 多 様 性 へ の 配 慮 を 欠 い た 発 言
あ る 参 加 者 が 、男 性 的 な 服 装 を し て い る 女 性 の 参 加 者 に 対 し て 、「いい歳なのだから、もう少し女性らしくしないと」とジェンダーに関する配慮に欠ける発言があっ た 。そ の 結 果 、ト ラ ン ス ジ ェ ン ダ ー 1 で あ る そ の 女 性 参 加 者 の 尊 厳 が 傷 つ け ら れる事態が発生した。
事 例 3） ハ ラ ス メ ン ト に 該 当 す る 行 為 や 発 言
ある男性参加者が懇親会で他の参加者に酒を飲むようにしつこく勧め、男女問わず「 付 き 合 っ て い る 人 は い る の か 」等 と 質 問 を し て 無 理 に 答 え を 聞 こ う と し た り 、
女性の参加者に対して酔っ払いながら「肩をもんでくれ」と頼んだりした。
事 例 4） 主 体 性 や 協 働 を 認 め な い 教 育分科会において講師が一方的に講義を続けたり、一部の参加者のみが発言を独占する事態が発生した。その結果、学生たちが主体的に協力しながら行う議論や全体発表準備のための作業時間を、十分確保することができなかった。
事 例 5） 許 可 を 得 な い で 行 う 個 人 情 報 や 写 真 の 使 用ある参加者が、他の参加者の連絡先などの個人情報や撮影した写真を、相手の許可 な く SNS な ど を 使 っ て 公 開 し 、 別 の 目 的 で 利 用 し た 。

1

トランスジェンダーとは、出生時に決定された性別に性的違和（性同一性障害）があり、性別を変えて生活していたり、性別を変えたいと思っている人（性と人権ネットワーク作成
パ ネ ル 、 2014 年 よ り ）。

６

1.

Code of Ethics for International Career Education Program
Members of this program shall follow the following principles.
A) We will always respect the basic rights and dignity of others.
B) We will keep striving for excellence in our work in order to achieve the educational
objectives of the Faculty of International Studies and of this program, and will support
students’ active learning.
C) We will clearly show the learning objectives and will act fairly in all educational activities
including student support and evaluation.
D) We will make our utmost efforts to protect personal information.

2.

Specific Guidelines based on the Code of Ethics
We will be always aware of the following guidelines based on the Code of Ethics.
A) We will act with the awareness of diversity of the participants in this program in terms ofrace, gender, language, religion, nationality, social background or age.
B) We will respect the lifestyles of the participants including food and religious life, andwill address related issues as much as possible.
C) We will not engage in any acts of harassment.
D) When we receive any report or request of consultation in relation to the harassment, we
will not ignore these reports but will respond.
E) We will respect the active learning of the participants and will actively realize their ideas
and opinions.

3.

Problematic Cases in Past Programs(“Participants” in the cases below include lecturers, staffs and the students.)
Case 1)Discriminatory remarks against a certain nationality
One of the participants made discriminatory remarks such as “people from country A
are burglars.” Consequently, the dignity of another participant from country A wascompromised.
Case 2)Remarks showing a lack of consideration for gender and diversity
One of the participants said to another female participant who always wore masculine
clothing, “Now that you are old enough you should appear more feminine.” Becauseof this remark lacking consideration for gender and diversity, the dignity of thetransgender participant was severely compromised.
Case 3)Acts and Remarks of Harassment
One of the male participants repeatedly asked other participants to have drinks at the
party and persistently questioned whether he/ she had a partner. After drinking liquor,
he asked one of the female participants to massage his shoulders.
Case 4)Education not welcoming the active and cooperative learning
In one case, a lecturer only delivered his/her one-way lecture in all the Working Group
Sessions. In another case, a few participants monopolized the discussion. As a result,the participants could not secure enough time for the discussion among themselves andfor preparation of their final presentations in active and cooperative ways.
Case 5)Use of personal information and photographs without permission
One of the participants used personal information and photographs of other participantson SNS media for unrelated purposes and without permission.
1

Transgender is the state of one's gender identity or gender expression not matching
one's assigned sex. Some transgender individuals are living or wishing to live with his/
her transformed sex identity.

７

● Opening LectureThis opening lecture allows participants to take their time and think about how to start
communication in a non-native language, provides an opportunity to rehearse in their mindbuilding relationship with the work group lecturer and group mates, working collaboratively
for the common objective and motivates them to take their international action.

Presenter

Kazuhiko YOSHIDA, Ph.D.
Director, International Career Education
ProgramProfessor, School of International Studies,
Utsunomiya University
ProfileKazuhiko YOSHIDA, descendant of Emishi and Yamato from Northern Honshu, Japan, is thechairperson of the International Career Education Committee and a professor teaching generallinguistics and multilingual communication at School of International Studies, Utsunomiya
University. He is also a non-professional bass player. Music and dance (just like languages)
always bring him joy and interesting communication issues to consider. In the mid-80s of thelast century he was just a 25-year-old hopeless mediocre Japanese monolingual punk. Having
hit rock bottom with communication problems in everyday life he felt isolated from everyone
else in the world. Inspired by an adventure novel saying “So, to devour landscapes, that’s thething I should do now,” he decided to move to a place where nobody knew him. That was
Montpellier, France in which people of 140 different nationalities live. Luckily he started his
social life and his study of languages and linguistics in such an ideal multicultural andmultilingual environment. While being enrolled in the graduate school, he was sent as avisiting lecturer to Pakistan for 2 years then to Thailand for 3 years. He has been working for
Utsunomiya University since 2003 after receiving a Ph.D. in linguistics, and supporting JICA
volunteer teachers overseas since 2014. He has been learning and using a dozen languages
which are indispensable for communication with people around him.

Current Work and Research Topics
At the university, he gives lectures and seminars in general linguistics, multilingual
communication, Japanese as a foreign language and foreign language education in which
students from different countries of diverse social, cultural and linguistic backgrounds meet,work together, change perspectives, teach and learn from each other and cultivate their８communication skills. In linguistics, he is much interested in relationships between language
and human cognition and conducts contrastive research between different languages on
information structure both in sentences and in discourse. In educational studies, he is carryingout surveys of successful foreign language learners and roles of language instructors. Also, heis working hard on philosophy or methodological issues of language science.

Main Activities for the Opening Lecture
The lecture discusses cases of multilingual communication and multicultural collaborative
activities in international communities, based on the lecturer’s own experience. Through thediscussions, students will notice tips by themselves to apply for their trials and efforts in thework group session and in their real life. Also, the lecture gives an instruction on how tostart to use the Workbook and explains key concepts in the book.
Keywords:
Imagination
Living a multilingual life
Living in a community
List of topics: What is information gap?
 Playing games in social contexts
 Adding another means of communication than the mother tongue Finding your role and playing it Changing perspectives
 Getting back to basics
 Etc.

Refernece
Nothing will be specially required, so long as you are able and ready to talk about
everyday topics coherently with people who happen to be next to you in the morning
session on the day 1. If you are not really self-confident, the following books (or otherbooks of similar topics) will be helpful.
中 井 俊 樹 （ 編 集 )(2009)『 大 学 生 の た め の 教 室 英 語 表 現 300』 ア ル ク
塚 本 亮 （ 2021）『 ネ イ テ ィ ブ な ら 12 歳 ま で に 覚 え る 80 パ タ ー ン で 英 語 が 止 ま ら な い ! 』
高橋書店
If you find it difficult to motivate yourself to communicate in English these rather
small but inspiring books are highly recommended:
塩 田 勉 (2001)『 お じ さ ん 、 語 学 す る 』 集 英 社 新 書
竹 内 理 (2007)『「 達 人 」 の 英 語 学 習 法 』 草 思 社

９

● Work Group Session A

Presenter

Gregory WOLF
Youth Theatre Japan
Project Manager, Teaching Artist, Songwriter

ProfileGregory Wolf works at Youth Theatre Japan (@ytj_official), an 18-year old startup that creates
new value in the areas of education and entertainment. Gregory holds a BA in theatre and East
Asian Studies and has studied, written, directed, and appeared onstage in theatre productions
throughout Japan and the United States. He has an artistic background in acting, directing,collaborative-theatre-making, and songwriting. While most of his life has been spent in the
United States, he has lived in Japan as a child, a student, and now an adult.

Current Work and Research Topics
I currently work at Youth Theatre Japan as the project manager for an artistic and educational
project called wordplay (which I helped create 2 years ago). wordplay is a magical world
where the alphabet comes to life and children enjoy English, diversity, and creativity.
This year, in 40 different locations throughout Kanto, Kansai, and Chubu, nearly 1,000
children ages 7-12 will rehearse and perform the wordplay musical. As project manager for
this, I collaborate with a multicultural team of illustrators, choreographers, video editors,
musicians, dance teachers, English teachers, singing teachers, acting teachers, marketing
professionals, merchandise sales professionals, studio managers, corporate managers, andothers. Together, we aim to contribute to children’s lives, to Youth Theatre Japan, and tosociety.

Career Path
I graduated with the highly unusual combination of the two majors of Theatre and East AsianStudies (in other words, I learned how to make art in English and how to have conversationsin Japanese). Everyone, including me, had little expectation of there being any job in the worldthat combined these skills (it can be hard to find a job that uses even one of these skills). Yet,to the surprise of everyone, including me, I now have a job at YTJ which uses both!
Prior to Youth Theatre Japan, I worked as an assistant English teacher in junior high school
１０and elementary school in Kobe and, before that, spent a year volunteering with children’s andyouth community-based education programs in the Eastern United States (and before that I
was in college).

Main Topics for Group Work Session
I believe the world can benefit from new, original, collaborative projects (doing somethingthat has never been done before and inviting others into the process), and there are many
people who would like to make such projects. I am one of these people, and I think you are
too.
Perhaps you are thinking: wait! Where do I start? How do I get an original idea? Who can help
me? Where will I get money? How do I know I am actually making a positive difference in theworld?
Fear not. Everything in life is hard anyway, so why not aim for a noble goal and create
something you love?
In this session, I will share my limited knowledge of the process of HOW TO make original
and inclusive projects. We will talk about how to
1. Think collaboratively and globally
2. Search for inspiration
3. Make concrete plans
And we will not just talk; we will do. By the end, you will create your own concrete plan foryour own original project in education, entertainment, art, business, or activism. You canchoose whether or not to do the project on your own time after the seminar, but we will createa plan together.
I cannot wait to see your ideas!

Key Words
Absence
Reference
Organic Growth
Unity in Diversity
Fail Faster

·
·
·
·
·

References
1.
2.
3.
4.
5.

Applebaum, Ann, Ronald Young Jr., Jacob Weisberg, Solvable Podcast (Pushkin
Industries)
Bogart, Ann, And Then You Act (Routledge, 2007)
Doerries, Bryan, The Theater of War: What Ancient Greek Tragedies Can Teach Us
Today (Penguin Random House, 2015)
Gaiman, Neil, Speech at Bucknell Forum tech/no (2012)
Stella Adler Studio of Acting, Actor Warrior
１１

6.
7.
8.

UNESCO, Four Statements on the Race Question (1967)
Universal House of Justice, The, The Promise of World Peace (1985)
Youth Theatre Japan, Company Principles

Reading
This seminar is about YOU creating, but first let us look at some other creative people for
inspiration and reference.
1. Please first read the company principles of Youth Theatre Japan (as they summarize anumber of key ideas that are helpful for collaboration and creativity).
https://drive.google.com/file/d/1lOyC1vOIqJlK__xQ2DzdB5M0q_DLmg06/view?usp=sharing
2. Next, please pick any two of the following four reference projects, and watch the videos
or read the article. Each of them is just one example of an original and collaborative
project/movement in the US, Japan, or somewhere else. Maybe we will find them inspiring.
a.
EDUCATION PROJECT: Girls Make Games: https://youtu.be/ptqdwPuFG_Eb.
ACTIVISM PROJECT: #EducationisnotaCrime Street Art Campaign:
https://vimeo.com/214890238?embedded=true&source=video_title&owner=4713
0166
c.
ART PROJECT: Afrofuturism:
https://www.youtube.com/watch?v=bmEShkZaxuYd.
BUSINESS PROJECT: Mitaka Multi-Generational Home:
https://note.com/mrn1224/n/ne16b1e6fdf35

１２

●Work Group Session B

Presenter

Takeshi KOMINO
General Secretary of CWS JapanCWS Japan

ProfileAfter my career in working in Afghanistan, Pakistan, Myanmar, Thailand, I started to be
involved in NGO activities in Japan from east Japan Earthquake and Tsunami in 2011. I
currently serve as General Secretary of CWS Japan, and my responsibilities include: oversightand management of CWS Japan projects in Japan and liaison and oversight for Japan-funded
projects elsewhere in Asia; leadership in fundraising and programming for emergency, disasterrisk reduction, climate change adaptation programs in Asia; serve as resource person for CWS
Global in disaster risk reduction as part of Technical Unit, and emergency response in theevent of a major, sudden onset disasters; and representational role in key networks in Japanand in Asia region.
My current representational roles include: Deputy Chairperson, Executive Committee member, leader in innovation hub, Asian
Disaster Reduction and Response Network (ADRRN): 2014-current.
 Chairperson, Japan Quality and Accountability Network (JQAN): 2015-current.
 Joint secretariat, Japan CSO Coalition for DRR (JCC-DRR): 2014-current.
 Co-founder and a member, NGO2030: 2017-current.
 Co-founder and a member, More Impact: 2016-current.

Current Work and Research Topics
Our work involves emergency response for life-saving needs of disaster-hit areas both within
and outside of Japan, and spreading the know-how on disaster risk reduction, which I believe
it is relevant for everyone in this era. It involves working with many stakeholders, startingfrom communities across the Asian region, local and international NGOs, local and central
governments, private companies, universities and researchers, as well as internationalorganizations. It is sort of like, producer for resilience, and I take great pride in the impactof what we collectively achieve.
１３

Career Path
Please see below video for my career path:
https://www.youtube.com/watch?v=kkc4HH7Y3Y0
2020 年 10 月 2 日 開 催 NGO 職 員 の キ ャ リ ア ぶ っ ち ゃ け 対 談 vol.1 小 美 野 剛 （ JPF
代 表 理 事 ）、 渡 辺 早 希 （ WELgee リ ソ ー ス 部 門 統 括 ）Main Topics for the Workshop
Disaster are ever increasing, and protecting ourselves from disaster risk is becoming apriority, no matter what your professions are. This course explores evolution of disasterrisk reduction field, and see critical skills required in ever-disaster prone time of our lives;
the New Normal. We will explore learning from the experience and strengths to be derived
from each participant’s hometown. The flow will be the course will be as follows:
1. The course will provide an overview of disaster risk reduction, and why it isrelevant/important in the society.
2. We will explore specific disasters that happened in the hometown of the participants.
3. We will explore how to practically reduce the risks.

Key WordsDisaster risk reduction
Sendai Framework for DRR
Resilience

References

The Citizen’s Guide to the Sendai Framework for Disaster Risk Reduction
https://jcc-drr.net/wpJD/wp-content/uploads/2017/03/SFDRR_EN_1a.pdf

Sendai Framework for Disaster Risk Reduction
https://www.youtube.com/watch?v=izpDdnaSxN0

(Japanese) 命 を 守 る 防 災 教 育https://www.youtube.com/watch?v=yXE1PvHLzpw

Required Reading and Assignment
1.
2.
3.

Please visit this website (https://disaportal.gsi.go.jp/) and identify hazard map of where
you live.
Describe key disaster risks in your area.
Please visit the website of local authority of where you are from (hometown), and search
for the information on past disasters. Please list up at least 3 disasters that happened in
the past (including year and damage).

We will ask each participant to do brief presentation at the beginning of the session – one wayof getting to know each other!

１４

● Work Group Session C

Presenter

Tatsuhiro OHKUBO, Dr. Agric.
Professor, School of Agriculture,
Utusnomiya University

ProfileOhkubo was born in Tokyo in 1959, and grew up in Tokyo, Nagoya and Kanagawa. He
experienced the fun of field-based programs through Boy Scouts activities during his primaryand junior high school days. He was interested in mountaineering, astronomy and plant sciencein high school. He chose forestry for the undergraduate study at Utsunomiya University (UU),
and then undertook further study on beech forest ecology in postgraduate study (Master) inTokyo. After appointment to the a research assistant at UU, he started overseas field-based
studies in Europe, USA, and SE Asia for the short- and long-term. Recently, he has been
involved in the UU overseas English program at Universiti Malaysia Sarawak (UNIMAS) as
an instructor/coordinator.

Current Work and Career Path
Ohkubo is teaching the subjects of Forest Ecology, Silviculture, Forest environment (Forestsoil), Forest Protection (Fire, Pest, Insect, Radioactive substance and others) and their fieldpracticums in undergraduate and graduate programs in the Department of Forest Science,
School of Agriculture, UU. He is a field-based forest ecologist. His current research interest
is on "Effects of natural and anthropogenic disturbance on pattern and process of regeneration
resilience in Tropical Forests of South East Asia (Sarawak/Malaysia, Northern Thailand, South
China) and Temperate Deciduous Forests in East Asia (Japan, Korea).” He was a founder andformer director of the Satoyama Science Center of School of Agriculture, UU. At the UN
Convention of Biological Diversity COP10 in Nagoya in 2010, he worked as the Kanto-Chubu
cluster co-chair of Japan Sayoyama-Satoumi Assessment (JSSA) and compiled a report, KantoChubu cluster; The future of Satoyama, Satoumi and Cities in Satoyama-Satoumi Ecosystems
and Human Well-Being: Socio-Ecological Production Landscapes of Japan. After the nuclear
power plant accidents in Fukushima in 2011, he started studies on radioactive cesium dynamics
in forest ecosystems, especially focusing on resume of leaf litter origin compost production in
deciduous broad leaved forests in Satoyama, Tochigi.
He studied forestry as an undergraduate, then had further studies on forest ecology in amaster’s program at a graduate school in Japan. After graduation he started professional
１５

research and teaching work in academia at UU. As for his international career, he started ashort-term field-based research project in Korea, Europe, and USA concerning beech forest
ecology. Then he was involved in a long-term residential-type field-based research project inSarawak, Malaysia; Chiang Mai, Thailand and Guanxi, China for the restoration and a
resilience study on degraded forest areas. Through the project, he came to know about theimportance of team building, project management and communication. During his sabbaticalterm in 2005 he had an opportunity to stay at a professional forestry school as a visiting facultyin Connecticut, North Eastern USA; together with local and foreign students from around theworld, he experienced multidisciplinary approaches to solve complex issues on sustainable
forest and natural resource management, and also the importance of strengthening professional
communication skills for non-native speakers through active learning.

Main topics for Workshop
The aim of this session is to analyze complex issues on sustainable land use and natural
resources management. Issues can be both ecosystems (biodiversity and the environment)(climate hazards, fire, animals, insects, pathogens etc.) and social (multiple value conflicts,
property rights, over and under use etc). Solutions are sought through synthesis and analysisof relevant literature for field-based case studies that are of common interest for theparticipants with various backgrounds and disciplines. The participants will try to introduce
solutions for the complex issues from each case study of projects in different area andcommunities. The instructor will be happy to discuss mutual interests with participants in fieldstudies, especially considering rural and mountain region in SE and E Asia.

List of keywords
Field Science
Multidisciplinary Approach
Natural Resources Management
Rural Area Studies
Environmental Conservation
Satoyama, socio-ecological production landscape

References
Shogo Kudo, Doreen I. Allasiw, Kanako Omi, Melissa Hansen. Translocal learning approach:A new form of collective learning for sustainability, Resources, Environment andSustainability 2 (2020) 100009
https://www.researchgate.net/publication/348377224_Translocal_learning_approach_A_new_
form_of_collective_learning_for_sustainability
Other references will be posted later in Slack.

Required Reading Assignment
After checking key words and before attending the workshop, as for case studies, theparticipants should choose natural resource management issues and projects to solve thoseissues relating to local/global environmental conservation (Forestry, Agriculture, Fishery andothers) in an area/a country where you are interested in, or where you are already involved in.
And you should prepare answers to/ideas about the following questions.
１６

What was the background of the issues?
What was the project about?
What lesson did you learn from the project?
What were the strengths of the project?
What were the weaknesses of the project?
What were the things you would do differently?
What were the things you can do at home?
This session will be conducted through hybrid flexible learning, combination of face-to-faceand online.

１７

● Work Group Session D

Presenter

Ana SUEYOSHI, M. Phil.
Associate Professor,
School of International Studies,
Utsunomiya University
ProfilePrior to taking my current position, I worked as researcher, economic consultant and economic
advisor in Peru. After my studies at the Graduate School of International Political Economy(GSIPE), Tsukuba University, Japan, I joined the School of International Studies, Utsunomiya
University, where I am in charge of Latin American Studies. My research interests include
Latin American economy, the link between higher education and employability in the APEC
region, and Nikkei workers in Japan, and Nikkei returnee children in their homeland.

Current Work
Currently I am associate professor of Latin American Studies at the School of International
Studies, Utsunomiya University, where besides Spanish language, I also teach an introductory
class to Latin American studies and other more specialized classes meant to present Latin
American politics and society and create an environment that enable constructive classdiscussions. As these classes are also taken by foreign students, it is interesting to listen tocomments and questions from students, whose diverse backgrounds let them findcommonalities and differences between their own history and Latin American history thatenrich further discussion. Before teaching at Utsunomiya University, my research was solely
focused on Latin American economy, more precisely on models of economic growth and theimpact of fiscal policy. In the last decade, I have been able to broaden my research intereststhat now also include the link between higher education and employability in the APEC region,
Nikkei workers in Japan, Nikkei returnee children in their homeland, and since 2016 Japaneseimmigrants in Peru during the WWII. These researches are allowing me to tell the stories ofpeople in Japan and Peru, and to convey them to both societies. For me, there is no greater
satisfaction nor greater reward that tending a bridge between these two countries.

Career Path
Economic Advisor for the United Nations Development Program （ UNDP ） (1992-1993),
１８

Economic Advisor on Public Policy at the Ministry of Finance of the Government of Peru
(1993-1997). Since 2006 teaches courses of Latin American Studies at the School ofInternational Studies, Utsunomiya University. She obtained her Master of Philosophy in
Economic Development and Policy Management, and pursued doctoral studies at the Graduate
School of International Political Economy (GSIPE), Tsukuba University. Her research has
been focused on Latin American economy, the link between higher education andemployability in the APEC region, and Nikkei workers in Japan and Nikkei returnee children
in their homeland.

Main Topics for the Group Work Session
In Japan, the number of South American workers and their families, most of them of Japanese
ancestry or Nikkei, had steadily increased since the late eighties. However, due to theimprovement of the economic conditions in their homelands, different patterns of circularmigration have been observed among first and second generation of Nikkei Peruvians between
Japan and Peru. For the second generation of Nikkei Peruvians, circular migration emerges asa vehicle for self-realization, as Japan and Peru can both become places they can find not only
material or economic well-being, but also emotional and moral well-being. By experiencing
circularity, the second generation of Nikkei Peruvians can make good use of their capabilities
in a manner most meaningful to themselves, opening chances for a career path in either country
or in both that overlaps with their personal goals. Moving between Japan and Peru is
inextricably linked to their own desires and values, which in turn allows them to exercise theiragency in pursuit of a self-conceived better life: they are true agents of their own circularity.
In this working group, after one first session of introduction to the case study, that is to say,transnational mobility of second-generation Nikkei Peruvians, and establishment of the main
theoretical components, the participants will use the same framework to think about their own
career building by having the opportunity for reflection on their own career goals and practices.
The discussion will be focused on the meaning of capability, how circularity opens further
opportunities or freedom for developing or using more capabilities, and how career goals
overlap with personal-life goals and values.

Key Words






Capabilities approach
Self-realization
Transnational-career building
Second-generation Nikkei Peruvians
Circular migration

References

Sen Amartya (2009) The Idea of Justice, Penguin Books.
セン・アマルティア著 、池 本 幸 生 訳 （2011）『正 義 のアイディア』明 石 書 店 。

Nussbaum, Martha C. (2011) Creating Capabilities, the human development approach,Cambridge: the Belknap Press of Harvard University Press.

１９Preparation for the Participants(1) スエヨシ・アナ (2015) 「ペル-と日 本 を行 き来 する子 どもたちー日 系 人 児 童 生 徒 の二 重 準 拠
枠 を視 野 に入 れて-」 田 巻 、スエヨシ（編 ）『越 境 するペル-人 、外 国 人 労 働 者 、日 本 で成 長した若 者 、「帰 国 」した子 どもたち』宇 都 宮 大 学 国 際 学 部 国 際 学 叢 書 第 5 巻 、宇 都 宮 ：下 野
新 聞 社 、150-171 項 。
This reading will provide the participants with a general knowledge of the Nikkei
Peruvian history in Peru and Japan.
(2) Sueyoshi, Ana (2017) “Intergenerational circular migration and differences in identity
building of Nikkei Peruvians,” Wolfram Manzenreiter (ed), Contemporary Japan, Special
Issue, Squared Diaspora: Representations of the Japanese diaspora across time and space,
Routledge, vol. 29, number 2, 230-245.
It covers circular migration between Japan and Peru of first and second generation of
Nikkei Peruvians. Participants should focus on the experience of the second generation.
However, the review of the first generation will also shed light on second-generation
mobility as they are connected and analyzed contrastively .

２０

● Work Group Session E

Presenter

Bernadett Kiss, Ph.D.
Lecturer, Lund University, Sweden

ProfileMy career has followed a winding trail across a variety of landscapes, countries, disciplines
and professions. While the destination has not always been clear, certain interests and values
have carved my path and given me plenty of life experience. In the past 20 years, I haveworked in different multicultural environments with a variety of actors in the field ofcommunication, human resources and environmental project management. Today I am anenvironmental researcher, and, who knows what tomorrow brings.
Finding your 'life call' is not always straightforward, you might require support along the way.
In this session, we explore personal strengths, reflect on individual preferences and see howthese can contribute to career dreams, well-being and the planet's sustainability.

Current Work and Research Topics
I am a lecturer and researcher in environmental management and policy at the International
Institute for Industrial Environmental Economics at Lund University (Sweden). As a
researcher, I am interested in sustainable urban development, and more specifically how we
can sustain a healthy and happy planet through having more and better-quality nature in cities.
Green roofs, street trees, parks, rain gardens and city lagoons help to mitigate and adapt toclimate change, enhance biodiversity and improve environmental quality, while contributing
to our economic and social wellbeing. In the face of increasing environmental, economic andsocial pressures, cities in collaboration with a variety of urban actors, businesses, academia,
NGOs and citizens are important players in transitioning toward urban sustainability. As alecturer, I am devoted to explore together with my students how we can engage in making ourdaily life more sustainable.

Career Path
I have a strong interest in environmental and social issues and the forces inducing different
types of changes in these fields. What helped me to develop this interest has been my life
experience – and my adaptive and reflective nature throughout. My teenage years’ curiosity
yielded two very different degrees: Master of Arts in Scandinavian studies and Bachelor of
２１

Science in business management. My longing for independence in my early 20s introduced me
to different jobs in the business sector. I have worked for both local and international privatecompanies in Hungary, as an office-, communication- and human resource-manager. Later, as
a human resource manager of the European Parliament in Brussels (Belgium), I was part offacilitating the accession process and the acclimatization of hundreds of new employees into
the life of the European institutions. In my late 20s, I started to be interested in environmental
issues, but I could not find a job without an environmental degree. Did I want to go back toschool? Not really, but my growing environmental sensitivity, determination, persistence anddrive for a better world guided me back to a new field of studies and to a new country. By theage of 29, there I was, with another Masters degree, this time in environmental management
and policy from Lund University (Sweden). Who said that education is not important?
Education is important, but it is not everything. Identifying your preferences, knowing andusing your skills, being attentive to your environment and open to opportunities are equallyimportant. In my professional life, I consciously created opportunities to study and work withmy interest, i.e. processes of change. The strong will to deepen this interest brought me aninterdisciplinary doctoral degree in environmental engineering and social sciences at theInternational Institute for Industrial Environmental Economics (Lund, Sweden) and plenty ofinternational experience both in my professional and private life. As a project manager, byorganizing different events and facilitating stakeholder dialogues, I work for a stronger
collaboration and commitment towards sustainable urban and regional development. As a
researcher, I analyze different aspects of sustainable urban development, including
technology- and nature-based innovations, governance dynamics and learning processes. As alecturer, besides sustainable cities, I have been engaged with students in developing theirwriting skills, research methodology and thesis works. I am doing all these with a deep
engagement in both the preset goals and the people involved.

Work Group Session
In this session, we will together explore our ‘nature’ through discussing our dreams,
identifying skills we have and we need to attain to get closer to our dreams and investigating
personal traits and preferences to see what career perspectives all these can offer. This
workshop will be based on established career-coaching practices, including skill mapping,competence profile development and road planning. Participants will have the opportunity to
get to know themselves better through these practices, which will be complemented withguided brainstorming, focused group discussions, individual presentations, and peer feedback
sessions. “You will only get out what you put in” – my hope is that these hours spent working
on yourself will bring you closer to your ‘true nature’ and thus provide you with a better
understanding of what you can offer to society, what society can offer to you and how it all
relates to sustainability.

Key Words
What are the key ideals and dreams that guide your life?
What are you deeply afraid of?
What does sustainability mean to you?

２２

Reference MaterialMyers-Briggs Type Indicator:
https://www.myersbriggs.org/my-mbti-personality-type/mbti-basics/
Character strength survey: https://www.viacharacter.org/
Csikszentmihalyi, M. (2002) Flow. The classic work on how to achieve happiness. London:
Rider

Reading Assignment
As a preparation for the session, I would like you
to do a Myers-Briggs personality test:
https://www.16personalities.com/free-personality-test
to do a character strength test: https://www.viacharacter.org/
to read Chapter: Happiness revisited (pages 1-22) of Csikszentmihalyi (2002)
https://drive.google.com/file/d/10SakFRj5VPpxCVnHPy7RhvvwObqRZIFw/view?usp=sharing
to read Chapter: Work as Flow (pages 143-163) of Csikszentmihalyi (2002)
https://drive.google.com/file/d/13GLQiI825KlIpMjb10jbhKDmvcZX1t1/view?usp=sharing
to watch a short explanation on flow:
https://www.youtube.com/watch?v=8h6IMYRoCZw
to watch Nic Mark’s talk on the happy planet index:
https://www.ted.com/talks/nic_marks_the_happy_planet_index#t-993961
to watch Dan Gilbert’s talk on happiness:
https://www.ted.com/talks/dan_gilbert_the_surprising_science_of_happinessto watch Carol Dweck’s talk on the power of believing that you can improve:https://www.ted.com/talks/carol_dweck_the_power_of_believing_that_you_can_impr
ove
to engage with the working material and assignments

２３

● Work Group Session F

Presenter

Sugit ARJON, Ph.D.
Assistant Professor,
School of International Studies, Utsunomiya
University
Former Visiting Researcher
the Institute of International Relations, and Area
Studies (IIRAS), Ritsumeikan University
ProfileSugit Arjon teaches global governance and global civil society at Utsunomiya University. Sugit
specializes in democratization, state violence, security, political dynasty, and civil-military
relations in the Southeast Asia region and specifically in Indonesia. His doctoral research
focuses on the political dynamics in the post-conflict territory. Before working in academia,
he has professional experience in high-level policymaking with the Minister of Education andCulture of Indonesia and the Executive Office of the President of the Republic of Indonesia.

Current Work and Research Topics
My class this semester introduces students to the structures, practices, norms and actors ofglobal governance. The course examines the origins, development and challenges of global
governance. Global governance is also a study filled with bilateral and multilateral agreements,
apparent contradictions, unstable dynamics, and unresolved questions. Thus, the class also
examines critical and specific problems such as the world's economic, political, cultural, andsecurity dimensions.
Next semester, I will have another class which studies how social movements generate politicalchange through several mediums such as organization, communication and mobilization. The
course focuses on an introduction to civil society, social activities and ideologies. This classfocuses on why specific social movements emerged and how they impact security, national
ideology, policies, culture, and identity.
My current research focuses on the democratic regression in Southeast Asia and its implication
for Japan. Previous studies have highlighted that democratic regression has been happening
globally and impacted many nations during and post-Trump era. The decline of democracy on
a global level also influences the ASEAN members. Democratic regression in Southeast Asia
puts the economic system at risk and produces terrible economic outcomes. This research asks
the following questions: Does democratic regression in ASEAN nations have any notable
impacts on Japan? Between authoritarian and democratic leaderships in ASEAN, whichleadership style best suits Japan's political and economic interests? To answer these questions,
I use the similar metrics used by Kinderman (2021), who focuses on authoritarian capitalism
２４and its impact on business in Europe. He draws on indicators measuring civil and politicalliberties and corruption on the one hand and the ease of doing business, global competitiveness,and innovation on the other hand. However, my model is not limited to such metrics, and I
will also look at how the ASEAN countries' bilateral and multilateral relations with Japan inbusiness and politics.

Career Path
Before working as an Assistant Professor in Global Governance at the School of International
Studies, Utsunomiya University, I was a visiting researcher at the Institute of International
Relations, and Area Studies (IIRAS) at Ritsumeikan University focuses on Conflict andPeacebuilding in Southeast Asia. At the same time, I worked as a Tutor at the Faculty of Global
Liberal Arts, Ritsumeikan University. I was also a research assistant at the Asia-Japan Institute(AJI), which focuses on Human Security in Southeast Asia in the Era of the ASEAN
Community.
Before fully committed to academia, I had a hands-on experience in public policy when I
worked at the Minister of Education and Culture office and the Executive Office of the
President of Indonesia.
My responsibilities in the Minister of Education and Culture office included but were notlimited to monitoring the implementation of the 2013 national curriculum, organizing
workshops and discussions to review the performance of the 2013 national curriculum,assisting in organizing national training for curriculum instructors, conducting desk researchon educational policy comparison of other countries, and develop a road map for the
implementation of curriculum diversification.
In the Executive Office of the President, I experienced a first-hand process of evidence-based
and data-driven public policy is essential in a national scope. Although it often competes with
politically driven decision making. My office managed and was responsible for ensuring theimplementation of strategic initiatives, both international and national, including priority
activities which are of concern to the President. Some of the strategic initiatives that I worked
on were the Post-2015 Development Agenda (Sustainable Development Goals / SDGs), Open
Government Partnership (OGP) and Open Government Indonesia (OGI), and other multilateralnegotiations related to progress in achieving national priority programs, and other strategic
initiatives.
After graduated from Australia, I was also a teacher for elementary school students in a remotearea of Indonesia. I also did an internship at the Indonesian Embassy in Canberra under the
Political Attaché’s supervision.

Outline of Work Group Session
This course aims to introduce the basic concept of human security and advance students'
knowledge about collaborations and partnerships in non-traditional security issues. Students
are expected to be familiar with the idea of non-traditional security, key actors, and current
practice. Upon completing this course, students are expected to be familiar with the threats tohuman security. Grasping the knowledge in human security will help students understand whatskills are needed in the field of human security. Students will understand career development
in non-traditional security career paths in the process.

２５Key Words






Partnership
Diplomacy
Security
Communication
Bilateral

List of Reference Material
Bae, S., & Diaz, D. 2018, The Wax and Wane of Human Security Norms: Revisiting the Cases
of Japan and Canada, Journal of Human Security Studies, Vol. 7 No. 2, 2018, pp.58-78.
Axworthy, L. 2001, Human Security and Global Governance: Putting People First, Global
Governance, Vol. 7, 2001, oo.19-23.
Black, D. 2014, Civil Society and the Promotion of Human Security: Achievements, Limits
and Prospects, Asian Journal of Peacebuilding, Vol. 2, No. 2, pp.169-184.

Reading Assignment for the Participants-

Please read these websites and identify the biggest human security threats to your current
life.
Describe human security threats in your country
What kind of career do you think in the field of human security?
What type of skills are needed in the field of human security?
https://www.iidh.ed.cr/multic/default_12.aspx?contenidoid=ea75e2b1-9265-4296-9d8c3391de83fb42&Portal=IIDHSeguridadEN-

https://www.jica.go.jp/jica-ri/publication/other/jrft3q0000002apsatt/Chapter_10_Working_for_Human_Security_JICAs_Experience.pdf-

https://www.yalejournal.org/publications/putting-people-first-the-growing-influence-ofhuman-security

２６

2022 度 国 際 キ ャ リ ア 教 育 プ ロ グ ラ ム セ ミ ナ ー「 International Career Seminar」 事 前 学 習 資 料 集
発 行 日： 2022 年 7 月 1 日
発
行： 宇 都 宮 大 学 国 際 学 部〒 321-8505 宇 都 宮 市 峰 町 350
TEL: 028(649)5172 FAX: 028(649)5171
E-mail: kokuca@miya.jm.utsunomiya-u.ac.jp

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