AY2021 Ce n t e r f o r I n c l u s i v e Le a d e r s h i p （ CI L）
Pe d a g o g y Re s e a r c h a n d Ev e n t Su b s i d y
研究代表者

氏名

所属・職位

Research
Representative

Affiliation/Position

研究課題名
Research Title

Examining the Potentials and Challenges of Grassroots Activism as a
Pedagogical Framework for Implementing Inclusive Sustainable
Development in Societies, Locally, Regionally and Globally

研究メンバー
Research Group
Members

氏名
Name
ALCANTARA LAILANILAYNESAAPSName

FAEZEH MAHICHI所属
Affiliation

ROUX PETRUS WILLEMAPU (APM)

Professor

APU (EDLSC)

AssociateProfessor

Institute for a Secure andSustainable Environment, The
University of Tennessee, USA
Academic Advisor of APU
Faculty of Humanities,
University of Kitakyushu,
Japan
Institute for Applied
Material Flow Management(IfaS), Trier Universityof Applied Sciences,
Germany
Alumni of APU-IMAT Dual
Master Program, Class2012

HUISINGH DONALD

TAKEGAWA DAISUKEDASANAYAKE RANAHANSA

職位
Position

Professor

Professor

Lecturer

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.)
Upon the start of the project in August 2020, the research team frequently met online, communicatedthrough emails, and in-person meetings. we have disseminated the outcome of our research during
AY2021 as follows:1) Presenting in iREEC 2022 (2nd International Conference of International Researchers of theEducation for Environmental Citizenship 2022), March 10th-11th, 2022
Title of our presentation:
Towards a Pedagogy for Inclusive Environmental Citizenship Education: a Preliminary Learning
Analysis for Undergraduate Education at an International University in Japan.
Abstract:
As the global environmental crisis deepens, higher education institutions are challenged to educateand prepare graduates for an uncertain future. Although university administrators and facultyincreasingly recognize the value of multi-disciplinary and integrative approaches for new curricula, thepedagogical support for these efforts remains underdeveloped in higher education. While the United
Nations’ Sustainable Development Goals (SDGs) have helped to focus climate action efforts globally,educational interventions that encourage societal change are clearly urgent. The notion that1

empowering people to become active environmental citizens through education is therefore vital for
safeguarding a sustainable existence.
As part of environmental citizenship education at an international university in Japan, the current
project focuses on investigating grassroots activism to create and expand a relevant and focusedpedagogy for higher education. Aimed specifically at developing inclusive pedagogical practices, theproject is funded through the Center for Inclusive Leadership (CIL) at Ritsumeikan Asia Pacific
University (APU) in Japan. As an international university, APU uniquely hosts a broad diversity ofstudents and faculty from more than 90 countries and regions.
The current, and initial phase involves (1) a scoping of relevant research, and (2) conducting a semiformal stakeholder and learner analysis. Firstly, we report findings from a preliminary literature review
that aimed to find common ground between the different pedagogical approaches employed inenvironmental citizenship education, inclusive leadership studies and sustainability research.
Highlighting some gaps in these overlapping areas, findings indicated that an integrated and inclusive
pedagogy for environmental citizenship education would benefit from further theoretical and practicalclarity which could link universities with local stakeholders. Findings further indicated that Englishbased research literature in the Japanese context is scarce.
Secondly, we began an outline for pedagogical development by performing a learning needs andexpectations analysis. During 2021, pre- and post-semester surveys were conducted in two undergraduate environmental studies courses. These provided insights into learner backgrounds, learning
attitudes and needs, environmental learning expectations, cultural intelligence (CQ) and inclusivity.
Specifically, the Environmental Citizenship Questionnaire (ECQ) was employed to assess its potential
application in higher education. Based on these findings, we attempt to construct a preliminary
framework that would underpin the development of a relevant pedagogy for inclusive environmental
citizenship education in our unique research setting.
2) Presenting in Asia Pacific Conference, December 4th-5th 2021:
Title of our presentation:“Sustainability Practices: A Case Study in Developing an Inclusive Pedagogy for Environmental
Citizenship Education at a Japanese International University.”
Abstract:
Climate emergencies and the global pandemic are increasing the need for creative, radical, andaccelerated responses from traditional establishments. Simultaneously, trends in higher education
curricula emphasize that inculcating the values associated with global citizenship is essential toensure a future of inclusive, sustainable, and peaceful existence. As part of undergraduate education
at an international university in Japan, the current project investigates grassroots activism as ameans to create and develop an inclusive pedagogy for environmental citizenship education. To thisend, we present a learning intervention using elements of project-based and experiential learning as acase study in an environmental course. The learning intervention introduced an organic food market ina Japanese semi-urban area and followed through with an online, group-based cooking project thatutilized organic produce. Instruction aimed to enhance student knowledge and awareness acrosspersonal, cultural, and agri-socio-economic dimensions. We present the results of the intervention,
giving attention to project outcomes, the pre- and post-event measures and student learningreflections. In line with project goals, we discuss implications for learning design and pedagogicaldevelopment for undergraduate education. We further draw attention to the necessity for futureenvironmental learning that would involve and sustain local citizens and institutions for societalbenefit.
23) Advising and working closely with APU students:
Members of the research team have been working with the APU student club, ECOS (EnvironmentalCommunity for Sustainability), and the Beppu local community, KEPC (Kamegawa Environmental
Protection Club). We have participated in the cultural and environmental protection events
conducted jointly by KEPC and ECOS to observe the inclusivity amongst APU student bodies andlocal environmental activists’ communities.
4) Sharing the outcomes of our research and projects with the public
We are planning to continue sharing the outcomes of our research and grassroots community-based
projects on the OrganiCal website (https://organical.squarespace.com/research).
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

著書・論文等

出版社／掲載誌・巻号等

刊行年月日

Name of Publisher /Name and Volume of Journal

Date ofPublication

Books or Articles

タイトル
Title

学会等
Presentation at anAcademicConference

学会名Name of an Academic Conference

Towards a Pedagogy for Inclusive
Environmental Citizenship
Education: a Preliminary Learning
Analysis for Undergraduate
Education at an International
University in Japan.
Sustainability Practices: A Case
Study in Developing an Inclusive
Pedagogy for Environmental
Citizenship Education at a JapaneseInternational University

発表年月日
Date ofPresentation

iREEC 2022 (2nd International
March 10th,
Conference of International
2022
Researchers of the Education forEnvironmental Citizenship 2022)

Asia Pacific Conference, APU(2021)

December
4th, 2021

その他
Others2021 年度 開催イベント（予定を含めてご記入ください）
Events in AY2021(Please include future plans as well)

イベント

イベントタイトル

イベント詳細開催年月日

Title of Events

Event Description

Date of Event

Event3