ESD Campus
Asia Pacific Programin Hokkaido University
Hokkaido
Summer Institute 2019
HSI (Graduate Course) :July 27~August 1, 2019
ESD (Undergraduate Course) :August 1~August 8, 2019

Faculty of Education | Hokkaido University

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

Welcome to Hokkaido Summer Instituteand Campus Asia- Pacific Program

Takashi MIYAZAKI
Dean, Faculty of Education

We are delighted to see you participate in the special summer program held by Faculty of Education,
Hokkaido University.
Our faculty has been focusing on the issues caused by social exclusion for over three decades,
including poverty among children, transition problems from school to work, marginalization issues in
exclusive communities, and so on. This trend has made us as a unique institution in Japan among thefield of research on education. The summer-intensive programs, the Hokkaido Summer Institute (HSI)
and the ESD Campus Asia-Pacific Program are inevitable results of this challenge.
This year the theme of HSI is “Rethinking Freire as a mediator between popular education andsocial pedagogy”. Paulo Freire’s works are still influential in the field of education for democracy.
We are honored to invite Professor Daniel Shugurensky, Dr. Anna Marie Karaos, Professor Han
Soonghee, and Youth worker Ms. Peta Ohata. They are highly esteemed specialists in the research
fields of Freirean approach, Social Pedagogy and Popular Education for democracy. Our aim is to
explore a new perspective of theory on education that can lead ongoing democratization process underthe market-oriented exclusive social system. We will discuss our common challenge in establishingan alternative vision during the open symposium titled “The significance of Freirean approach
under invisible oppression”. Emeritus Professor of Kokugakuin University Satomi Minoru, one of theleading researcher of Freirean approach, will join the symposium as commentator. Lecturer Xiao Lan
will also join as moderator.
The topic of ESD Campus Asia- Pacific is “Enlightment Values in the 21st Century”. Hokkaido
Island was a domestic colony in the modernization process of Japan. It means there has been
indigenous people and culture. Learning from their local knowledge, we can rethink what development
is. This reflection is related to fundamental issues of ESD and SDGs. We expect that you will1

find diverse and alternative ways to comprehend contemporary society that may be understood asmonolayer structure based on market. Our faculty members, Associate Professor Tyrel Eskelson,
Professor Jeffry Gayman, Associate Professor Takashi Ito, Associate Professor Madoka Toriyama, Invitedlecturers, Mr.Sam Bamkin, and Mr. Taichi Kaizawa, Mr.Monbetsu Atsushi from Biratori town will givelecturers.

We strongly hope that you are prepared to be motivated, inspired and challenged in discussion withparticipants from oversea universities. We believe this program can become a “corner stone” for all of
you to challenge the next task in your life.

2

Contents
Message from Dean of Faculty of Education･････････････････････････････････････････････1
ESD Campus Asia Pacific Program
Abstract of Lecturers････････････････････････････････････････････････････････････････7
List of Participants････････････････････････････････････････････････････････････････12
Map and Accommodation･･･････････････････････････････････････････････････････････15
Contents of the Program････････････････････････････････････････････････････････････16
Biratori Fieldwork Schedule･････････････････････････････････････････････････････････17

Hokkaido Summer Institute 2019
Invited lecturers･･････････････････････････････････････････････････････････････････24
Access and Floor Map･････････････････････････････････････････････････････････････26
Keynote Lecture
Daniel Schugurensky
Addressing the Divided Society from a Freirean perspective: Three Educational Projects･･･････27
Keynote Lecture Anna Marie A. Karaos
Dividing Society Through Moral Politics･････････････････････････････････････････････28
Keynote Lecture
Han Soonghee"Pedagogy of Freedom": Freire's liberation pedagogy and scientific academism･･･････････････29
Keynote Lecture
Peta Ohata
Freire, youth work and a pedagogy of courage･････････････････････････････････････････30
Program Schedule for Summer Institute 2019･･･････････････････････････････････････････31
List of Participants････････････････････････････････････････････････････････････････35

3

ESD Campus Asia-Pacificin Hokkaido University“Dialogue with Local Knowledge”
Enlightenment Values in the 21st Century

Program & Abstract
01/Aug/2019 - 08/Aug/2019
Faculty of Education
Hokkaido University

5

Lecturer
ESKELSON, Tyrel CameronSpecially Appointed Associate Professor, Faculty of Education, Hokkaido
University, Visiting Research Fellow (Specially Appointed Assistant Professor)
at Faculty of Education, Hokkaido University (2017-2018), M.A. in American
History at Graduate School of Norwich University Vermont, 2014; B.A. in
Psychology of Language at University of Saskatchewan, 2012; Lecturer,
Eurocentres Language School, Vancouver, Canada Diploma in Criminal Justiceat Medicine Hat College, 2007;

Recent Works
Tyrel Eskelson, The American Century, Andrews UK Publisher, 2016. Tyrel Eskelson, “Continuity or
Change: After the Tokyo Olympic Games 1964: Exploring the Tokyo Games 2020 through various Critical
Reviews”, In: Tianwei Ren, Seok Won Song and Keiko Ikeda eds., Media, Sport, Nationalism: The Politicaland Geopolitical Rise of East Asia- Soft Power Projection via the Modern Olympic Games, Essay in honourof J. A. Mangan’s contribution to east Asian Studies, Logos Verlag Berlin GmbH, forthcoming (2018).

Lecturer
BAMKIN, Sam

MEXT Research Scholar, Tokyo Gakugei University, 2018-present; SeniorLecturer in Education, De Montfort University, 2012-2018 (Visiting Lecturer,
2018-present); BA, LLM, MA, FRSA.

Recent works
Moral education at Japanese Elementary School, London: WCMT, 2016;‘Reforms to strengthen moral education in Japan’, in Contemporary Japan,
30(1), pp. 87-96 (London: Routledge), 2018; ‘Moral education in Japan: toward
research on practice’, in Social Science Japan Journal (Oxford: University ofTokyo ISS / Oxford University Press), 2019.

7

Lecturer
GAYMAN, Jeffry

Professor, Hokkaido University Graduate School of Education, Sapporo
Ph.D. Education (Kyushu University), M.A. in Cross-Cultural Studies(University of Alaska Fairbanks) B.Ed (Osaka University of Education), B.A.
(Pomona College)

Recent Works
2018, Translation of Jirota Kitahara’s Current Status and Issues of Ainu Cultural
Revitalization, in Neyooxet Greymorning (Ed) Being Indigenous, Routledge.
2018, Ainu Puri: Content and Praxis of an Indigenous Philosophy of a Northern
People. In John Petrovic and Roxanne Mitchell (eds) Indigenous Philosophies of Education Around theWorld, pp. 211-227, Routledge. Uemura, Hideaki and Jeffry Gayman. Rethinking Japan’s Constitution fromthe Perspective of the Ainu and Ryūkyū Peoples. Special Issue of The Asia-Pacific Journal Japan Focus.
16(5), March 1, 2018. Online. https://apjjf.org/2018/5/Uemura.html. 2016, Book Review of Beyond Ainu
Studies: Changing Academic and Public Policies. Mark Hudson, ann-elise lewallen, Mark Watson, eds.
Japan Forum, 27(4), pp.563-566. School of Oriental and Asian Studies, University of London.

8

Lecture1
Human Nature and the Role of Institutions in Society: What candiversity teach us about society?
ESKELSON, Tyrel CameronSpecially Appointed Associate Professor, Faculty of Education, Hokkaido
University
Abstract
Over the past 100,000 years, Homo Sapiens has spread throughout the planet, displaying ingenuity inlearning and culture to adapt to various climates and geographical regions. This spread throughout the world
led to a rich diversity of cultures, languages, technologies, myths, stories, and rituals. As human beings began
living in civilizations with higher populations, society developed institutions to provide structure, constraints,
rules, and incentives within city-states and eventually nations and empires. The institutions that aided theworld’s various societies had many differences and similarities, though they mostly remained uninfluenced
by most of the world’s other societies. Since the age of naval discovery, the industrial revolution, and themodern technology of the 20th and 21st century, societies and nations have great potential to impact othersocieties. The rule of law, enforcement of contracts, and the protection of private property have been
extremely important in the development of modern societies. The nature of these laws, both national andinternational, have had great historic consequences for indigenous peoples around the world. We are now
living in a world where much of its cultural and linguistic diversity is threatened with extinction. Our great
discovery of the 20th century, that all human beings share the same ancestry and are basically the same,has come nearly too late, as we lose much of this cultural diversity and wisdom to extinction. How havelaws and institutions impacted indigenous communities throughout the past 300 years? How can local andinternational law protect indigenous cultures and cultural diversity as part of a great effort the live a moresustainable lifestyle of energy use and raising well-being? This lecture will explore the nature of institutions
in relationship to human nature and society. How can the rule of law contribute to a fair, meritocratic society?

9Workshop
Values education: how school shape identity in Japan
BAMKIN, Sam
MEXT Research Scholar, Tokyo Gakugei University
Keywords: Moral education; education policy; ethnography

Abstract
This workshop considers the role of schools in shaping values and identity - both real and imagined.
Initially, policy and observation data is utilised to demonstrate the construction of what it means to ‘beJapanese’, one which marginalises many alternative (including indigenous) identities. By studying thesereforms, however, limitations to policy also emerge. Teachers, administrators, local government and (often
indirectly) parents are active in mediating education policy. They contextualise, translate, embed, mix
modify, acquiesce into, champion and resist policies. These processes unfold in similar ways in many schools
because school institutions incorporate learning processes to share practices and beliefs. For this reason,
policy is often better seen as a process, creating the conditions for implementation by people and otherorganisations. Finally, we consider the extent to which policy can shape the school experience, and what elsemight be required to effect change.

10Lecture2
Thinking Through the Sustainability of Indigenous Peoples
GAYMAN, Jeffry
Professor, Graduate school of Education, Hokkaido University
Keywords: Sustainability, Indigenous peoples, Indigenous culture, Policy, Discourse,
Images of Indigenous People

Abstract
Previous lectures in the Hokkaido University Summer Institute sponsored by the Graduate Schoolof Education have repeatedly stressed that in today’s society, all is not as it seems to be on the surface.
Histories of oppression and dispossession still cast their shadow of influence on current affairs, especiallyfor minoritized groups/peoples. One of the main themes of the ESD Campus Asia-Pacific in recent years has
been the matter of the sustainability of culture, particularly that of Indigenous and/or ethnic groups. In thesessions which I instruct during the program, we will be examining the general theme of sustainability interms of Indigenous cultural and economic sustainability.
What are the basic conditions necessary for Indigenous cultural and economic sustainability as confirmed
by Indigenous/ethnic groups in other countries? Are these conditions being fulfilled in our own countries,
or are the cultures of Indigenous and ethnic groups being left at the mercy of global trends, the normsof mainstream society, and the whims of the market? If lacunas exist in support for Indigenous/ethnic
empowerment, wherein does the cause of these empty spaces lie: policy? social attitudes? national, regional,
or economic measures? What are the discourses which are being used to reveal the disparities in Indigenous/
ethnic group socioeconomic success and lower educational attainment? Or are these disparities being erased
in national, regional and local discourses? What is the relation between culture and economy? Between
culture and politics? Between culture and education? What measures are being taken to ensure local controlof the preservation, maintenance, and promotion of Indigenous/ethnic cultures? Are these matters in thehands of the Indigenous stakeholders themselves, or are they being left up to other people?
My sessions will emphasize interactive, student-centered activities to discuss these issues, in an effort tosee “the unspoken message, and the unseen reality” behind images of Indigenous/ethnic groups in our own
countries, and particularly the Ainu of Japan.
11

List of Participants
Beijing Normal University
Name

Grade

GenderXin Yue Gou

2F

Shi Jing Li

3F

Yi Dan Liang

3

F

Meng Yuan Xu

3

F

Grade

GenderAlina Mun

1

F

Elizaveta Storozhkova

1

F

Grade

Gender

Pakaporn Lertrudeewattanavong

3

F

Sasi Suriyajantratong

3

F

Grade

GenderJihun Lee

2

M

Kyung Ah Min

3F

Yong Jun Kim

3M

Hye In Han

3

F

Grade

GenderJoon Hee Kim

3F

Ha Eun Son

4

F

Yerim Lee

4

F

Sakhalin State University
Name

Chulalongkorn University
Name

Korea University
Name

Seoul National University
Name

12

University of Science and Technology Beijing
Name

Grade

Gender

Shiqin Liu

3

F

Xinyi Qi

3

F

Xiaochuan Rong

2

M

Yutong Guo

2

F

Jiaming Che

2

F

Grade

GenderChenxi Liu

3

F

Qingqing Ye

3

FYiru Pan

4

F

Grade

Gender

2

M

Grade

GenderHan Li3

M

Ru Feng

3

F

Grade

Gender

4

F

Nankai University
Name

Xian University of Architecture and Technology
Name

Minhao Huang

Lanzhou University
Name

Bogor Agricultural University
Name

Beatrix Paradede13Northwest Normal University
Name

Grade

GenderXinyu Wang

4

F

Tao Yang

2

M

Yong Qing Li

2

F

Grade

Gender

2

F

Grade

GenderKanae Konno

2

F

Yuki Mori

2

F

Megumi Saitoh

2

F

Toui Shikanai

2

M

Marina Tsuji

3

F

Shiho Nakano

3

FHana Inoue

2

F

Koga Mikuriya

2

M

Honoka Gotoda

2

F

Soyogu Sasaki

2

M

University of Technology Sydney
Name

Chen Yutong

Hokkaido University
Name

14

Map of Hokkaido University and Accommodation

Asabu
Horse
Stables/
Track

American FootballandLacrosse Field（

Evacuation
Assembly
Area）
North 20
Gate

North 20
West Gate

Elm Tunnel

Evacuation
Assembly
Area（

Evacuation
Assembly
Area

）

）

（

BaseballField

Hockey/Handball
Field

Kanjo
Gate
North 18
Gate

Soccer/
Rugby
Field

Evacuation
Assembly
Area

SubwayKita 18-jo
StationKita 18-jo Street

Nishi 5-chome Street

ute 452)

Ishiyama Street (Ro（BaseballField

TennisCourtsAthletics
Track）
North 13
Gate

Kita 13-jo Street

SubwayKita 12-jo
Station(N)）

Faculty of Education
3rd floor Dai-kaigishitsu

Main
Gate

JR

South
Gate

Ha

ko

da

te

Li

ne

Accommodation
Sapporo House Seminar Center
Botanic Garden

Subway Namboku Line

Evacuation
Assembly
Area

ourts

aru

C
Tennis（Ot(S)

Kita 8-jo Street

Makomanai
JR Sapporo Station
Subway Sapporo Station

15

Contents of the Program

ESD Campus Asia Pacific Program at Hokkaido University 2019
Program ScheduleDays

10:30-12:00

12:00-13:30

31 Wed
1 Thu

13:30-15:00

Guidance

Lunch

Lecture(Prof. Gayman)

Lunch

Lecture(Tyrel Eskelson)

3

Sat

Fieldwork in Sapporo

4 Sun

Free
First presentation

Lunch

6 Tue

Fri

Reception(@ Restaurant Elm)

Lecture(Prof. Gayman)

Free

Preparation for fieldwork

Free

Fieldwork in Biratori

7 Wed

9

Workshop(Sam Bamkin)Groupwork(Prof. Gayman)

Fri

8 Thu

17:00 ～

Arrival and Hotel Check-in

2

5 Mon

15:00-16:30

Preparation forpresentation

Lunch

Final presentation

Farewell party(@ Dai-Kaigisitsu)

Departure

Venue-･ All lectures and activities will be held at Dai-Kaigishitsu (Large Conference Room)-･ Reception : Faculty House Trillum (Restaurant Elm)-･ Farewell party: Dai-Kaigisitsu (Large Conference Room)

16

Biratori Fieldwork Schedule
August 6th
7:30

Gathering at Sapporo House Seminar Center, Bus departure

10:00-11:30

Interview at Biratori office (central government office)12:00-13:00

Lunch

13:00-14:30

Presentation

14:30-16:00

Q&A session with Shiro Kayano at the Kayano Shigeru Nibutani Cultual Museum

16:00-

Departure for Hidaka

August 7th
7:30

Breakfast

8:30

Gathering at Entrance, departure to Biratori

10:00-12:00

Ainu culture lecture by Taishi Kaizawa, Atsushi Monbetsu

12:00-13:00

Lunch (Ainu cuisine)

13:00-14:00

Ainu culture lecture by Miwako Kaizawa

14:00-15:00

Ainu culture lecture by Taichi Kaizawa, Atsushi Monbetsu

15:00-

Departure for Sapporo

17:30

Arrival at Sapporo House Seminar Center

17

Fieldwork Overview, Tasks, and Assignment
Question-and-Answer Session with Town Officials, Question-and-Answer
Session with Museum Director of the Kayano Shigeru Nibutani Ainu
Cultural Museum, Hands-on Cultural Activity with Ainu Youth, Questionand-Answer Session with Long-time Wajin (Japanese) Resident of Ainu
Community

Professor Jeffry Gayman
The three fields covered by UNESCO’s framework on Sustainable Development are theEnvironment, Society, and Economy. During this year’s Summer Program of the ESD Campus
Asia Pacific in Hokkaido, we will take part in a one-night/two day Fieldwork in Biratori, a ruralmunicipality of Hokkaido located approximately two hours by car from Sapporo, and inhabitedby a large number of Ainu Indigenous people. There, we will engage in a two-way, interactive,
hands-on series of learning sessions with local Ainu cultural activists and leaders, which will
provide us insights into the sub-facets of UNESCOs three categories.
Biratori is famous in Japan as the town with the highest concentration of Ainu population (20%of the total town population, 80% of the village of Nibutani). Indeed, the village of Nibutani
where we will be doing our fieldwork houses not just one but three museums. However, at thesame time it also shares many of the problems faced by rural municipalities in Hokkaido andJapan, and likewise of other regions in East Asia as well, such as a decreasing population due tooutmigration and an increasing proportion of elderly people. It additionally provides an optimal
opportunity to consider the history of modernization via the lens of analysis of modernization’s
impacts on local Indigenous populations (shifting demographic configurations, changes inlocal physical environments caused by unbridled development, forced migration, disruptions oflocally-based social and political organizations through assimilatory education, etc).
During the fieldwork, participants will have the chance to meet, exchange opinions with,and have discussions with 1) Ainu youth involved in developing hands-on Indigenous lifestylecamp programs for outsiders, 2) Cultural bearers and researchers of traditional culture who are
specialists in Ainu edible and medicinal plants/the Ainu cuisine prepared from them, 3) The
son of former Ainu Parliamentarian Kayano Shigeru (deceased), who is now the Director of
the Kayano Shigeru Nibutani Cultural Museum, and 4) officials from the Biratori Municipal
Government. These sessions will provide participants with ample opportunities to examine theproblems and prospects of creating a sustainable society, especially for Indigenous people, fromthe varied perspectives of Indigenous minorities/members of mainstream society, young and old,18

everyday citizens and members of government.
These activities will take place according to the schedule on page 12.
Biratori presents an excellent case study of a community which is attempting to combine
development of local resources (agricultural products), sightseeing (Indigenous cultural
tourism), and environmental protection (Cultural environment impact assessment, designation
as a National Important Cultural Landscape) through collaboration between local Indigenous
Ainu residents, mainstream Wajin residents and the town government (cultural activity funding,
Project for Preserving Ainu Cultural Environment) as well as attracting support for outsiders(immigration subsidies, tourism). Especially, the fieldwork will give participants an opportunity
to interact with Ainu cultural activists who are passionate about achieving sustainability of
Ainu society through maintenance of intra-Ainu diversity. The hands-on interactive sessions of
the fieldwork will provide participants with concrete case studies with which to compare theirprevious experiences, classroom studies, and explorations in Sapporo. This should also allow
us to simultaneously reflect on what elements are necessary for a transformative and impactful
curriculum of Education for Sustainable Development.
Before the fieldwork, participants will have ample opportunities to contextualize the activities
and goals of the fieldwork within the framework of sustainability, and after the fieldwork, togive shape to their new understandings through the creation of a new curriculum for ESD.
In order to increase the quality of the interactions and dialog during the fieldwork, participants
will be tasked with learning in advance about the issues of Ainu society through a group
investigative learning project/presentation in Sapporo. They will also be asked to create apresentation to be shared with our Ainu hosts on the results of their investigations, as well as
about on the topic of Indigenous or minority issues in their own countries.
Finally, at the end of the program, students will be required to give final group presentations
on the following theme:< Final Group Presentation >You will be making a final group presentation in your respective groups on the afternoon ofThursday, August 8th.
Your Final Powerpoint Group Presentation should include the following:
1) Select one topic from amongst the various global issues which modern capitalized society
faces; understand the background to the problem/s as well as its/their actual conditions,especially as that relates to Indigenous peoples.
2) Consider possible means to solve the problem/s and to improve the current conditions.
3) Suggest an engaging, concrete curriculum/educational program for how to manage theproblems and how to contribute especially to local development.

19

Profile of lecturers of fieldwork
Kaizawa Taichi
Mr. Kaizawa was bornin 1971 in the Nibutani
area in the town of
Biratori, Hokkaido. After
graduating from a local
junior high school, hewent to a high school inTomakomai, an industrial
city in Southwestern
Hokkaido. Here he wasdiscriminated against
because of being Ainu. He went on to study at Rakuno Gakuen University in Ebetsu, 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 akind of performance. After graduation, Mr. Kaizawa began working at the Hokkaido Prefectural
Ainu Culture Research Center, where he pursued research on Ainu culture. He left the Center in2011 to go back to his hometown, Nibutani. Since then, he has poured his energy into life as a
farmer and also been actively engaged in the regular sponsorship of cultural camps to promote
understanding of the Ainu values and Indigenous knowledge. His research on Ainu culture
particularly focuses on the use of plants, and he also works as a designer of Ainu arts.

20

Monbetsu Atsushi
Mr. Monbetsu currently resides in Biratori He is 37 years old, andthe father of three children.
He has performed Ainu traditional dance from childhood until thecurrent day.
“Having grown up in the mountains with a strong sense thatmy people are a hunting society led me after becoming an adult toaccompany hunters in their activities and to obtain a gun of my own. I’mbent on becoming a real Ainu hunter !
Currently I have resigned from my job working at a company and am making my living only
by hunting.
I plan to continue my work of teaching the next generation about the Ainu hunting culture,
their sense of gratitude, and prayer. I still have a long way to go before I’m able to make asignificant contribution, but that’s my goal. ”

Kayano Shiro
Director, Kayano Shigeru Nibutani Ainu Cultural Museum.
Curator. Town Councilman, Biratori Town, Chief Secretary, Biratori
Ainu Language Community Classroom.
Director, FM Pipaushi Radio Station (local Ainu broadcastingmini-FM). Editor, Biratori Ainu Language Community Classroom
Newsletter. Central Member, Ainu Times Newsletter (written in Ainu
language). Former company worker in Tokyo, former secretary toMember of the Japanese Diet, Parliamentarian Kayano Shigeru. Head Representative, The Ainu
Party.

21

Theme of the Fieldwork: Experiencing and Reconsidering theDifficulties in Transmission of Ainu Culture(Cultural Exchange with Ainu Youth, Craft Experience)

Organized by Taichi Kaizawa, Atsushi Monbetsu

Our session will combine a hands-on experience of the wisdom embedded in Ainu Indigenous
knowledge with a talk, in the form of a dialog between us two instructors on the challenges ofpassing Ainu Indigenous knowledge on to the next generation, to be given during the handson experience. Concretely speaking, we will be crafting Ainu items necessary for daily life.
Through the act of constructing these items, participants will be able to experience the ingenuityof the Ainu people for transforming readily available materials from their environs into tools
necessary for sustaining their lives. Based on this activity and their interaction with us two
instructors, participants will be expected to consider the core at the center of such a culture.

Kayano Shigeru Nibutani Ainu Cultural Museum
Question-and-Answer Session with Museum Director
Kayano Shiro
The Kayano Shigeru Nibutani Ainu Cultural Museum houses items collected over five
decades by the Ainu cultural icon, cultural revitalization movement leader and former memberof the Japanese Diet, Mr. Kayano Shigeru. Some of these cultural materials formed the originalcollection housed at the Nibutani Ainu Cultural Museum, currently funded and run by the
Municipality of Biratori, while others were amassed by Mr. Kayano in his many years of cultural
exchange with other Indigenous groups.
Visiting this museum will give us an opportunity to one, compare this, a private museum,with the other two public museums in town, two, gain a sense for how the literary, filmatic,
cultural and political activities of one Indigenous leader influenced larger Ainu society; andthree, deepen our understanding of Ainu issues that we have learned about through lectures,group investigatory projects, and the free time in Nibutani, through a free question-and-answer
session with Mr. Kayano Shiro, Shigeru’s son and the current Director of the Museum.
22

Hokkaido Summer Institute 2019

Re-thinking Freire: as amediator between Popular
Education and Social Pedagogy

Outline of Lectures & Seminars 2019

July 27 ~ August 1, 2019
Graduate School of Education

Invited Lecturers:
Daniel Schugurensky

Professor, School of Public Affairs and School of Social Transformation/
Director, Social and Cultural Pedagogy Program, Arizona State University,
USA

Recent authored and co-edited books

2017. By the people: Participatory Democracy, Civic Engagement andCitizenship Education. Participatory Governance Initiative/2013. Informal
learning, volunteer work and social action. Sense Publishers/2011. PauloFreire. Bloomsbury)/2010. Learning Citizenship by Practicing Democracy:
International Initiatives and Perspectives. Cambridge Scholarly Press/ 2009.
Learning Democracy by Doing: Alternative Practices in Citizenship Learning and Participatory Democracy.
Transformative Learning Centre, University of Toronto.

Recent articles

2017. Social pedagogy meets local democracy: Examining the possibilities and limits of participatory
budgeting. Social Pedagogy Quarterly2017. Freire and the millennials: Revisiting the triangle of transformation. Freirean Rhizome Journal
2017. From Article 26 to target 4.7: Global citizenship education and international networks. Global
Commons Review
2017. The tower of Babel: nationalism, globalization and citizenship education. Global Commons Review

Doctor Anna Marie A. Karaos

Associate Director, John J. Carroll Institute on Church and Social Issues /Professorial lecturer. Ateneo de Manila University, Philippines
Ph.D. Sociology, New School for Social Research (New York, U.S.A.),
Doctoral Dissertation: "Manila's Urban Poor Movement: The Social
Construction of Collective Identities"
M.Phil. Economics and Politics of Development, University of Cambridge(United Kingdom)

Recent Works
Book Review of Wataru Kusaka’s “Moral Politics in the Philippines: Inequality, Democracy and the Urban
Poor,” in Contemporary Southeast Asia Vol. 39, No. 3, 2017/ Co-authored with Emma Porio, “Transforming
the Housing Process in the Philippines: The Role of Local-Global Networks by the Urban Poor, in (eds.)
Herrle, Peter; Ley, Astrid and Fokdal, Josefine; Farnham: Ashgate Publishing, 2015/ Editor, “Resilient Urban
Communities: Stories from the Ketsana Rehabilitation Programme,” Quezon City: Christian Aid, 2012/
Co-authored with Gerald Nicolas and Gladys Ann Rabacal, “Institutionalizing Alternative Secure Tenure
Approaches for the Urban Poor in the Philippines,” UNHABITAT, Global Land Tool Network, August 201024

Soonghee Han

Professor of Lifelong Education at the Department of Education, Seoul
National University, Korea/ Former President of Korean Society for the Studies
in Lifelong Education,

Recent articles or works
Han, S. (Ed.), (2010). Managing and Developing Core Competence in a
Learning Society, Seoul: SNU Press
Han, S. et al (Eds). (2016). East and West in Comparative Education: Searchingfor New Perspectives, London: Routledge.
Han, S. (2008). The lifelong learning ecosystem in Korea: Evolution of learning capitalism? International
Journal of Lifelong Education, 27(5), 517-524.
Han, S. (2013). Confucian states and learning life: making scholar-officials and social learning a politicalcontestation, Comparative Education, 49(1) 57-71.
Han, S. & A. Makino. (2014). Learning cities in East Asia: Japan, the Republic of Korea, and China,
International Review of Education, UNESCO & Springer, 59(4). 443-468.
Han, S. (2015). Lifelong Learning in Higher Education in Korea, Korean Journal of Lifelong Learning
Society, 11(4), 1-24
Han, S. (2016). The Universalization of Higher Education and Its Systemic Complexity: The Chemical
Transformation to Higher Lifelong Learning Complex System, The Korean Journal of Lifelong Learning
Society, 12(1) 1-31.
Han, S. (2017). Institutionalization of lifelong learning in Europe and East Asia: from complexity systems
perspective, Asia Pacific Education Review, 18(2)Peta Ohata

Director, Travel Hokkaido / Member, Institute of Youth Work (UK)
MTh Community Learning & Development, University of Aberdeen
BA Informal & Community Education, YMCA George Williams College

Youth and Community Work
Director, Travel Hokkaido (Be the Change Hokkaido, Hokkaido Adventure
Leadership Program) (2018~) / Manager, Co&Co (2014-2018) / Part-time
Tutor, YMCA George Williams College (2009-2014) / Children’s Services’Manager/Employment, Training & Skills Manager, Barnardo’s (2008-2014) /Youth Worker, Decoded Youth Projects (2003-2008)

Published Work(2009) ‘Literacy as expression, rebellion and ritual’ CONTEXTS (2) YMCA George Williams College (Centre
for Third Sector Studies)25

Assembly
Area

）

（

5-chome Street

452)

（

Soccer/
Rugby
Field

Evacuation
Assembly
Area）

Access and Floor Map

North 13
Gate

Kita 13-jo Street

SubwayKita 12-jo
Station③(N)

Evacuation
Assembly
Area

）

②

Main
Gate

JR

South
Gate

Ha

ko

da

te

Kita 8-jo Street

Line

Makomanai
Botanic Garden

Venue①･ Faculty of Education②･ Humanities and Social Sciences Classroom Building (W Building)③･ Faculty House Trillium "Restaurant Elm"

Conference Room, 3rd floor (Dai-Kaigishitsu) at Faculty of Education

26

Subway Namboku Linearu

Courts（Ot(S)

Tennis

①

JR Sapporo Station
Subway Sapporo Station

Keynote Lecture
Addressing the Divided Society from a Freirean perspective:
Three Educational Projects
Daniel Schugurensky
Abstract
The findings of a recent large international survey (31,495 youth from 186 countries and territories)
revealed that, for young people, the three most important contemporary issues are climate change (49%),
war and violent conflicts (38%) and inequality (31%). Considering that over 50% of the world populationis under 30 years of age, these concerns should be taken seriously. From a social pedagogy perspective,
three educational projects can make a contribution to address these issues: a) education for sustainable
development; b) peace education; and c) democratic citizenship education. Indeed, an explicit focus on thesethree projects could provide social pedagogy practitioners and learning communities a compass to criticallyexamine our social reality, share a common vision for the future, and develop strategies to move in that
direction. This can help to connect, following Freire’s advice, the moment of denunciation with the momentof annunciation. It can also help to connect micro, meso and macro analyses and interventions. Finally, it canconnect social pedagogy with social economy initiatives and participatory democracy experiments.
This presentation will begin with the claim that we live in societies in which too many unnecessary andunjust divisions exist not only among human beings, but also between human beings and nature. The second
part will present current data on the causes and consequences of this situation. The third part, building on
Paulo Freire’s ideas, will advance some proposals to advance a social pedagogy agenda that pays central
attention to the three Ps of Planet, People, and Peace. The fourth part of the presentation will argue that
there is a reciprocal relationship between the development of more critical, caring and active citizens, andthe pursuit of policy changes and social transformations that create the conditions for human flourishing andfor a more peaceful and sustainable planet. In this part of the talk, connections will be made with popular
education practices, with the principles of ‘buen vivir’ and with the sustainable development goals. Finally,
the presentation will conclude with a few examples of social pedagogy projects in different parts of theworld.

27

Keynote Lecture
Dividing Society Through Moral Politics
Anna Marie A. Karaos
Key words: Freire’s critical pedagogy, moralization of politics, charismatic politics,
Philippine civil society, social antagonisms

Abstract
In this keynote speech, I explore the question of whether Paolo Freire’s critical pedagogy can help directcollective actions by the poor towards redistributing economic resources and opportunities in a society where
political divisions and identities appear to be increasingly defined by the moralization of politics. This questionis explored in relation to the Philippines, a young democracy with vast income and wealth inequalities which
has seen a number of political upheavals in the last half a century in which poor people’s movements haveparticipated. More recently, however, the progressive forces within civil society which have an interest in
economic redistribution seem to have been divided politically by what one scholar has termed as moral politics.
Drawing on the work of Wataru Kusaka, “Moral Politics in the Philippines,” this exploration starts withthe observation that in the Philippines today, a form of exclusionary politics is emerging that is founded on
the moralization of politics. Kusaka defines moral politics as politics that creates groups that are regarded aseither “good” or “evil” and draws a dividing line between the two. It is a politics concerned with definitions ofgood and evil as opposed to interest politics which is concerned with the distribution of resources. This typeof politics creates two antagonistic groups with each side seeking to eliminate the other. Kusaka claims that assuch, this type of politics is antithetical to pluralism, and therefore threatens democracy.
In the Philippines today, the moralization of politics has come about in reaction to another brand of politics
exemplified by President Duterte which we can call as charismatic politics. The rise of President Duterte
to power in 2016 has resulted in the unprecedented polarization of society cutting across social classes andcentered on the person of the president. President Duterte’s approval rating is high across all socio-economic
groups, highest among the upper classes, lowest among the poor. “Dutertismo” is what people call his brand ofleadership that values order and authority, and capitalizes on his image as a father that knows what is best forhis children and can get things done.
What is interesting is that the activists and community organizers that were the first to discover Paolo Freire’s
critical pedagogy in the 1970s and to use it in awakening the country’s urban and rural poor to their situation of
oppression have unwittingly driven a wedge between themselves and the poor as a result of their engaging in
moral politics. The danger seen by Kusaka in moral politics is that the class conflict that is rooted in economic
inequality gets masked by the reframing of social antagonisms as a clash between good and evil. This can beseen in the way that the anti-poor policies of President Duterte have been obscured by the moralistic discourse
between the pro and anti-Duterte supporters that has centered on issues such as the president’s misogyny,
disrespect of women, disregard for human rights and attacks on the Catholic Church.
Freire’s critical pedagogy, by emphasizing a dialogical encounter in the process of learning (and unlearning),
and conscientization, or seeing reality in a new way, can counter the exclusionary tendencies of moral politics.
Applied to the divisions in civil society, it can shift the focus of the social antagonisms from moral definitions ofgood and evil to their roots in economic and political inequality as the basis for political action.
28

Keynote Lecture"Pedagogy of Freedom": Freire's liberation pedagogy and scientificacademism
Han Soonghee
Key words: cultural spirituality, educational epistemology, conscientization, pedagogy of freedom,scientific academism

Abstract
Paulo Prairie has long been praised in many parts of the globe. Not only educational practitioners who
have come with him in the field of various educational contestations for the poor and the marginalized, butalso countless theorists who pursue critical understanding of education have been heavily influenced by theinsights Pedagogy of the Oppressed has given. His early works were mainly a cultural torchlight that shedlights to the dark side of the world, inspiring cultural and political actions. "Conscientization" was a magic
spell to start people motivated. His theory, nevertheless, has never took the position of dominant discourse inscientific academism mostly sheltered in formal universities and colleges. The epistemological and practicalfoundation of Freire, at least expressed in the Pedagogy of the Oppressed, had wider distance from those who
are working in the area of "normal science" if applying Thomas Kuhn's concept. Academics were "scientific"
observers who watch the movements from a distance. Not as participants, but as spectators. What if his
cultural torchlight that stimulates consciousness-raising of the oppressed is re-located and objectified in thelaboratories of scientific academism? What if the "normal" academic convention tears apart his spiritual
provocativeness into separated and isolated pieces of factors? Will it lose the spiritual inspiration? Howshould junior academics like graduate students be prepared to read or re-read his works in the context offunctional scientific academism? I am sure that his last work, Pedagogy of Freedom, has been prepared totalk with those people. With different tone and mood Freire talks about critical understanding of education
in some different way. This is what I am going to share in this presentation. This presentation proposes two
approaches: (1) Freire embedded in the Pedagogy of the Oppressed forty-five years ago is not the same
Freire whom we should now challenge to read today. That is why he wrote the Pedagogy of Freedom tobe translated just before he deceased. As he instructed, "reading" is to read the world we live for. His key
message is not the "theories" like banking concept or problem-posing, but rather the way he challenged thesocial contradiction and the way he passionately struggled against the functional academism that disguisedthemselves as ethical neutralities in dealing with social injustice and inequality issues. (2) His theory is in facta spiritual meta-theory or "cultural torchlight" that shed lights from above on the functional scientism. His
authenticity disappears when we attempt to dissect and dismantle the segments. His notions are rather heartbeating symbolism of metaphors, which might disappear when trying to rigorously define them in a logicalpositivist way. It does not challenge the individual concepts and principles, but rather the whole coherenceof the components, or putting differently, it transforms the way "critical understanding" is epistemologicallygrasped. Freire calls himself as an epistemologist in education; a game changer. His practical methodology ofconscientization, in this context, is not a handbook or cook recipe. It works if and only if it is located under
the cultural and spiritual inspiration for social change, even in the context of academism; With no premise ofsocial change, no theoretical insights his thought can provide.
29

Keynote Lecture
Freire, youth work and a pedagogy of courage
Peta Ohata
Key words: community education, youth work, counternarrative, connection, praxis

Abstract
It has now been over 50 years since Freire’s Pedagogy of the Oppressed was first published, and sincethen the impact of his words and work has been both far reaching and diverse. You will now find Freire’s
principles mentioned in a wide variety of contexts – from social work and formal education, all the way
through to management texts and leadership theory – some embracing Freire’s philosophy in its totality, andothers isolating aspects and reducing it to methodology.
However, for Freire, how we do educational work, cannot be separated from why we do it and what for.
The methodology cannot be separated from its philosophy. Using practical examples from youth work andcommunity education practice within both the UK and international contexts, I will explore the importance ofapplying Freire’s work in its fullness and propose four main themes that are essential to the roots of current
community development practice. 1) our educational work 2) our political work 3) our theoretical work and 4)
our collective action for change. We will explore examples of work with care leavers and unemployed young
people, the stories of young people disengaged from formal education, and new youth involvement examples
in community-based eco-tourism.
Some ask whether a 50-year-old text is still relevant and applicable to the diverse and often complex range
of inequality we see in our world today. Of course, Freire has been and should be critiqued, especially as we
wrestle with applying his philosophy to multilayered and complex inequalities, and what we now understandin terms of the ecological challenges we face globally. However, I believe that Freire’s understanding of theworld, and his belief in education as a practice of freedom is just as important to us now as it ever was.
When considering our starting point in community work, Freire emphasized that social change begins
in the stories of people. Our present world is divided. But in order to identify and reject the neoliberal
ideology that deeply disconnects us from each other and the natural world, we must also develop a strong
counternarrative which promotes community and connection. To understand and ‘root our imagination in ourconcrete reality while simultaneously imagining possibilities beyond that reality’ (bell hooks 2014). The hopeof this potential transformation is the heart of community education and what we can term a ‘pedagogy ofcourage’ to describe our response to oppression.
30

Program Schedule for Summer Institute 2019

Re-thinking Freire: as a mediator between Popular Education and Social Pedagogy
ScheduleDays

10:00-12:30

7/27 Sat

12:30-14:00

14:00-15:00

15:00-17:00(13:00-13:30)
Guidance(13:30-14:00)
Reception

Keynote Lecture

7/28 Sun

Lecture( Ⅳ )(Peta Ohata)

Lunch

Workshop

7/29 Mon

Lecture( Ⅰ )(Anna Marie A. Karaos)

Lunch

Workshop

7/30 Tue

Leture( Ⅱ )(Han Soonghee)

Lunch

Workshop

7/31 Wed

Lecture( Ⅲ )(Daniel Schugurensky)

Lunch

WorkshopDays

10:00-12:00

12:00-13:30

13:30-16:00

8/1 Thu

Symposium@Room W410

Lunch

Symposium@Room W410

Presenter: Dr.Anna Maria A.
Karaos / Prof. Han Soonghee

17:30 ～
Welcome Reception

17:00 ～
Closing Ceremony@Restaurant Elm

Discussant: Prof.Daniel Shugurensky / Emeritus Prof.
Minoru Satomi

July 27 (Sat) Location: Conference room (Dai-kaigisitsu), 3rd floor at Faculty of Education
13:00-13:30 Guidance Registered Graduate Students only
13:30-14:00 Reception
14:00-17:00 Keynote Lecture : Rethinking Freire, under the Divided Society
Attendance Free to all

Lecturer: Daniel Schugurensky, Anna Marie Karaos, Han Soonghee, Peta Ohata,
Moderator&Introducing speakers: Tyrel Eskelson,
Preface: Keiko Ikeda
17:30-19:30 Welcome Reception / Registered Undergraduate & Graduate Students only
Welcome toast: Takashi Miyazaki

31

July 28 (Sun) Location: Conference room (Dai-kaigisitsu), 3rd floor at Faculty of Education
10:00-12:30 Lecture (IV) Peta Ohata / Registered Graduate Students onlyThis course will focus on the significance of Freirean Approach in Youth Work and Community
Education. The latest trends in the practice of Youth Work in U.K. will be examined, with aparticular focus on critical approaches, on the contributions of Freirean traditions. This course will
also focus on the relationship between Community Education and Youth Work from the view pointsof Social Change.
Session 1:Youth Work and Community Education
Session 2: What is Youth Work?
Session 3: Freirean Approach in Youth Work
Session 4: Evaluate Youth Work
Session 5: Community Learning Movement in Japan
Session 6: Community Education from the view point of Activity Theory
Session 7: Significances of Freiren Approach
Session 8: Rethinking Freire
12:30-14:00 Lunch
14:00-17:00 Workshop

July 29 (Mon) Location: Conference room (Dai-kaigisitsu), 3rd floor at Faculty of Education
10:00-12:30 Lecture (I) Anna Marie Karaos / Registered Graduate Students only
The lecture will focus on the significance of Freirean approach in societies where certain groups
are excluded from political participation. Community organizing as a systematic popular education
will be discussed in the context of democratization as well as cases drawn from the Philippines
illustrating its application in urban and rural settings.
Session 1: Social reproduction, social transformation, and education,
Session 2: Roles of Social movement
Session 3: Development of Social Movement in the Philippines
Session 4: Popular education and critical pedagogy in the Philippines
Session 5: Learning process for community education
Session 6: Social movement and community development
Session 7: Critical pedagogy and the question of democracy
12:30-14:00 Lunch
14:00-17:00 Workshop
32

July 30 (Tue) Location: Conference room (Dai-kaigisitsu), 3rd floor at Faculty of Education
10:00-12:30 Lecture (II) Han Soonghee / Registered Graduate Students onlyThis course will focus on the significance of Freirean Approach in lifelong learning. The latest
international trends in the theory and practice of popular education will be examined, with aparticular focus on critical approaches, on the contributions of Freirean traditions, and on therelationship between lifelong learning and social change.
Session 1: Popular Education and Lifelong Learning
Session 2: Popular Adult Education in the Contest of the Old Social Movement
Session 3: East Asian authentic theories and Practices in Global Lifelong Learning
Session 4: Creating Systems: Lifelong Learning in Asia
Session 5: Learning Cooperatives and Democratic Citizenship Education
Session 6: Higher Lifelong Learning
Session 7: Lifelong Learning Ecosystem
Session 8: Towards a Comprehensive Theory of Human Learning
12:30-14:00 Lunch
14:00-17:00 Workshop

July 30 (Wed) Location: Conference room (Dai-kaigisitsu), 3rd floor at Faculty of Education
10:00-12:30 Lecture (III) Daniel Schugurensky / Registered Graduate Students onlyThis course will focus on the significance of Freirean Approach in contemporary societies. The
latest international trends in the theory and practice of social pedagogy will be examined, witha particular focus on critical approaches, on the contributions of Freirean traditions, and on therelationship between social pedagogy and social change.
Session 1: Education, social reproduction and social transformation
Session 2: Social pedagogy: historical traditions and contemporary developments
Session 3: Paulo Freire: life, work and legacy
Session 4: Popular education and critical pedagogy
Session 5: Social pedagogy and social change
Session 6: Social pedagogy and the question of democracy
Session 7: Social pedagogy and community development
Session 8: The future of social pedagogy
12:30-14:00 Lunch
14:00-17:00 Workshop
33August 1(Thu) Location: Room W410 at Humanities and Social Sciences Classroom
Building(W Building)
10:00-12:00 Symposium / Attendance Free to all"The significance of Freirean approach under invisible oppression“Presenter: Dr.Anna Maria A. Karaos / Prof. Han Soonghee
Discussant: Prof.Daniel Schugurensky / Emeritus Prof.Minoru Satomi
9:30-10:00 Reception
10:00-10:20 Opening Remarks
10:20-11:20 Presentation1“Paulo Freire in the time of Illiberal Democracy” Anna Marie A. Karaos
11:20-12:20 Presentation2“Am I oppressed? Didn't I know yet?” Han Soonghee
12:20-13:30 Lunch Break
13:30-14:30 Comments
Moderator: Xiao Lan, Takashi Miyazaki,
Discussant: Daniel Schugurensky, Emeritus Prof.Minoru Satomi,
14:30-15:10 Reply
15:10-16:20 Discussion
16:20-16:30 Summary
17:00-19:00 Closing Ceremony / Registered Graduate Students only
Location: Restaurant Elm
MC: Keiko Ikeda

34

List of Participants
Name

Grade

GenderUniversity

Lin Xing Hui

M1

F

Beijing Normal University

Wang Hui

M1

F

Beijing Normal University

Tao Ye Xi

M2

F

Beijing Normal University

He RanM1

F

Beijing Normal University

Baek Mee Wha

D1

F

Korea University

Jin Meiling

D2

F

Korea University

Wie Minsung

D3

F

Korea University

Kim Suyoun

D1

F

Korea University

Kwon Sunhyang

D1

F

Korea University

Lim Sojeong

M1

F

Korea University

Kang Ji Young

D1

F

Korea University

Jeong Dai

D2

F

Korea University

Lee Hyun Ju

M1

F

Korea University

Woo Beodle

D2

F

Korea University

Yun Hyewon

M2

F

Korea University

Choi Jin

M1

F

Korea University

Han Seung A

D1

F

Korea University

Kil Hanah

D3

F

Korea University

Li Zuolin

D2

M

University of Chinese Academy of Sciences

Wang Huaidong

D1

M

Hokkaido University

Takeshi Shibue

D1

M

Hokkaido University

Zhao Wenyi

D1

F

Hokkaido University

Dollin, Ashleigh Eve

D1

F

Hokkaido University

Bai Kun

D1

F

Hokkaido University

Minori Hasegawa

D1

M

Hokkaido University

Natsuki Fujikawa

D1F

Hokkaido University

Mayumi Horiuchi

D1

F

Hokkaido University

Yasuko Homma

D1

F

Hokkaido University

Kai Matsui

D1

M

Hokkaido University

Hideki Mori

D1

M

Hokkaido University

Hitomi Yoshimizu

D1

F

Hokkaido University

Li JinD1

F

Hokkaido University

Liu Yueqiao

D1F

Hokkaido University

Lin Cichao

D1

M

Hokkaido University

35

Professor
Keiko Ikeda
Graduate School of Education
Dean of Faculty

Professor

Professor

Jeffry Gayman

Takashi Miyazaki

Research Faculty of Media andGraduate School of Education

Communication

Specially Appointed
Associate Professor
Associate Professor

Tyrel Eskelson

Takashi Ito

Faculty of Education

Graduate School of Education

Graduate School of Education

Associate Professor
Madoka Toriyama
Graduate School of Education

36