Message from the Dean of Faculty of Education- the Objective of the Program in Hokkaido University

ESD Campus Asia Program at Hokkaido University 2015
: Take the first step in acting for a sustainable and peaceful society
Professor Toru ONAI
Dean of the Faculty of Education, Hokkaido University

2014 marked the last year of the UN Decade of Education for Sustainable
Development (ESD), commenced in 2005. According to UNESCO, ESD involves
integrating key sustainable development issues into teaching and learning and also
requires active learning methods that motivate and empower leaners to change their
behavior and take action for sustainable development. We are now at a stage tosummarize previous discussions and activities and take a further step forward toward
the next stage.
The ESD Campus Asia Program at Hokkaido University in 2015 was designed
based on this mission and aims to encourage participants from different Asian
countries and universities to consider their first step in acting for a sustainable andpeacefulsociety.

The

keynotelecturefrom

Professor

Kwon

will

provideacomprehensive discussion on the new human resource development required bycurrent global modern society. We then provide participants with a workshop on
intercultural understandings, and fieldwork in Hidaka and Nibutani in order toexperience the challenges which a remote indigenous Ainu community faces and to
consider how we may contribute to the improvement of the Ainu situation. Through thelecture from Professor Miyazaki, we expect you to add the perspective of peace to yourexaminations of future sustainable development.
It is clear that our society depends on people and their minds and therefore that
education is crucial in respect to human resource development. I hope the participantsin this program, whom are majoring in education, can work together to discuss theissues, and each’s prospective contribution to future sustainable society, and thus gaina chance to take their first steps toward action.

1

Contents

Message from the Dean of Faculty of Education, Hokkaido University ················· 001

List of Participants ····················································································· 003

Map of Hokkaido University and Hotel Information ·········································· 005

Schedule and Assignment ············································································· 006

Abstracts of Lectures, Seminar and Workshops ················································ 007

Messages from Hokkaido University Students ················································· 021

2

List of Participants
Map of Hokkaido University andHotel Information
Schedule and Assignment

List of ParticipantsSeoul National University
Name

Grade

GenderGroup

Su Jeong KIM

4

F

A

Hyoung Seok KIM

4

M

C

Hye In KIM

4

F

B

Dae Young YOON

4

M

D

Yui Jhoon CHA

2

M

E

Grade

GenderGroup

Mijin Bang

JuniorF

A

Seyoung, Yoon

JuniorF

B

Jinsook, Lee

JuniorF

C

Haeun, Cho

JuniorF

E

Utaek, Hong

Junior

M

D

Grade

Gender

Group

Hongyu Wen

3

F

A

Hongwei Liu

3

M

B

Di Wang

3

F

C

Mengyi Xu

3FD

Yifan Huang

3

F

E

Grade

GenderGroup

Kasem Kittisopitwong

M

A

Thanaporn Jumpeephet

F

B

Nitchada Kamlue

F

C

Peeriya Areerat

F

D

Warid Kulthongkate

M

E

Korea University
Name

Beijing Normal University
Name

Chulalongkorn University
Name3

Hokkaido University
Name

Grade

GenderGroup

Yu IWASE

2

F

A

Seoul National University

Miki MORITA

2

F

B

Seoul National University

Masayoshi YAMAWAKI

3

M

C

Seoul National University

Hiroaki NAKATANI

3

M

D

Seoul National University

Haruko ONUMA

2

F

A

Korea University

Rui KAKIUCHI

2

F

B

Korea University

Taichi NAKAMURA

3

M

C

Korea University

Yoshitaka KURIHASHI

3

M

D

Korea University

Madoka NAKAHATA

2

F

E

Korea University

Miha NOBUTA

2

F

A

Beijing Normal University

Kei SATO

3

M

B

Beijing Normal University

Gaku TOBITA

3

M

C

Beijing Normal University

Yuki ZENBA

3

F

D

Beijing Normal University

Motoi OBATA

2

M

E

Beijing Normal University

Julia UCHIDA

2

F

A

Chulalongkorn University

Ippei TERAMOTO

2

M

B

Chulalongkorn University

Yu HIRAKO

2M

CChulalongkorn University

Katsuya ITO

2

M

E

Chulalongkorn University

4

Host universityMap of Hokkaido University and Hotel Information

Hotel Information-

Sapporo Clark Hotel, from 19 th to 23 rd August

http://www.clark-hotel.co.jp/-

National Hidaka Youth Outdoor Learning Center, 23rd and 24 th August
http://hidaka.niye.go.jp/-

Hotel Route-Inn Sapporo Ekimae Kitaguchi, from 24 th to 28 th August
http://www.route-inn.co.jp/search/hotel/index_hotel_id_241

5Schedule and Assignment

ESD Campus Asia Program in Hokkaido University 2015
: Take the first step in acting for a sustainable and peaceful society
Program Schedule

Venues-Keynote Lecture, presented by Professor Dae Bong Kwon

(20th @ L2)-

Pre-seminar for Fieldwork, organized by A/Professor Takashi Ito(21 st @ W410)-

Workshop organized by Ms. Nanako Iwasa(21 st @ W410)-

Fieldwork in Biratori organized by A/Professor Jeff Gayman(23 rd and 24 th )-Reflection on Fieldwork, organized by A/Professor Jeff Gayman(25 th @ W410)-

Lecture, presented by Professor Takashi Miyazaki(26 th @ W410)-

Group work 2 and preparation for presentation (26 th @W507, 508, 511, 512, 518)

Assignment
Final Group Presentation (approx.20min. for presentation and 10 min. for discussion)
You will be making a final group presentation in your respective groups on theafternoon of Thursday, August 27 th .
Your Final PPT Group Presentation should include the following:
1) Select one topic from amongst the various global issues which modern capitalizedsociety faces; understand the background to the problem/s as well as its/theiractual conditions.
2) Consider the contribution of education and human resource development to solve
the problem/s and to improve the current conditions.
3) Suggest concretely how to manage the problem/s and how to contribute especiallyto local development.

6

Abstracts of Lectures,
Seminar and Workshops

Abstracts of Lectures, Seminar and Workshops▸▸Keynote Lecture：Aug. 20 th , 13:30～16:30◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂

Three Domains of Change and Global HR for Sustainable Development
Dae Bong KWON, Ph.D.
Professor, Korea University

Abstract
In the era of globalization, the change as meta-level may occur in three domains:technology, market, and HR. Individuals and organizations need to be equipped withdifferent mindset and standards and are expected to make necessary changes in orderto adapt to the external changes. Making changes(易), however, might not come soeasy(易). Those who fail to change in a timely manner would end up being changed. As
one’s change occurs in combination of his or her ability and motivation, the probability
and type of change vary based on how the two are mixed and balanced. It can range
from not concerning (unable to change and not motivated to change) to being creative(able and motivated). Furthermore, the extended ability and motivation may change
the surrounding environment and resources.
Among

different resources,human

resources,

coinedas

Human

Resource

Development (Nadler, 1979) or Humanware (Kwon, 1992), are considered to be theimportant source of development. Whereas the notion of Humanware was created toshift its emphasis from hardware and software, the term HRD (Human Resource
Development) was initiated in an attempt to focus more on development than training
and educating. The importance of HRD practice can be discussed mainly in thephilosophical, psychological, sociological, and economical perspectives. Philosophically,organizational success can be brought when employees share vision and common fate,along with job pride and value of existence. In the psychological perspective, one canaddresstotheimportanceof

employees’ developmental

needs

and

learning

opportunities, as well as having meaning and fun. HRD can also play a pivotal role ineconomical perspectives in a sense that it can develop talents and enhance credits,bringing economic and non-economic benefits. Lastly, the sociological meta-changes intechnology, HR, and market add more value to HRD practice.
For successful HRD practice in tune with the concurrent changes, a paradigm shift7

is required. Compared to traditional linear approach that sees employees as mere
workers, new non-linear approach has distinctive differences. It regards employees ashigh performers, setting active objectives and having reactive and proactive needs. In
the same vein, the notion of global HR needs to be implemented for sustainable
development. Global HR considers the roles of global knowledge worker as global
player; high performer; organizational and social contributor; knowledge creator.
Compared to the paradigm of general HR, that of global HR puts more value on talent,
and regards learning as lifelong investment. You may make use of a variety of HRD
interventions such as local and global job rotation, on-the-job training, self-directed
learning, and mentoring, to name a few, which brings global HR into reality.

Professor Dae Bong Kwon, Ph.D.
Prof. Dr. Dae-Bong Kwon is a Professor and Former Dean of the Graduate School of
Education and the College of Education at Korea University, Advisor and Former
President of the Korean Association of Human Resource Development, and Civil
Member of the Minister’s Level Committee for Supporting Jeju Special Self-Governing
Province Chaired by the Prime Minister. He was the 5 th President (Vice Minister’s
Level) of the KRIVET (Korea Research Institute for Vocational Education andTraining), a national think tank under the Prime Minister during 2008-2011. Hereceived BA in education from Korea University in 1978, and MA and Ph.D. in adultand continuing education from Michigan State University in 1989.

Moderator

Professor Masao Mizuno, PhD
Professor in physical fitness sciences, Faculty of Education, Hokkaido University
Spent 26 years in Denmark as a PhD candidate, post-doctoral fellow, and associate
professor at University of Copenhagen, and returned to Japan in 2006 for present
position. Areas of research interest involve growth and development of children andadolescents, ageing effects on physical and mental health, and effects of physicaltraining combining nutrition on muscle metabolism and physical performance.

8▸▸Lecture： Aug. 26 th , 10:00～11:30◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂

Rethinking Peace from the view point of “Hokkaido”

Takashi MIYAZAKI
Professor, Hokkaido University
miyazaki@edu.hokudai.ac.jp

Abstract
Hokkaido possesses a special historical feature as a domestic colony of Japan; hence,
surplus population moved into this area. They were called “pioneers”, but actually they
were those who had been excluded from their villages in the South. Meanwhile, theindigenous culture of Hokkaido was destroyed due to the deployment of resource
exploration.
Before WWII, the economic system was established by rampant violence. It started
with the plundering of land and fishing grounds from the Ainu people, and theconstruction of roads and railways through the use of forced labor. These laborers werecalled “ Tako (meaning, octopus) Laborers”. During WWII, many young Koreans wereforced to work at mining and construction sites, as well as at factories. This was theresult of the appointment of the Japanese laborers as members of the JapaneseImperial army. There were numerous victims including Korean and Chinese workers.
After WWII, the Japanese government started a repatriation policy for the returnof people from colonies overseas. However, because the lands that were allotted tothese returnees in Hokkaido were not productive, they had to leave and settle in otherplaces.
Thus, violence appearing in the modern society is inscribed in the history of
Hokkaido. At the same time, Hokkaido has been an arena for people who are against
such violence and also for those who are learning and practicing to promote peace. In
this session, referring to these movements (e.g. learning movement by workers andfarmers：“my pace dairy farming” movement, and learning movement by unearthing
the human remains of victims of violence), we shall consider sustainable society basedon the right to live in peace.

9Professor Takashi Miyazaki, Ph.D.
Professor in Adult and Community Education, Hokkaido University
Research topic:
Possibility of community education as a means of community empowerment based on
the development of cooperativity
Related works:-

Takashi MIYAZAKI, Logic of Development on the Field as "Sense Making Space",

Study of Adult Education （31）, 2013.
-

Takashi MIYAZAKI, Logic of Community Empowerment: In relating to support
practice

for

self

independence,

Studies in Clinical Research on Human

Development and Education , 2012.

10▸▸Pre-seminar for Fieldwork：Aug.21 st , 10:00～11:30◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂

Introduction to Ainu culture and Biratori town
Takashi ITO
Associate Professor, Hokkaido University
tito@edu.hokudai.ac.jp

Outline of the activity
Preparing for our two-day fieldwork on Sunday to Monday, we will have a
pre-seminar to the study on site. Participants of the fieldwork will be expected to learn
and discuss on two themes.
The first theme is the culture of the Ainu people, one of the aborigines of Hokkaido
Island. For many countries and societies, treating ethnic or cultural diversity is
generally an important issue.
Students from HU have already learnt about the Ainu culture through the lectureby an Ainu designer, Ms. Tamami Kaizawa. Under the support of Ms. Kaizawa, they
have designed their original patterns based on the patterns of Ainu culture andpainted them on their belongings.
In the pre-seminar, students from HU will show their own painted works and will
share what they have thought or felt through the workshop by Ms. Kaizawa. It may be
a cue for other participants to know what the Ainu culture is.
Another aim is to learn about Biratori town, the site of our fieldwork. Biratori is arural town that is located on the southern area of Hokkaido island. It takes two hours
to reach by car from Sapporo.
Biratori houses the Nibutani Ainu Culture Museum because many people who are
the successors of Ainu culture live in this area. Furthermore, they hold a festival
originated by Ainu people every August. And we will participate in the festival.
Furthermore, we will participate in an interview with the town mayor of Biratori.
Before the interview, students from HU will show and share the overview of the town.

Associate Professor Takashi Ito
My primary research interests are in child development and language. Currently, I'm
focusing on the interactional processes among teachers and students in classroom
lessons.

11

▸▸Workshop：Aug.21 st , 13:00～16:30◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂“Think globally, Act locally”
Nanako IWASA
Facilitator of Workshops for Intercultural Communication
PhD student, Graduate School of Education,
Hokkaido University
iwasan@edu.hokudai.ac.jp

Outline of the activity
This workshop introduces students to the new perspective; “Think globally, Act
locally” providing those with experiential learning on intercultural communication byhaving them participate in a simulation game. The workshop begins with learning of

the key concepts and ways for the new perspective, and then employs the simulation
game to explore the students’ understanding through participation in the game and thegroup discussion. Then, a DVD will be screened in order to introduce the history andcurrent issues of the Ainu people.

Nanako IWASA
Key words/ interests: Ainu people, social education, indigenous studies, Hawaiian
education, intercultural communication
Link to my study: < http://133.50.164.220/?page_id=21&lang=en#u4 >12▸▸Fieldwork：Aug.23 rd and 24 th ◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂

Biratori Fieldwork Schedule
August 23 rd*During the day of August 23 rd , we will be floating the river in canoes and getting wet.

Please wear shorts and a t-shirt and bring a change of clothes.

8:00

Gathering at hotel in Sapporo. Bus departure.

10:00

Arrival at Biratori Town, Nibutani Village,~15:30Free participation in Cipsanke (Festival events until 15:30)【Tentative flow of events】
Approx. 10:00 Prayer ceremony at En-musubi no Ishi. Kayano Shigeru
Nibutani Ainu Culture Museum
Approx. 11:00 Cipsanke Kamuynomi Ainu Prayer ceremony for boat
safety and safe passage on water journeys, large cise,
Nibutani Ainu Culture Museum
Afternoon

Floating down the Saru River in traditional Ainu canoes,
Departure to boat launch from parking lot of Nibutani
Ainu Culture Museum

15:30

Gathering in parking lot of Nibutani Ainu Culture Museum. Departure
to Hidaka town for evening lodging

16:30

Arrival at National Hidaka Youth Outdoor Learning Center
Orientation

17:00

Bath

18:00

Dinner

19:00~21:00

Lecture and Cultural Exchange

August 24 th
7：30

Breakfast

9：00

Gathering at Entrance

10:00~11:00

Tour of the Nibutani Ainu Culture Museum

11:00~12:00

Talks by Local Ainu Elders

12:00~13:30

Lunch and Free Time

13:30~15:00

Talk by Biratori Town Mayor

15:30

Departure for Sapporo

17:30

Arrival at Hotel

13▸▸Fieldwork：Aug.23 rd , Daytime◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂

Participation in the Cipsanke Ceremony and Associated Events
Organized and coordinated by Associate Professor Jeff GAYMAN
Aim of the Activity
We will be participating in fieldwork in the Ainu village of Nibutani in Biratori
Town over the course of two days, August 23 rd and August 24 th . Fortunately, the timingof fieldwork on August 23 rd has fallen exactly on the day of the village’s largest festival
and traditional ceremony, the Cipsanke Festival (Cipsanke Matsuri), providing us an
excellent opportunity to experience Ainu culture firsthand in the form of traditional
ceremonies, and riding down the river in Ainu traditional canoes. Regular years also
normally include music events and sometimes opportunities to eat Ainu traditionalfood.
During the interim session at the lodging facility on the night of the 23 rd ,participants will have a chance to meet with and talk to local Ainu youths, and will beable to reflect on the content of the first day of fieldwork and prepare themselves forthe next day. After that, on the second day of fieldwork, we will be meeting andlistening to Ainu Elders and the mayor of Biratori Town, and receiving a guided tour of
the Nibutani Ainu Culture Museum from a local curator. During the interim session atnight, in order to further contextualize the fieldwork, Jeff Gayman will be guiding
students through an introduction to the historical and contemporary realities ofIndigenous peoples and small-scale societies.
Through the fieldwork, participants will have the chance to learn directly fromlistening to Ainu Elders and other Ainu individuals, and to experience Ainu culture
firsthand. They will be expected to learn about traditional elements of Ainu culture,
and about how those are expressed through the mediums of material culture (at themuseum), talks by Ainu Elders (as an educational activity for visitors to Nibutani),
through the adoption of a traditional Ainu activity to a tourist-oriented festival event(the Cipsanke Festival) and through the municipal support of the local town
government.

14▸▸Fieldwork：Aug.23 rd , Evening◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂

Lecture, Talks by Ainu Youth and Cultural Exchange
Jeff GAYMAN
Associate Professor, Hokkaido University
jeffry.gayman@imc.hokudai.ac.jp

Aim of the Activity
This lecture and exchange session features two objectives which we consider to beof primary importance to young future Asian educators seeking to develop a teachingpractice relevant and meaningful to the 21st century: 1) to re-examine the meaningand value of Indigenous philosophies and thought systems for us members of modern
society, and 2) to become familiar with the common issues faced by Indigenous societies
throughout the world, and by extension, to come to know the dilemmas faced by the
Ainu, the Indigenous people of Hokkaido. This session will serve as an interim session
for reflecting upon the learnings gained during the first half of fieldwork, in which themain activity was participation in the local Cipsanke boat launching ceremony/festival,
and for preparing our minds for the latter half, which will focus on other contemporary
manifestations of Ainu culture, including the support system for Ainu initiatives being
put into action in Biratori Town, the site of our fieldwork.
In the first half of the session, Professor Jeff Gayman will outline the issues posed
above. In the latter half, Ms. Kiyoko Tsuchiya and Mr. Taichi Kaizawa, from Nibutani,the village in Biratori Town which we will be visiting for fieldwork on 23 and 24 August,
will speak to us about the problems and issues of being Ainu as seen from perspectiveof Ainu youth. Ms Tsuchiya and Mr. Kaizawa will also assist us in reflectively making
sense of the Cipsanke ceremony/festival.
Indigenous peoples represent groups of people and communities who have lived in asingle place for hundreds and thousands of years. Through this experience they havedeveloped sophisticated knowledge systems intricately adapted to the particularclimactic, floral, faunal, and societal particulars of their locales, as well as to the needs
demanded by living therein, in a way that has proved to be environmentally friendly,
holistic and sustainable.

In recent years, scientists have come to pay increasing

attention to these knowledge systems, which they refer to as Traditional Ecological
Knowledge (TEK), while the role of Indigenous philosophies and knowledge systems
has come to be re-evaluated in terms of its potential value to modern man.

15

Educators and other thoughtful individuals, in turn, appear to be turning to thestrong bonds and sense of community visible in Indigenous and other traditionalsocieties, as a prescription for the ills of modern-day society.
However, can we say unequivocally that this “worship” of Indigenous societies is awholesome trend, or that it is justifiable? Is it proper for members of mainstream
society to look to Indigenous communities as the antidote for the plethora of ills
plaguing modern man, without any reflection upon our past conduct, characterized as
it is by processes of colonization and over-development?
From Gayman’s experience working with the Ainu in Hokkaido, the answer is anunequivocal “No”. In fact, rather isn’t the opposite true that it has been the conduct of
we members of mainstream society that has been at cause of the breakdown of
Indigenous societies and the destruction of the natural physical environments whichsustained them? We must face the fact that the actuality of many Indigenous
communities is far from being ideal—just as all societies and their traditional value
systems are threatened by the encroachment of pop culture and the market economy,
so it is with those of Indigenous societies as well. However, the difference is that thethreat to Indigenous society is propagated manifold by the struggle against low
societal and educational achievement therein resulting from the abject poverty
brought about as a result of histories of colonization and usurpation of lands andresources. Indigenous and minority cultures and particularly languages also face thevery real danger of disappearing from the face of the globe forever. Indigenous peoples
have had to fight against the temptation to submit to low self-esteem, a result of
pathways to success being blocked by societal prejudice and discrimination. Even theirsolidarity as Indigenous communities has been threatened by governmental policies ofdivide-and-conquer, which turned Indigenous peoples upon one another.
What are the current problems and issues faced by Indigenous peoples and othersmall-scale societies as a result of these negative historical legacies? In the first half of
this session, in order to prime the audience for Ms.Tsuchiya and Mr. Kaizawa’s talk,Gayman will speak to these issues by providing an overview of the history of world
Indigenous peoples, along with facts and figures about the history of colonization in
Hokkaido and current issues faced by the Ainu people, such as regional variances
within the island.
As everyone is well aware, however, the situation of contemporary Indigenous
peoples is not all one of gloom and doom, as the legacy of Taichi Kaizawa’s family
demonstrates. Some Indigenous individuals and communities have, on the contrary,taken a pinch as a chance, seizing upon these challenging conditions to find pride in16their Indigenous identity. We expect that Kiyoko Tsuchiya and Taichi Kaizawa will
share their experiences of both the light and the dark, and both problems andpotentials of contemporary Ainu society.

Taichi KAIZAWA
Mr. Kaizawa was born in 1971 in the Nibutani area in the town of Biratori, Hokkaido.
After graduating from a local junior high school, he went to a high school inTomakomai, an industrial city in Southwestern Hokkaido. Here he was discriminatedbecause of being Ainu. He went on to study at Rakuno Gakuen University in Ebetsu,
which is a town next to Sapporo. More than half of the students at Rakuno Gakuen
were from outside of Hokkaido, and Mr. Kaizawa recognized that the culture of Ainu
was seen as no more than a kind of performance. After graduation, Mr. Kaizawa began
working at Hokkaido Ainu Culture Research Center, where he pursued research on
Ainu culture. He left the Center in 2011 and went back to his hometown, Nibutani.
Since then, he has been growing rice as a farmer and also been working as a researcher
at Biratori Office of Northerncross Co., where he has worked on promoting Ainu
culture and vitalizing the local community. His research on Ainu culture particularly
focuses on the use of plants, and he also works as a designer of Ainu arts.

Kiyoko TSUCHIYA
Age 30. Currently employed at the Biratori Community Promotion Council in thecreation of local job opportunities through the promotion of tourism and local productdevelopment. As a result of gaining an interest in her Ainu culture through encounterswith people with whom she was working, she began the study of the Ainu language andof traditional elm-bark weaving. Recently she has also extended her hand to thecreation of products embossed with Ainu designs, the creation of items such as
hairpinsfeaturing

traditional

Ainu

materials,

andoriginal

tours

combiningsightseeing of local tourist resources with explanations of sites appearing in the Ainu
traditional oral literature.

Schedule(19:00~21:00)
1.

Reflection on the Cipsanke Festival

2.

Lecture by Associate Professor Jeff Gayman

3.

Talk by Kiyoko Tsuchiya and Taichi Kaizawa

4.

Q&A, Free Talk/Cultural Exchange

17▸▸Fieldwork：Aug.24 th , Daytime◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂

Tour of the Nibutani Ainu Culture Museum andTalks by Ainu Elders and Biratori Mayor
Organized and coordinated by Associate Professor Jeff GAYMAN
Outline of the Session
The main venue of the Cipsanke festival is the grounds of the Nibutani Ainu
Culture Museum, a municipal museum of Biratori Town established in 1990. The
museum is internationally renowned for its hands-on experiential learning activities
about Ainu culture.
During this session, we will be first taking a tour of the museum by the local
curator, to find out how Ainu wisdom has manifested in material cultural objects, andlearn how the Ainu people have adapted to the changing times. Then we will bemeeting with local Ainu elders to listen to them speak their Ainu language, recitetraditional oral literature, and share their bountiful personalities and experienceswith us. Finally, we will have a chance to meet with and listen to the Mayor of Biratori
as he talks with us about the economic and social issues facing a contemporary rural
Hokkaido town, and how the presence of the Ainu people fits into that scenario.

18

▸▸Fieldwork Review Session：Aug.26 th , 13:00~16:15◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂◂

Reflections on Fieldwork
Organized and coordinated by Associate Professor Jeff GAYMAN
Outline of the Activity
This session will provide participants in the ESD Campus Asia 2015 with anopportunity to collectively reflect upon and discuss the Fieldwork experience of theprevious two days.
The following materials may help groups to consolidate their thoughts regarding
the issues raised during Fieldwork.
-

Suzuki, David and Peter Knudtson, 1992, Wisdom of the Elders . New York: Bantam
Books.

-

United Nations Declaration on the Rights of Indigenous Peoples(http://www.un.org/esa/socdev/unpfii/documents/DRIPS_en.pdf#search='United+N
ations+Declaration+on+the+Rights+of+Indigenous+Peoples')Associate Professor Jeff Gayman, PhD.
American citizen from Alaska. Permanent resident of Japan. Married to a Japanese
woman from Oita Prefecture, living and working in Japan for 25 years. Specialties:
educational anthropology, education for indigenous and minority peoples, intercultural
education. Has been working with the Ainu people of Hokkaido for the past 12 years.
B.A., Pomona College, B.Ed, Osaka University of Education, M.A. University of Alaska,
Fairbanks, PhD, Kyushu University.

19Messages from
Hokkaido University Students

Messages from Hokkaido University Students

Students going to Korea University
Thank you for your coming to Japan. We are glad to see you. Our group members are
Taichi Nakamura, Yoshitaka Kurihashi, Haruko Onuma, Madoka Nakahata and Rui
Kakiuchi. We will go to Korea University and all of us would like to understand Korean
culture and try its local food. We major in education and we are interested in the effectof education for poverty including economic gaps or problems of gender and we will
discuss it with you. We think recognition of poverty is different from each country andwe would like to share ideas of it. All of us hope that you can enjoy Japanese culture
and have a great time.

Students going to Chulalongkorn University
Hello! We are students of the Hokkaido University Department of education. We
are glad to get the opportunity to learn with splendid Thai students this time. We
are studying various things now. We are interested in various social problems
occurring in Japan, including bullying in the school and oppression or neglect in thefamily. We sometimes interview victims and people who are working in welfare
institutions. To study pedagogy and psychology with their cooperation is very
important for us.
We believe that development of children is unlimited. There are a lot of factors
which enable sustainable development. For example, energy, population problem
and so on. We are interested in sharing opinions on these factors with you from eachother's point of view. We are looking forward to seeing and studying together. We
want you to feel our friendliness! We think that compared to others, the Departmentof Education in Hokkaido University is smaller. However, we believe it is our strong
point. We are the friendliest in so many departments. So, let’s study together, andlet’s build our new interesting friendship! We are looking forward to your coming.

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Students going to Seoul National University
Hello! Our group consists of two 3 rd year students and two 2 nd year students. We
are going to visit Seoul National University in December. All of the members arereally looking forward to seeing you at our university!

【Group Member】
・Hiroaki Nakatani (3 rd year, M)
Hello! I’m Hiroaki Nakatani. I learn about teacher education in Hokkaido
University. I don’t speak English very well. But, I want to enjoy this program withyou. Thank you.
・Masayoshi Yamawaki (3 rd year, M)
Hello, my name is Masayoshi Yamawaki. I am from Saga Prefecture. Saga islocated in the west of Japan, so it is relatively near from Korea and China. I havedecided to take part in this program because of some reasons. I have little
experience in going abroad, so I want to gain experience through this program.
And I want to work in cosmetics makers in the future, so I want to know aboutthat of your countries.
・Miki Morita (2 nd year , F)
Nice to meet you! I am in the second year of Hokkaido University. So I don’t have
major field yet. But I want to major in developmental psychology. I am looking
forward to studying with you!
・Yu Iwase (2 nd year, F)
Hello, my name is Yu Iwase. I am from Chiba Prefecture. It is located next toTokyo and has Narita International Airport. I’m interested in the relationshipbetween education and society, so I am going to major in the sociology ofeducation. Let’s have a good time together in Hokkaido!

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Students going to Beijing Normal University

Hello, my name is Motoi Obata. I'm a second year student. My
hobby is playing sports, especially soccer. I'm interested in
education systems. In this program, I want to study thedifferences between the education systems in various countries.
I'm looking forward to meet you.
I’m Tobita Gaku. I learn about the welfare states and welfare
systems at Hokkaido University. I want to study about childabuse and abusive parents. I’m a member of a theatrical company.
I often make stage performances.

My name is Miha Nobuta. I am twenty years old. I belong to thechorus club, so I like singing and listening to music. I am
interested in development psychology. I want to study aboutchild abuse. In the ESD program, I want to improve my English
and learn about cultures of other countries.
My name is Yuki Zemba, I am 21 years old. My hobbies are
dancing, running and watching movies! My major is physicaleducation. I'm working part-time at a fitness club. I want tolearn about the education of other countries in English and share
our cultures and thoughts!
Hi, friends. I’m Kei Sato. 3rd grade student of Hokkaido Univ.
My hobbies are traveling, playing the violin, and drawing. In thepedagogical field, I’m interested in social pedagogy, but I am alsointerested in architecture, design and civilization. I wanna
connect these different fields and solve some social problems. In
this program, I wanna share and spread our/your diversified
opinions. I’m looking forward to see you.

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