TF: After that, what other sort of issues did you research about? BY: I did a postgraduate diploma in Education. I was very much involved in drama, us

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1 2011 年 3 月 31 日 発 行 No.10 Interview with Associate Professor Beverley Anne Yamamoto 社 会 環 境 学 博 士 前 期 2 年 トリシア アビゲイル サントス フェルミン Tricia Abigail Santos Fermin Sociology - M2 On December 14, 2010, Associate Professor Beverley Anne Yamamoto kindly took time from her normally hectic schedule to talk about her academic career and life in Japan. As her Teaching Assistant and thesis advisee for the past two years, I was particularly thrilled to be given the opportunity to know more about her various achievements and inspiring outlook in life. The following are excerpts from the interview. TF: How did you become interested in gender and sexuality as a field of research? BY: It traces right back to when I was an undergraduate student. In my university Anne Oakley was one of the professors. Although I did not directly take her classes, I was influenced by her ideas. My personal supervisor and my dissertation adviser was her husband, Robin Oakley. I already had the input from Prof. Oakley s lectures, and also he really encouraged my dissertation work on feminist fiction. I was a Sociology and Social Policy student, but I chose to do a sociology of literature approach to looking at feminist literature. I wrote about the difference between feminist writing that used fantasy and feminist writing that used reality, to look at how female authors could imagine more equitable gender roles. And that was quite radical in my university at that time. A lot of the other professors didn t think that it was that academic, but Robin and Anne Oakley really stood by me. So the experience of doing that dissertation in particular helped. Also, there was quite a strong feminist activism at that time in England, and I was involved in those issues. Bedford College was formerly a women s college within London University. It was the first that allowed women in. They had Fawcett Library, which, at that time, held the biggest collection on women in Britain. Now this collection has been moved to the Women s Library, which is BACKGROUND Associate Professor Yamamoto in Brief Born in London, United Kingdom Came to Japan in February 1987 Family: Husband and 2 children Education: Undergraduate: London University, Bedford College, Faculty of Social Science Postgraduate Studies: Faculty of Education, University of Nottingham Faculty of Social Science, University of Sheffield Highest Degree: Ph.D. (East Asian Studies) Work History (includes): Honorary Visiting Fellow, School of East Asian Studies, University of Sheffield Visiting Professor, College of Asia-Pacific Studies, Ritsumeikan Asia-Pacific University Visiting Scholar, Graduate School of Humanities and Society, Tokyo University Research Interests: Sexuality and Gender Studies in Japan, International Marriage, Gender and Memory in the London Metropolitan University. The university itself had a strong status in terms of promoting women s education. We had fantastic library facilities. So, while those kernels of interest had already been there, I really worked on them when I was an undergraduate. 1

2 TF: After that, what other sort of issues did you research about? BY: I did a postgraduate diploma in Education. I was very much involved in drama, using drama as a means of getting across social issues. Then I carried on working in Theatre and Education both as a writer and actor. I wrote and performed at a community level in plays. One play I wrote, that was produced by the Nottingham Playhouse Roundabout Company, was about women, violence and pacifism directly linked with a lot of issues that were high profile at that time. I was very active there in the Theatre and Education field. That was before I came into academia as an academic. I like social issues and feminist issues. Since coming back to doing postgraduate work, my PhD looked at how the issue of youth sexuality, particularly female youth sexuality, has really been looked at in Japan. I did two things at once with that. On the one hand, I was interested in what the young women were actually doing in terms of their sexuality, what meaning they assigned to the sexual domain. But I was even more interested in what the gatekeeper generation those who could control access to reproductive and sexual health clinics, those who control sexual education in school made of what young women were doing. And so, I did a big analysis over 30 years of all the literature that was out there on youth and sexuality, women and adolescence, pregnancy, and abortion. The title of that was The Gendered Analysis of Teenage Pregnancy Problem in Japan. And then I built on that. The next big thing I worked on was to create a course for the University of Sheffield s School of East Asian Studies, a 30-credit module that lasted over six months, under the title Social Science Readings. I wanted to do something on gender, but I wanted it to be different from what I have done so far. And what I ve done before reflected a lot of the research that came out of my PhD, so it was the intersection of gender and sexuality. And the issue that came out on the forefront of that time, in 1999, was the comfort women issue. It was of interest to me because it dealt with sexuality and gender, but it had a new element that I had not looked at before, which was nationalism. So that started me on a new track. I looked at the literature that was coming out of Japan, and ended up using Prof. Chizuko Ueno s Nashonarizumu to Gendaa. I built a course on that, and it opened up a new area for me. I actually came into direct contact with Prof. Chizuko Ueno and ended up translating the whole book for her, as a result of working on that module. And that became this other area that I think is reflected in the research that I am doing now with Prof. Muta and Prof. Kimura on Gender and Conflict, and Gender and War Memory. So, I built on its links between gender, sexuality and the nation entering into ideas of nationalism then brings imaginings of self and gendered imaginings of self, and how Japan and the Japanese imagine themselves as a nation and the role of patriarchy within this. That brought me to recent studies about ideas and discourses on multiculturalism and a project on international marriage and children of international marriage. Again, I am interested in the gender and sexuality aspects of that. But I m also interested in educational strategies of the parental generation, and how that has impacts on identity of the children. I now think of patriarchy, gender and sexuality as absolutely intertwined and cannot research one without the other. It makes me wonder whether I should look at my own country through that lens as well, whether it would profitable or not. But in the Japanese context, it is very profitable to use those lenses. TF: As a social science student, I am often reminded by my professors that a person s social location has a big impact on the outcome of one s research project. Can you share with us any experiences that you found interesting or challenging as a result of being a British, female scholar researching about gender issues in Japan? BY: I think as a non-japanese researcher and as a woman, you ve got to go to research areas where that s an advantage and not a disadvantage, if possible. Gender and sexuality are areas where it s a huge advantage not to be Japanese and to be female. I think the perception is that I won t be judgmental, and also the fact that I m outside the society means it s easier for people to talk about issues. And I think with sexuality, it s still enormously difficult for people to talk about these issues. But for some reason, my location as a female who s not Japanese here, and the fact that I can speak Japanese fluently enough means that I am told things that might not be talked about if I was Japanese. I think that has its advantage, but I also think it puts a huge responsibility on me about confidentiality and how I use that information. In the research on international marriage, it often helps enormously that I m in an international marriage. People know that I m going to understand what they ll be talking about and that I ve been there. But on the other side, being too close to your research brings issues, and also being worried about using people who are part of my support network as respondents, for me, is a very uncomfortable issue. So I think that embeddedness, because I ve lived so long in Japan, and because I m embedded 2

3 in a community, that brings you advantages in terms of doing your research. But it also means sometimes it s harder to get the outsider perspective. It also means that it has an emotional level of how I understand these things, because I live it, and I can t just go home and turn off Japan. It s still there when I go home. TF: You ve been teaching Gender Studies courses in English for several years now. Since sex and gender are social categories often left unquestioned in everyday life, I m curious to know what kind of difficulties you face when teaching this subject to those who do not have any gender studies background. And how do you deal with them? BY: I think you ve been in classes where you ve TA-ed for me when we ve had students who come from quite biological backgrounds, who see gender as hard-wiring and could not get out of that model. But they will move eventually. The thing you ll notice when I teach gender is I start from intersex, which is biological. So I start from that biological beginning, because I think starting from there already starts to disturb people s neat dimorphic ideas that there are only men and women. And by starting with that disruption on the biological side, I think that leaves a little doorway open to then move to the social. But you ll always get some students who are wedded to the rigidity of those concepts. So rather than start from transgender or from today, start from an anthropological point of view. Start there and move to what is more contentious. If you can get them accepting things in class, then they might start thinking outside the class. My main aim anyway is not to teach students facts but for them to become critical thinkers, to get students to think broadly about who they are and how they live their lives. I also think that today s young people who come to Japan are very interested in this whole popular culture. They re so interested in that, and if you start from there, you ve got their attention. What they re interested in is the stuff that they re directly coming to terms with: their own reality and, particularly for the international students, making sense of the Japan that they see around them, because Japan is so interesting, especially from the gender-bending point of view. affluence. They don t always have the hunger to be upwardly socially mobile, to make a difference. The idea behind G30 is to totally stimulate the higher education environment, and it was done through picking in the first phase 13 universities. There s meant to be a second phase, but that s disappeared. And so, my role here is in the Human Sciences Program, but I m also involved in the central university level as well, because we have an International College which oversees all G30 related activities. I m on the Kyoumuiinkai, which is the Teaching Committee. But here, I ve got responsibilities for almost everything (laughs), along with Prof. Hirasawa, in curriculum design, recruitment of students and academic staff, overseeing the quality of the program, and overall vision of the program, and I m sure a lot of other things as well. It s a lot of different hats to be wearing at one time. TF: Between teaching, research and administrative duties, you ve got so much on your plate. Do you have any other goals you wish to achieve in the future? BY: One big goal is to make more research time. I ve done a lot of research over the last 5 years, thanks to Osaka University, and been involved in a lot of different projects. So, I ve got an awful lot of data that needs proper output. I would like some time to write. I love writing. That s one. Also, I d want to try and regain some work-life balance. My family is always coming out second best. They always end up having to wait. Just slightly getting a better balance there, and trying to get a life outside the university, is another goal. You get sucked in because a lot of what you re doing is exciting and fun and meaningful. But I think you also need to make sure your own personal batteries don t go down to zero. I m not particularly a career-minded person. I like to do what I feel is meaningful at the time. So, as long as I feel that what I m doing is making a difference and in an important way, that I m still engaging students particularly, what I m giving is meaningful to students, then I am happy. I don t have big career objectives, just to continue being in a position where I can do what I do best. TF: The G30 Program is your newest responsibility, right? What is G30 and what sort of role do you play in this program? BY: Both the Japanese Government and the Ministry of Education s aims for G30 is to greatly increase the number of international students here, and to make Japanese universities competitive with the rest of the world. There was this worry about Japan passing that graduate students are going to America, the UK, Australia and they re not coming to Japan, and not in the numbers that they want. Then, there s demographics. Increasingly, the country will have to rely on non-japanese labor, particularly at a skilled level. So, nurturing this future labor force through education is a pretty good way of doing this. Also, Japanese students have been raised in 3

4 グローニンゲンでの 体 験 My experience in Groningen 社 会 学 科 目 学 部 3 年 内 藤 朝 子 Asako Naito Sociology, Modern Thought and Anthropology - B 年 8 月 に 私 はグローニンゲン 大 学 でのサマープロ グラムに 参 加 しました その 中 で 体 験 できてよかったと 私 が 思 うことを 紹 介 します まずはじめに 風 景 についてです グローニンゲンでは 多 くの 人 が 古 い 建 物 を 改 装 して 住 んでおり ヨーロッパ らしい 家 が 残 っています 一 方 アムステルダム 近 郊 に は 日 本 ではあまり 見 られないような 現 代 建 築 があり 私 はその 違 いに 驚 きました 次 に 現 地 の 方 や 留 学 生 との 交 流 についてです 今 回 の プログラムでは 現 地 の 学 生 が 私 たちとの 交 流 の 機 会 を 設 けてくれました そして 彼 らは 映 画 館 やレストランと いった 様 々な 場 所 に 私 たちを 案 内 してくれました また 現 地 の 方 の 家 に 行 くというイベントもあり 素 敵 な 家 で ホームパーティーも 体 験 しました こういった 観 光 旅 行 ではあまり 訪 れることのない 場 所 に 行 けたことは 私 に とってとてもよい 経 験 になりました また 留 学 生 同 士 の 交 流 のために 行 われるESNプログ ラムでは 15 人 ほどのグループに 分 かれ グループの 中 で 色 々な 国 からきた 留 学 生 と 交 流 しました 私 のグルー プの 留 学 生 の 出 身 国 は ドイツ アメリカ 中 国 エチ オピア ハンガリーなど 様 々で 本 当 に 驚 きました ESN プログラムではそれぞれの 国 のことを 話 したり 親 睦 を 深 めるための 簡 単 なゲームをしたりと 楽 しい 時 間 を 過 ご しました 私 は 英 語 を 流 暢 には 話 せませんでしたが 話 したい! という 意 思 が 伝 わったのか 十 分 に 会 話 でき ました このプログラムの 中 で 私 は 話 す 意 思 さえあれば たどたどしい 英 語 でもコミュニケーションがとれる と いうことを 学 ぶことができ 英 語 を 話 すことや 人 とコ ミュニケーションをとることに 対 して これまでより 積 極 的 な 姿 勢 をもつことができるようになりました 最 後 になりますが この 場 をかりてお 世 話 になった 方 々にお 礼 を 申 し 上 げたいと 思 います 大 阪 大 学 の 山 本 先 生 流 川 さん 現 地 でサポートしてくださった 弘 津 先 生 中 山 さん そしてグローニンゲン 大 学 のユーディー ンさん シュミット 先 生 ドハティ 先 生 本 当 にありが とうございました In August 2010, I participated in the summer program at the University of Groningen to improve my English skills. In this essay, I introduce my good experiences. First, I will describe the landscape of the Netherlands. In Groningen, historic architecture still remains along the streets because many people reuse them as their home or shop. On the other hand, in a big city such as Amsterdam, there is a lot of contemporary architecture, which we rarely see in Japan. I was absolutely amazed to see the various architectures. Next, I describe interaction with local people and foreign students. In this program, students at the University of Groningen provided opportunities for me to interact with other foreign students. They took us to places like restaurants and the movie theater. I was surprised at the size of a meal in a restaurant because it was very large for me. We also had the opportunity to visit the Dijkstra family house, where we enjoyed playing games and having a party. We ate meatball and mustard soup, which are famous local foods. They were very delicious and I loved them. Going to many places which we could not visit on a conducted tour was a very good experience. In addition, we connected with a lot of international students in the ESN program. The ESN program is an event held for foreign students to make friends. Many students from various countries come to the University of Groningen. For example, in my group, there were students from Germany, USA, China, Ethiopia, Hungary, Italy, and so on. In this program I talked with them about each country and played games so that we could get acquainted with one another. I could not speak English fluently but I could communicate well with my group members. In this program, I learned that we could communicate in broken English as long as we were willing to make the effort to do so. Thanks to this experience, I have become positive about speaking English and communicating with other people. Lastly, I would like to take this opportunity to say thank you for the support I received from the following people: Professor Beverley Yamamoto and Ms. Nagarekawa at Osaka University and Professor Hirotsu, Ms. Nakayama, Ms. Jodien, Professor Shmidt, and Professor Doherty at the University of Groningen. It really was so good of you to help us. 4

5 夢 さえ 持 っていれば If you have a dream!!! 教 育 学 科 目 学 部 3 年 安 テイテイ An Tingting Education - B3 私 も 交 換 留 学 に 行 けるかなぁ と 思 ったことありま せんか 私 なら 国 際 交 流 室 に 問 い 合 わせてみたらとア ドバイスします 阪 大 の 正 規 生 ( 国 費 留 学 生 は 除 きます) であれば 誰 にでも 行 くチャンスがあります 私 は 正 規 学 部 生 として 中 国 から 日 本 に 留 学 し 大 阪 大 学 の 人 間 科 学 部 に 入 学 しました 一 回 生 の 時 に 交 換 留 学 の 説 明 会 に 参 加 する 前 には 私 も 交 換 留 学 に 行 けること は 夢 にも 思 いませんでした 留 学 生 センター ( 現 : 国 際 教 育 交 流 センター )の 瀬 戸 山 先 生 から 阪 大 には 大 学 間 協 定 の 交 換 留 学 以 外 に 部 局 間 協 定 の 交 換 留 学 もあるとい う 情 報 を 入 手 しました さっそく 人 間 科 学 部 にある 国 際 交 流 室 に 問 い 合 わせてみたら 当 時 担 当 であった 山 本 先 生 が 親 切 に 相 談 に 乗 ってくれました 山 本 先 生 と 流 川 さ んが 留 学 の 申 請 からビザの 申 請 までフルサポートしてく れました 奨 学 金 も 受 けることができ 金 銭 面 もかなり 助 かりました 私 は 日 本 人 ではないため ビザ 取 るのにとても 苦 労 し ました 国 籍 によってオンライン 申 請 ができないことが あり 私 の 場 合 は 書 類 申 請 でした 申 請 資 料 なども 違 う ため 早 めに 申 請 を 出 すことをお 勧 めします 私 は 中 国 国 籍 なので TOEFL 以 外 にIELTSの 受 験 も 求 められました 2010 年 の2 月 にやっとビザが 降 りて オーストラリア のアデレードに 出 発 できました 舌 足 らずな 英 語 と 全 く 新 しい 世 界 は 無 論 私 にとっては 大 きな 挑 戦 でした 住 ま いはすんなりと 見 つかりましたが 英 語 の 会 話 能 力 は 一 夜 の 努 力 で 上 達 するわけではありません 友 達 が 一 人 も おらず 最 初 にはとても 寂 しいものでした 下 手 な 英 語 で 人 と 話 すのが 怖 くて 聴 き 取 れなかったらどうしよう ととても 不 安 でした 現 地 との 人 と 接 触 する 機 会 を 自 ら I am a regular student studying Clinical Psychology in the School of Human Sciences at Osaka University. I had never thought that I could have a chance to go to another country to study until I participated in an orientation for the Exchange Program of Osaka University. The idea of a studying abroad experience arose rapidly in my mind. I had great eagerness to fly to an English speaking country to broaden my experience in a new academic environment and different culture. As an international student, I wondered if I was qualified to apply for the exchange program. I got the confirmation immediately from the International Student Center, presently called the Center for International Education and Exchange (CIEE). Moreover, I got the information that there was also an exchange program between departments in addition to a university level exchange program. I consulted with the Office of International Exchange (OIE) of the School of Human Sciences. I conveyed my intention to Dr. Beverley Yamamoto and Ms. Fuyuko Nagarekawa, and they gave me a lot of valuable advice and support. Because of my nationality, I had to take both TOEFL and IELTS tests to receive the necessary approvals from Adelaide University to obtain my visa to go to Australia. I would like to remind you that if you are not Japanese, the criteria and applications for a visa might be different. So it is very important to check the application list for a visa in advance. Another major factor that permitted me to go to Australia was that there was a fund offered for one exchange student to attend Adelaide University. It gave me significant financial support and made my life in Adelaide much easier. At the beginning of February 2010, I could finally step into the land of Australia. At that moment I felt a huge relief, considering the complicated procedures involved with going abroad. However, it was just the start of another big challenge. I had to face a world which convinced me I was a stranger. It was the feeling that a baby first has when they come into the world; full of curiosity, fascination, and challenges. While I found accommodation and settled down quickly, I could not speak fluent English, nor did I have a close friend in the beginning. Fortunately, I could communicate in Chinese with students from China, Singapore, and Malaysia, and in Japanese with students from Japan. I would like to comment upon some of my experiences in coping with the language and culture shock. Firstly, putting away preconceived ideas and traditional ways of communicating and trying to smile is the first and important 5

6 避 けようとしていました 言 語 の 壁 はもちろん 大 きかっ たですが それよりも 心 の 中 の 壁 が 遥 かに 大 きかったこ とに 後 で 気 づきました 英 語 が 完 璧 に 喋 れないのが 当 然 だ 言 語 はただのツールなので 完 璧 な 英 語 が 喋 れ なくても 意 味 が 伝 わればいい と 思 えるようになって まず 自 分 の 心 の 壁 を 越 えられるようになりました その 後 友 達 がどんどん 増 えて 生 活 にも 慣 れて 異 国 での 勉 強 生 活 を 楽 しむことができました 将 来 のために 心 理 学 の 専 門 英 語 の 基 礎 を 固 めることはもちろん そこで 出 会 った 友 達 や 現 地 で 経 験 したことは 私 にとって 何 より も 貴 重 な 財 産 となりました 私 の 留 学 の 心 得 として 以 下 の 四 点 にまとめました 第 一 に 自 分 から 積 極 的 に 心 を 開 いて まず 一 歩 を 踏 み 出 してみること 恥 ずかしがらずに 何 でも 聞 くこと 第 二 に 分 らない 時 には 分 らないまま 流 すのではなく それを 正 直 に 相 手 に 伝 えること 第 三 に 困 難 な 事 に 遭 っ た 時 に 一 人 で 悩 まずに 助 けを 求 めること 第 四 に 常 に 笑 顔 で 人 と 接 すること 留 学 は 決 して 楽 しいことばかりではありません でも 留 学 から 経 験 できたこと 学 んだことは 一 生 にわたって 人 の 価 値 観 や 人 生 観 などに 影 響 するので その 価 値 は 取 り 替 えられないものです step of communication. This is a good start to helping shape an amicable relationship with others. The best way to learn a language and accustom yourself to a different culture is by exposing yourself to the local language, environment, and bringing yourself into contact with local people as much as possible. For example, I had never talked with the cashier at the market which I went to often, but then I learned that they say have a good day instead of goodbye. I had never talked with the staff at the post office on campus and then got a gift of a long distance telephone card. I went to the international center to ask lots of questions and I met a staff member who became my close friend. After that we often travelled and enjoyed having dinner together. Secondly, when you encounter problems, don t forget to ask someone around you for help even if you are not sure if they are the right person. You might get more information than you expected. Don t hesitate to ask anything, it is not a shame that you don t know a word or a custom. Just take help for granted but don t forget to ask. Lastly and most importantly, you should be active and positive. Seek help until someone comes to help. The fact is that no one will try to help you unless they know that you need help. So tell people that you need help. Say hello to others before they say hello to you. Ask people to speak slowly if you cannot follow them and tell them directly and honestly when you can t understand. The five months I spent in Australia was one of the most rewarding periods in my whole life. It was full of impressions and appreciations. I learned a lot and changed a lot. English, as the fundamental academic language in psychology, which I learnt for my future academic research, was as important as the lovely friends I met there. Both of these had great positive influence on me. They were undoubtedly invaluable for me both internally and externally. Have a dream! If you only have a 1% chance to win, then may you put in 100 times the effort. If you don t even try, then you will lose that 1%. 6

7 留 学 で 見 つけた 自 分 自 身 I found out what I want to do in Canada 行 動 学 科 目 学 部 4 年 増 谷 恵 梨 子 Eriko Masutani Behavioral Sciences - B4 私 は2008 年 8 月 から2009 年 4 月 にかけて 大 阪 大 学 が 参 加 していた 日 加 戦 略 的 留 学 生 派 遣 プログラム の 交 換 留 学 生 として カナダのマニトバ 州 にある University Of Winnipeg (UW)に8 ヶ 月 間 留 学 しました 留 学 のきかっ けは 新 しい 環 境 で 生 活 し 日 本 にはないものを 見 て 自 分 を 世 界 のなかに 投 げ 込 みたいと 思 ったからです UWには 世 界 各 地 からの 留 学 生 が 集 まっていましたが 私 はヨーロッパ 人 留 学 生 のグループと 一 緒 に 行 動 するこ とが 多 くありました カナダは 多 文 化 主 義 国 家 というイ メージがありますが 実 はその 中 で 住 み 分 けがあり 例 えばアジア 人 グループとヨーロッパ 人 グループはあまり 関 わることがなかったのです ヨーロッパ 人 留 学 生 は 当 然 のことですが 自 国 文 化 を 誇 り 大 学 のことやパー ティ 生 活 習 慣 のことまでたくさん 私 に 教 えてくれます その 一 方 で 彼 らは 自 分 たちにとって 地 図 の 隅 の 地 域 で あるアジアや 日 本 の 話 題 にはいまいち 興 味 を 持 っていま せんでした そんな 彼 らに 日 本 にあるいいものを 見 てもらいたいと 思 い あることをきっかけにヨーロッパ 人 の 友 人 らと 韓 国 や 他 の 日 本 の 友 人 らを 私 の 部 屋 に 招 きました 日 本 料 理 屋 に 行 って 梅 酒 を 準 備 して かっぱえびせんを 食 べ J-POPをBGMに 社 会 問 題 や 宗 教 恋 愛 の 話 で 非 常 に 盛 り 上 がり 朝 日 がのぼるまで 語 り 合 ったのです 彼 らは 話 すと 意 外 と 面 白 いやん!とお 互 いに 思 ったらしく 事 あ るごとに 互 いに 招 きあうようになりました ドイツ 人 の 友 人 はアジア 料 理 も 気 に 入 ったらしく 近 くのアジア 系 レストランに 行 こうとしきりに 誘 ってくるようになりま した 私 にとっても アジア 日 本 という 自 分 のア イデンティティに 興 味 を 持 ってもらったことは 非 常 に 喜 ばしいことでした この 経 験 をきっかけに 私 はもっと 日 本 やアジアの 面 白 いモノや 人 を 知 ってもらいたいと 強 く 思 うようになったのです 留 学 前 は 自 分 の 将 来 像 を 想 像 できなかった 私 が カナ ダでのこの 経 験 をもとに 自 分 の 思 いを 再 発 見 し それが その 後 の 就 職 活 動 を 含 めた 進 路 選 択 の 軸 となりました もしカナダでのこれらの 経 験 がなければ 私 はおそらく 全 く 違 った 道 を 辿 っていたのだと 思 います I studied at the University of Winnipeg (UW) in Canada for 8 months, from August 2008 to April What made me fly to the coldest place I had ever been to was that I wanted to experience life outside of Japan and see something I had never seen before. Students from all over the world gathered at UW. In particular, I was often around many European friends. Japanese people often believe Canada is a multicultural country and that everyone lives together, however, people make their own groups and different groups live in different places. For instance, Asian groups and European groups rarely mix. My European friends told me lots of interesting things about Europe, involving such things about their universities, parties, lifestyle, and how they meet people in Europe. However, from my observation they did not seem to be interested in Asia or Japan. Because I wanted them to learn about my country a little, I prepared a small event night. I invited my European and Asian friends to my room. We enjoyed Japanese food, plum wine, and kappa-ebisen (Japanese snack). We also talked about society, religion, and love. We also listened to various J-POP. The discussion was quite interesting and we had a really good time. My friends found it interesting to be with each other that night. One of my European friends loved Asian food and had asked me to invite my Asian friends. I was very happy to know that my European friends were not just interested in my Asian identity because they were not familiar with it. I found out that it is a pleasure of mine to introduce good things to others that I also enjoy in my life. I would say my life in Canada led me to the way I am now. I discovered that in Canada I like to introduce Japanese culture to people who do not know about it, and I found a way to use this interest after I came back to Japan. 7

8 留 学 のススメ Why Not? Studying Abroad 教 育 環 境 学 博 士 前 期 2 年 (ヘルシンキ 大 学 応 用 科 学 学 部 ) 山 本 房 代 Fusayo Yamamoto Educational Environment - M2 (Faculty of Behavioral Sciences, University of Helsinki) MOI!(モイ!)こんにちは! 現 在 フィンランドのヘル シンキ 大 学 応 用 科 学 学 部 教 師 教 育 学 科 に 留 学 中 の 山 本 房 代 と 申 します 阪 大 では 人 間 科 学 部 人 間 科 学 研 究 科 の 修 士 過 程 に 在 籍 休 学 中 の 身 分 です 今 回 は 皆 さ んに 私 の 留 学 生 活 についてお 話 したいと 思 います こち らに 留 学 して 現 在 1 年 と 半 年 を 迎 えました フィンラ ンドへは 4 年 前 にも1 年 間 ボランティアとして 滞 在 した 経 験 があり 外 国 へ 行 く というよりは 故 郷 へ 帰 る という 心 境 で 二 度 目 の 長 期 滞 在 をスタートさせました しかし ホームステイをさせてもらっていたボランティ ア 時 代 とは 異 なり 学 生 としての 生 活 は 良 くも 悪 くも 自 分 次 第 である ということをひしひしと 実 感 すること となりました それは 私 自 身 の 留 学 の 経 路 とも 関 係 し ていると 思 うのですが 既 述 したとおり 私 は 阪 大 を 休 学 し ヘルシンキへは Visiting Student( 研 究 生 のよ うな 立 場 ) として 在 籍 しています したがって 単 位 取 得 義 務 などはなく 自 分 のとりたい 講 義 やゼミを 選 んで 聴 講 しています このような 自 由 が 利 く 反 面 指 導 教 官 探 しや 調 査 先 へのコンタクトなどは 情 報 が 少 ない 中 独 自 に 取 り 組 まなければなりませんでした 研 究 室 に 行 け ば 必 ず 誰 かがアドバイスをくれた そんな 日 本 での 環 境 とのちがいに 戸 惑 うことも 多 かったです 現 在 は 日 本 の 研 究 室 の 仲 間 にも 助 けられながら こちらでの 研 究 を 自 分 のペースで 進 めています MOI! (Finnish greeting) Hi! My name is Fusayo Yamamoto and I am studying at the Department of Teacher Education, Faculty of Behavioral Sciences at the University of Helsinki in Finland. I am a visiting student from the Graduate School of Human Sciences at Osaka University. Today, I would like to tell you about my university life in Helsinki. I ve been living in Finland for one and a half years as a student. I was also here for one year as a volunteer four years ago, so coming to Finland felt more like coming home than going abroad when I started this second long-term stay here. My life as a student is unlike my volunteer experience since I used to live with a host family. When you live as a student you are more self-reliant, for better or for worse. This is also linked to the fact that I organized my exchange myself and didn't go through an official program. As mentioned above, I have taken time off from my school in Japan, and my status is a visiting research student" in Helsinki. I didn't join a specific program in Helsinki, so I have been able to choose my courses quite freely. However, I had to find a supervisor and research field by myself, even though I had little local information. The situation is quite different to Japan, where I always had someone to give me some advice in the seminar room, so the situation here has been perplexing at times. It was a difficult beginning; however, I ve managed to organize my research with the help of my seminar classmate in Japan. My research field is Finnish junior high school, specifically part-time special education. I have been visiting a Finnish local junior high school constantly and have had a great time. I have experienced a lot of cultural differences between Japanese and Finnish schools, admired the pupils behavior, and attended a social gathering of teachers. These experiences mean more to me than the research. In addition to my university experience in the field, I have really enjoyed the experience of being in 8

9 さて 私 の 研 究 はフィンランドの 中 学 校 を 調 査 フィー ルドとし 中 でも 特 別 支 援 教 育 に 注 目 したものです 詳 しい 研 究 内 容 はここでは 述 べませんが 昨 年 度 は 約 半 年 間 現 地 の 中 学 校 に 定 期 的 に 訪 問 し 現 地 の 学 校 の 様 子 を 調 査 しました 日 本 の 学 校 との 違 いに 驚 かされたり 生 徒 たちの 行 動 に 心 打 たれたり 先 生 方 との 交 流 会 に 参 加 させていただいたりと 単 なる 調 査 とは 言 えない 沢 山 の 経 験 をさせてもらいました 大 学 以 外 に このような 出 会 い 経 験 のフィールドがあったことは 本 当 に 幸 せな ことだと 思 います 今 年 もまた 同 じ 学 校 に 調 査 に 伺 う 予 定 です もちろん 大 学 でも 多 くの 出 会 いがありました 一 つ は 海 外 からの 留 学 生 たちとの 出 会 いです 世 界 各 国 か ら 留 学 生 が 集 まってくるので 授 業 はとても 国 際 色 豊 か 教 育 を 学 ぶもの 同 士 未 来 の 教 育 について 語 ったり 教 育 制 度 のちがいについて 議 論 をしたりしています 日 本 の 校 則 の 厳 しさや 生 徒 が 掃 除 をするという 習 慣 には 驚 く 留 学 生 が 多 いです また フィンランド 人 で 同 じ 興 味 を 持 つ 友 人 もできました フィンランドの 人 々は 少 しシャ イですが 親 切 で 温 かい 心 の 持 ち 主 です そんな 特 徴 から か 彼 らといると 日 本 人 といるような 感 覚 に 陥 るので 不 思 議 です フィンランドでの 滞 在 も 残 り 半 年 となりましたが 泣 いても 笑 っても 自 分 次 第 の 留 学 生 活 をより 実 りあるも のにするべく 明 日 もまた 頑 張 ります 教 師 教 育 学 科 のホームページに 留 学 生 インタビューと して 私 の 記 事 も 掲 載 されました フィンランドの 大 学 生 活 について 話 しているので そ ちらもよかったら 参 照 してみて 下 さい interviews/interview3.html a Finnish junior high school. I m planning to visit the same junior high school this semester for additional research. Of course, there were many new experiences in the university as well. One was to meet the international students. Since the students came from all around the world, the class was very cosmopolitan, but because we all had the same vocation of education, we discussed the future of education, differences in our educational systems, and debated all kinds of educational topics; this was extremely interesting. The habit of cleaning and the rigors of school roles in the Japanese education system surprised the other students. I have also gotten to know some Finnish students. Finnish people are kind and warm hearted but a little shy. These Finnish personality traits are also found in Japanese people and sometimes I feel like I'm with Japanese people when I'm with Finns. I hope to make the most of the remaining six months that I have of living and studying here in Finland. 9

10 Our Learning from Academic Writing and Presentation Skills Seminar 人 間 開 発 学 博 士 前 期 1 年 オユンバータル インドラ Oyunbaatar Indra ノロブ ツァガーンチョローン Norov Tsagaanchuluun シンパチャン ソムマイ Shingphachanh Sommay バダルチ バイガリ Badarch Baigal タヤラット ウォンウィライホン Thayarath Vonevilayhong Human Development Studies - M1 Every year Osaka University offers its students various courses during summer vacation, so called summer intensive courses. At the beginning we couldn t really realize what intensive would mean. However, the course of Academic Writing and Presentation Skills Seminar offered by the Graduate School of Human Sciences, coordinated by Prof. Beverley Yamamoto, made us aware of how a one-week course can be intensive in its real meaning. Our involvement in this course has been a great learning experience. When we, the students from Mongolia and Lao PDR in the International Collaboration Division under the Japanese Grant Aid for Human Resource Development Scholarship (JDS) program, applied for this course before our summer holiday, we didn t know what to expect. We had some experiences in taking similar classes before. Some of us even had a little confidence in taking the course. However, from the first day of the course we realized that most of us lacked practice in academic writing and presentation skills. Thus, we tried our best to learn and practice every single word from our professors and classmates. The seminar consisted of two sessions, academic writing and presentation skills. Dr. Rowena Murray was our teacher for academic writing. Starting from her first lecture, we got the impression of how extraordinary she was in her academic field. Along with this, she had rich experience in teaching such courses both for students and professors. Hence, she encouraged us all the time that we, graduate students who are in the early stages our studies, often lack confidence in writing. On the first day she suggested us to write 100 words about our research without thinking about the grammar and structure. Surprisingly, after writing we grasped that our work was actually quite good and would benefit from support for the next step. On the second day when she let us write a letter to the journal editor, we were like, Oh no, that s too much for us! We are just first year master`s students. But you have to do your homework, right? So what happened is that again we were able to write a reasonable letter to the journal editor of our interest, concerning our research, with the help of the example she provided us. We also practiced free and generative writing, which were also good exercises for us to improve our writing skills. At the end of this session we were able to write about our own research proposals using various verbs and expressions that are commonly used in academic fields. This was one part of the intensive course, which could alter us greatly. The session of presentation skills was divided into two groups depending on our interest and experience. The group led by Dr. Ann Mayeda, impressed us a lot too. Her lecture made us have more and more enthusiasm for learning about presentation skills. We learned very simple tasks about presentation skills to sophisticated ones. There were around 15 students in her 10

11 class. One time we were all very nervous and worrisome about the toughest task of the intensive course, which was to give a 10 minute presentation on our research proposal. Thankfully because of Dr. Mayeda, we were all confident and gave the presentation. The entire class had prepared and practiced for the presentation regularly during the classes. Simultaneously, while preparing for the presentation, we also enjoyed the time through sharing experiences and exchanging opinions. As a result, we all finished the assignment successfully. The other group for presentation skills was instructed by Dr. Jeremiah Mock. He worked with the students who were studying in their second year of master s or Ph.D. courses. The last day of the course we visited his class and observed his students presentations. It was very impressive. Both the students and the instructor were sincere as they were presenting without power point slides and notes. The content, timing, audience awareness, eye contact, mimics, and gestures were all given a lot of attention during their presentations. We understood that it is also a good session if you are willing to present in an academic conference. This intensive course gave us a lot of experience and also encouraged us to keep studying about academic writing and presentation skills as it combines both theory and practice. We would like to emphasize that our first summer holiday at Osaka University was productive and fruitful. Our acknowledgments are to all those who were engaged in organizing this program. Thanks to them, we could broaden our horizons of knowledge about academic writing and presentation skills. We highly recommend students to take this course. Do not hesitate and do not miss the opportunity to broaden your knowledge. 学 術 セミナー: 論 文 発 表 のためのガイドライン 2011 年 2 月 22 日 に 国 際 企 画 推 進 本 部 との 共 催 で 文 系 の 大 学 院 生 ならびに 教 員 を 対 象 に 学 術 セミナー 英 文 による 論 文 発 表 のための 実 践 的 ガイドライン を 開 催 し ました 定 員 を 上 回 る 参 加 者 人 数 のなか 講 師 としてお 招 きしたシンガポール 国 立 大 学 (NUS) 出 版 責 任 者 である Dr. Paul H. Kratoskaから 論 文 著 書 発 表 のノウハウや 論 文 著 書 発 表 のため 学 術 出 版 社 へアプローチする 方 法 などの 講 演 がありました 現 在 英 語 による 論 文 を 作 成 中 であったり 近 い 将 来 英 語 論 文 の 執 筆 を 考 えている 参 加 者 らからは 大 変 有 益 な 講 演 であったという 評 価 を 受 けました ( 国 際 交 流 室 上 田 博 司 ) Academic seminar on publication in English In collaboration with the Office for International Planning and Programs, OIE organized an academic seminar on Publishing In English-language Academic Journals: Some Practical Guidelines on February 22, This seminar was basically arranged for graduate students and faculty members in the area of humanities. Dr. Paul H. Kratoska, guest speaker, Managing Director of the National University of Singapore (NUS) Press, gave a lecture on the conceptualization and submission of English-language journal articles. He provided useful tips to identify common mistakes that reduce the chances that a manuscript will be accepted. (Hiroshi Ueda, OIE) 11

12 It s Alright to be Yourself 社 会 環 境 学 博 士 前 期 2 年 エステラ チェウング Estella Cheung Sociology - M2 First encounters If you ve ever studied or worked abroad in the past, think back to the feeling you got when you attended your first class or meeting. During that first encounter, how did you feel being in the midst of people with a different culture and background; people that had a different skin color and hair texture to yours? Most of us would have felt a mixture of excitement, nervousness, and anxiety. In this short article I m going to share some of my first time experiences at the Graduate School of Human Sciences. Entering graduate school It s hard to imagine that I ve been a student of the Graduate School of Human Sciences for 2 years. If someone had asked me some years ago where I would want to be in 5 years, it s highly unlikely that I would have replied, I want to attend graduate school in Japan. I just never pictured myself getting a full time graduate education in Japan. But here I am. I entered Osaka University, Graduate School of Human Sciences in April, There were interviews after the Graduate School of Human Sciences Masters entrance examinations in February, This was part of the screening procedure. I can remember how my stomach churned with butterflies while waiting for my name to be called for the interview. I had doubts about if I was eligible enough to secure a place in graduate school for a few reasons. First of all, my Japanese level was pretty low and I wasn t sure if I was able to understand classes that were taught in Japanese. Secondly, my undergraduate degree major was not sociology, which meant my understanding of the subject of sociology was very basic. The one word encouragement, Ganbatte People have different ways of dealing with the challenges of being in a new environment. I dealt with my new environment during the first year in graduate school by keeping to myself most of the time, which is something I regret. It wasn t until my second year that I began to have more confidence and become more adventurous. I became the first one to walk up to someone and introduce myself, instead of being a scaredycat. I began to practice speaking my Japanese more even though I made some mistakes. I began to be myself more; something I was afraid to do before because I didn t know how others would respond to my un-japanese-like behavior and character. Eventually, I found out that you are able to learn well and make the most of your potential when you are confident about yourself first. When you accept that you are an individual, people will begin to accept you too. And I think this is how we should always think of ourselves, as individuals that are free to be creative, free to learn whichever way we feel comfortable, and free to express ourselves without being afraid of how the world might view us. But there is one Japanese word that stands out. From day one when I arrived in Japan I heard the word ganbatte. Everybody was using it, and it seemed like a word you would also use to tell someone you care about them. During my two years in graduate school, every time someone said this word to me, it always lifted me up and gave me motivation to keep on going. In Papua New Guinea, where I come from, you have family and close friends to hug you, and that is motivation and encouragement. But in Japan, where hugs are reserved for your family or close friends, the word ganbatte is all it takes for me to get up on my feet, dust myself off, and say I'm going to give it another go. Why is individualism important? Although people are different in many ways, I think adapting to your new environment quickly will make your transition go by much faster and much smoother. So individualism is important for you as a person because you need to be comfortable with who you are first. I think that when you are comfortable with who you are you ll find yourself ready to learn and participate actively in class or in the company of others who don t share the same culture as you. And when you accept yourself as an individual, you feel free to express your thoughts and ideas without holding back. Who knows, others might be able to learn from your ideas too and I think learning from one another is what learning is all about. If we allow the feeling of being different and foreign overwhelm us, this will only be an impediment to our individual progress and learning. In a competitive academic environment, choosing to put aside your foreignness (and in my case, my afro hair), I'm sure you can reach your highest potential in anything you set your heart and mind to. Even if others might see you as different because of your hair type, your cultural background or nationality, they re individuals too; we all are. So don t be afraid. 12

13 Sayonara (さよなら ) Japan! 地 域 研 究 博 士 後 期 3 年 ムハマド アラ ウディン Muhammad Ala Uddin Area Studies - D3 I have been in Japan for more than three years (since October 2007) and it has passed very quickly. If everything goes well I am going to leave Osaka for my home country of Bangladesh at the end of March There are many things I will not ever forget, even if I do not visit Japan again in the future. I cannot read or write nor can I speak in Japanese; nonetheless, I did not face any big problem here during my stay. This is because of the helpful Japanese people; they did their best to make my life pleasurable. In this chance (OIE bulletin), I would like to talk about a few such unforgettable events. University or extended family: Hopefully I will graduate in March Osaka University provided me what I needed, whenever I needed it. Here one can fulfill his academic motives until he is satisfied since there is no limitation of updated books and journals, as well as Xerox facilities. I got a taste of many international scholars through the regular seminars/workshops I attended. Oftentimes I needed other people's help, whether it was academically related or for personal matters. And I was given help, whether that was from professors, officials, or other students. I found them very cordial and enthusiastic in making my living comfortable. The Office of International Exchange (OIE) especially did a lot for me, just unthinkable. Thus I got the university as my second home, where I was always in a good mood. Living with pleasure: Apart from the university campus, there are many places and events where one may find expatriate life more than bearable. The beauty of cherry blossoms (sakura, さくら ), Japanese maple (momiji, 紅 葉 ), and many festivals (matsuri, 祭 ) were indeed amusing to my family and I (I do not want to mention the terrible summer although the winter was incredible!). The colorful Christmas is among the attractive festivals observed in Japan. Here, hardworking people love to enjoy their leisure time, and go out to make them fit for work again. In the workplace, the Japanese are very professional; although seemingly informal while talking, they are very formal in dealings, especially about timing. Pains and faith in treatment: Healthcare is one of the best things in Japan. I heard a lot about Japanese medical facilities. I am lucky to have experienced this. With pleasure, I may mention that my baby girl (Nora) was born here in Takatsuki city on the 12th of November I saw how the doctor and nurses tried their best to ease the difficulties. They made us confident that we have no worries since we are here. Now my baby and wife are in good health (genki). Living with Japanese: There are many things in my mind that I would like to say, but it is actually a difficult task to select only a few to actually speak about. During my living, I enjoyed the utility services in everyday life such as electricity, gas, water supply, transportation, and postal service. I should mention here that in my home country, power outages or load shedding is a part of our everyday life, which is what I did not have to experience in Japan. Here electricity is the constant company of everyday life. I took a print out just before my presentation and submission about what I will miss when I return to Bangladesh. Japanese sense of timing is widely known, even senseless; the bus and train both maintain this. One day I asked a Bangladeshi, after how many stops should I get off the train to get to X station, he replied, after 13 minutes. Even street buses maintain such strict schedules. Really crazy! Sometimes misunderstandings arise in the course of communication with Japanese people because of their language and thought. I got s from some of my Japanese friends/ contacts who often use will for present action. For example, we [Non-Japanese] usually write I am sending you... or I sent you... (herewith), but they [Japanese] use I will send you.... Reading this (I will send ) I first thought he/she would send me [it] later; but I found that the file/information was actually included in the mail I was looking at (either below or in an attached file). I experienced this many times. In an office, if the office staff say please come around 15:00 to get this document, it is implied that even at 14:00 one may be able to get it. Later I realized that the Japanese people make a very short distance between future and present; they bring the future into the present time because they can foresee things very well. Their future is within their imagination and organization, and that is why they are well developed, not only in terms of science and technology but also with strong morals, which is lacking in many developing countries. Since I have a word restriction, I should stop somewhere; lastly, I would like to express my thanks to Japan and her peoples ( 日 本 人 ), for the company, pleasures, and rewards. 13

14 新 しい 世 界 への 挑 戦 The challenge to new land 特 別 聴 講 生 ( 昌 原 大 学 産 業 デザイン 学 部 3 年 ) 徐 銀 哲 (ソ ウンチョル) Seo Euncheol Special Auditor (Industrial Design, Chanhwon National University - B3) 私 は 韓 国 から 大 学 の 交 換 留 学 で 来 ました 以 前 から 日 本 の 文 化 に 興 味 を 持 っていましたので 自 然 に 留 学 にも 興 味 を 持 ちました しかし 私 が 交 換 留 学 する 日 本 の 学 校 で 大 阪 大 学 を 選 んだとき 私 には 二 つの 心 配 事 がありま した ひとつは 私 の 韓 国 の 大 学 での 専 門 はデザインです が 大 阪 大 学 にはデザイン 学 部 がなかったことです 二 つ 目 は 大 阪 大 学 とは 初 めての 学 生 交 流 になるため 奨 学 金 の 申 し 込 みができないということでした でも 私 は この 交 換 留 学 のチャンスをのがすと 日 本 の 大 学 に 通 う 機 会 はないと 思 いました それで 専 門 分 野 は 少 し 違 っても 経 験 してみようと 思 い また 時 給 の 高 い 日 本 で 大 学 の 勉 強 に 支 障 がないよう バイトをしながら 生 活 費 を 工 面 し ようと 決 めました すなわち 挑 戦 をしてみようと 決 めた のです 日 本 に 来 た 最 初 の 一 ヶ 月 は 何 もかも 珍 しく 韓 国 では ほとんど 会 えなかった 外 国 人 留 学 生 達 とたくさん 会 うこ とができました テキストや 授 業 で 学 んだ 英 語 や 日 本 語 を 実 際 に 活 用 することができました 会 ったことのない 他 の 国 の 人 には 違 和 感 を 持 っていましたが 実 際 会 って みれば 誰 とも 仲 良 くなれると 思 いました 仲 良 くなろう と 近 づけばみんな 笑 顔 で 答 えてくれました おそらく 最 初 はみんな 同 じ 気 持 ちだと 思 います 大 阪 大 学 での 授 業 は 社 会 学 心 理 学 などを 日 本 人 学 生 と 一 緒 に 受 けました 最 初 は 発 音 がわからない 部 分 が 多 かったです やはり 内 容 は 難 しかったけど 時 間 が 経 つほ どどんどん 聞 こえるようになりました 来 日 最 初 に 本 当 に 頼 りになったのがホストファミリー でした 週 末 には 夕 食 を 一 緒 にしながらいろんな 話 をし ました また 温 泉 に 一 緒 に 行 ったり 泊 まりに 行 ったり しながら 日 本 の 生 活 を 感 じることができました また チューターを 紹 介 されて 困 ることがあったら 助 けを 求 めることができたし 人 間 科 学 部 の 国 際 交 流 室 の 方 々に もたくさん 助 けられました 日 本 での 今 までの 生 活 で 珍 しいものを 多 く 見 たり い ろんな 人 に 出 会 ったりしました 日 本 で 留 学 生 として 生 活 した 経 験 の 中 で 今 まで 以 上 に 考 えも 広 くなったと 思 う し 韓 国 をもっと 客 観 的 に 見 ることもできたと 思 います この 一 学 期 は 私 にとって 本 当 に 貴 重 な 経 験 でした 大 阪 大 学 で 会 った 親 切 な 方 々に 感 謝 しております I am an international exchange student from South Korea. I have been interested in Japanese culture, which is connected with my interest in abroad study. But when I decided to study in Japan, there were two problems. First, I had been studying visual communication design in South Korea, but there is no such subject at Osaka University. Second, I couldn t apply for a scholarship because there hadn`t been any exchange students between Changwon National University and Osaka University before. But if I lost this chance, there would be no way to study at a Japanese university. So even though my major changed, I decided to go to Osaka University. Having a part time job, I thought I could support myself and I would take it as a challenge. Everything in Japan looked wonderful to me for the first month and I met many foreigners whom I could never have met in South Korea. I could finally use the Japanese that I had only studied before in textbooks. Before meeting foreigners, I had different feelings about them, but now I am familiar with the diverse foreign cultures. Maybe everyone has the same perception. I had sociology, psychology, and other classes with Japanese students at Osaka University. At the beginning I couldn t understand what the professors were saying, but now classes have become more understandable than before, although some classes are still difficult for me. At first I was dependent on my host family. On the weekend we had dinner together and we talked about many things. One day, we went to the spa, so I could know about Japanese culture and life. I was introduced to my tutor who was always very helpful and I was supported by the Office of International Exchange whenever I needed help. So far, I have seen a lot of wonderful things and have met many foreigners. In Japan I can broaden my way of thinking and I am becoming more positive and rational in seeing Korean culture and lifestyle. The semester in Japan was very precious and important to me. I am thankful to many people who treated me in a friendly way at Osaka University. 14

15 充 実 した 留 学 生 生 活 First Steps at Osaka University 特 別 聴 講 学 生 (ハインリッヒ ハイネ 大 学 デュッセルドルフ 人 間 科 学 研 究 現 代 日 本 学 科 目 修 士 2 年 ) カイ マツィオフスキー Kai Macyowsky Special Auditor (Graduate School of Human Sciences-Modern Japan Heinrich-Heine University, Dusseldorf - M2) 私 はドイツのデュッセルドルフ 大 学 の 大 学 院 生 で 現 在 特 別 聴 講 学 生 として 大 阪 大 学 の 人 間 科 学 研 究 科 に 留 学 しています ドイツの 大 学 では 現 代 日 本 学 を 専 攻 とし て 日 本 語 日 本 の 文 化 と 社 会 について 勉 強 をしています 大 阪 大 学 に 留 学 しようと 思 ったのは 日 本 の 大 学 の 授 業 を 受 ける 為 だけではなく ここで 修 士 論 文 の 為 の 研 究 を したかったからです 修 士 論 文 のテーマは 留 学 に 関 す るアイデンティティーの 変 化 です 人 間 科 学 研 究 科 の 特 別 聴 講 学 生 として 教 育 学 科 目 から 社 会 学 科 目 までどんな 授 業 でも 受 けることができます 授 業 内 容 はデュッセルドルフ 大 学 での 受 講 科 目 と 関 連 性 があることから 主 に 社 会 学 の 授 業 を 受 けています 今 学 期 は 思 いやり 格 差 日 本 の 福 祉 社 会 ジェンダー 等 についての 授 業 を 受 けています テーマだけでなく 先 生 方 の 教 え 方 も 面 白 いので 勉 強 にやりがいを 感 じてい ます 日 本 語 の 識 字 と 言 語 能 力 を 高 める 為 に 専 門 の 授 業 以 外 に 日 本 語 の 授 業 も 受 けています オンラインテスト を 受 けることによって 自 分 の 日 本 語 能 力 に 最 も 合 うレ ベルが 分 かるようになり 日 本 語 プログラムから 自 分 に 必 要 な 科 目 が 選 べます 大 阪 大 学 の3つのキャンパスのうちから2つのキャン パスで 授 業 を 受 けています 日 本 語 の 授 業 は 豊 中 キャン パスであり 専 門 の 授 業 は 吹 田 キャンパスで 開 講 されて います 普 段 は 授 業 の 吹 田 キャンパスの 図 書 館 に 行 って 個 室 で 宿 題 や 修 士 論 文 の 為 の 研 究 をします 何 か 質 問 か 問 題 がある 時 は 国 際 交 流 室 に 立 ち 寄 ります 平 日 は 勉 強 の 為 によく 大 学 に 通 いますが 週 末 は 部 活 の 為 に 大 学 に 行 くことが 多 いです 音 楽 とベースを 弾 く ことは 私 の 趣 味 で 最 近 音 楽 サークルに 入 りました す ぐに 友 達 ができて 暇 な 時 は 彼 らと 過 ごしています 大 阪 に 来 てまだ3ヶ 月 しか 経 っていませんが 残 りの 留 学 で 過 ごせる 時 間 を 楽 しみにしています この 留 学 の 1 年 は 私 にとって 楽 しく 実 り 多 い1 年 になると 思 います I m currently a regular exchange student at the Graduate School of Human Sciences. The university in which I m registered at is Heinrich-Heine in Düsseldorf, Germany. My major is Modern Japan, so I m studying the Japanese language as well as the Japanese culture and society. I m not only here to take regular classes, but also to do research work for my master s thesis, which is about student exchange and the effects of it on students` identities. As a special auditor of the Graduate School of Human Sciences, I m able to choose between a wide variety of classes, from the subjects of educational science to social science. Because of the correspondence to my classes at Heinrich-Heine University, I decided to take sociology classes. This semester I m taking courses about omoiyari kakusa -differences of considerateness in the Japanese society, the Japanese welfare society, and gender, for example. So far I m enjoying my classes because of the interesting topics and the teachers who are able to explain these topics in an interesting way. Besides those courses I m also taking Japanese classes in order to improve my writing skills for term papers and my speaking skills for presentations. After taking an online test you will know which of the courses are suitable for your Japanese proficiency. This way it is easier to find just what you need. My classes take place at two of the three campuses of Osaka University. The Japanese classes take place at the Toyonaka campus and all the others at the Suita campus. On some days I ve got several hours of free time between my courses, and instead of going home, I go to the library and do my homework or do some research for my master s thesis. If I have any questions or problems I stop by the Office of International Exchange. Besides my study time at the university I also spend a part of my leisure time engaging in club activities. Recently I joined a music club because music and playing the bass are my hobbies. There I was already able to make some friends and enjoy a lot of my leisure time with them. It s just a couple of months since I came here but I m looking forward to the rest of my stay. I think this year of exchange will be a very productive and fun one. 15

16 ジンカで 新 しい 国 際 交 流 サークルが 誕 生! New International Community in Human Sciences! 文 章 : 行 動 学 科 目 学 部 4 年 増 谷 恵 梨 子 Text: Eriko Masutani, Behavioral Sciences - B4 イラスト : 教 育 学 科 目 学 部 4 年 奥 村 智 美 Illustration: Tomomi Okumura, Education - B4 昨 年 の 秋 人 間 科 学 部 で 学 生 による 新 しい 試 みが 始 ま りました 海 外 でそれぞれ 貴 重 な 経 験 をしてきた 留 学 経 験 者 国 際 交 流 に 興 味 がある 人 英 語 をもっと 話 して 上 達 する 機 会 がほしい 人 せっかく 日 本 に 来 たのでもっと 日 本 人 と 関 わりたい 留 学 生 それぞれの 思 いが 集 まって 学 生 に よる 国 際 交 流 コミュニティが 誕 生 しました 2010 年 の 年 末 には コミュニティ 誕 生 後 最 初 の 大 きな イベント Bye Bye 2010 Party を 開 催 しました 国 際 交 流 室 の 方 々にもご 協 力 を 頂 き 30 人 以 上 の 留 学 生 や 日 本 人 学 生 が 集 い 軽 食 を 囲 んで 交 流 ゲームを 楽 しみまし た 実 際 にこのパーティで 新 しい 友 達 ができ その 後 の 交 流 にもつながるきっかけとなった 人 もいるようです 様 々な 方 からのサポートを 頂 いた 結 果 このような イベントを 開 催 することができましたが 当 初 は 小 さな グループの 活 動 でしかありませんでした 最 初 のランチ ミーティングに 集 まったのは 日 本 人 と 中 国 人 留 学 生 の 数 人 だけでした 毎 週 昼 休 みに 集 まってアイデアを 出 し 合 ううちに 面 白 い 企 画 が 持 ち 上 がり 人 数 もだんだん 増 え てきました 現 在 では 英 語 や 日 本 語 が 飛 び 交 うミーティ ングになることもあります A new student group was created last autumn named International Community for FUN! from JINKA. Many new students to Japan who were studying abroad that wanted to improve their English skills but rarely met new people, got together to make an action in this community. We hosted the first big event with support from the Office of International Exchange, called Bye Bye 2010 Party in December More than 30 students came to the party, met new people, had some snacks, and played games. Some made new friends and others found it fun to have international communication within the party, which were both our aims for the event. In the beginning, however, our group was quite small. A few Japanese and Chinese students came to the first lunch meeting. The members discussed their ideas for creating more communication between international and Japanese students, and improving current situations in which there are few chances for them to meet. Lunch meetings were held every week and then more members became involved in the new projects. Our group has grown and sometimes has meetings in both Japanese and English. Our projects are not only international events, they also involve creating a website and a blog, in order to share information and reports from students studying abroad at the time. Its contents are going to broaden from studying to volunteering abroad and internships to tips of life in another country. We also want to make contents for international students who are interested in attending Osaka University in the future. 16

17 交 流 パーティのほかにも 留 学 や 海 外 ボランティアな どのための 情 報 共 有 や 留 学 中 の 学 生 からの 現 地 リポー トを 掲 載 ができるウェブサイトやブログの 作 成 にも 取 り 組 んでいます 現 在 は 調 整 中 ですが 留 学 に 限 らず 様 々 な 形 での 海 外 経 験 に 興 味 がある 人 に 生 の 情 報 を 提 供 でき る 場 を 作 っていく 予 定 です さらに 将 来 的 には 大 阪 大 学 に 来 る 留 学 生 への 情 報 提 供 の 場 にもできればと 考 えて います 2011 年 度 から 留 学 生 対 象 のコースが 開 設 され さら に 人 間 科 学 部 は 国 際 化 していきます 大 学 から 与 えられ る 機 会 だけでなく 学 生 の 立 場 から この 環 境 を 最 大 限 に 生 かし またより 多 くの 自 己 成 長 のチャンスを 得 られる キャンパスづくりをしていき たい その 想 いを 実 現 するきっ かけとなる 活 動 を これから も 続 けていきたいと 思 います まだ 私 たちのコミュニティは 生 まれたばかりで より 多 く のアイデアや 協 力 を 必 要 とし ています 今 後 の 多 くの 皆 様 のご 参 加 をお 待 ちしています A new course will begin for students from overseas in Human Sciences this year, which will make our campus more international. This is a big chance for students who want new experiences or want to improve their international skills. It will also encourage international understanding and allow students to find out what they can do to promote this, not only in Japan but in the world. Our group hopes that our projects make campus life more meaningful and fruitful through our activities. And importantly, you are always welcome to join our group! Facebook Group: International Community for FUN! from JINKA で 検 索 Access us: Facebook Group: Search International Community for FUN! from JINKA 17

18 日 蘭 学 生 会 議 という 挑 戦 My Quest for a Student Conference 社 会 学 科 目 学 部 3 年 瀧 本 裕 美 子 Yumiko Takimoto Sociology, Modern Thought and Anthropology - B3 日 蘭 学 生 会 議 それは 私 にとって 大 きな 挑 戦 でした この 会 議 は2009 年 の 秋 同 じ 人 間 科 学 部 の 久 保 田 彩 さん 田 中 璃 理 子 さんとともに 発 足 させたものです 私 がこの ような 活 動 をするきっかけとなったのは 2008 年 の 夏 に 参 加 したグローニンゲン 短 期 訪 問 プログラムでした 約 1 ヵ 月 の 生 活 の 中 で 思 ったように 英 語 が 話 せず 落 ち 込 むこともありましたが 帰 国 する 頃 には 海 外 の 学 生 と 議 論 できるようになりたい と 思 うようになっていました そして 昨 年 の 春 グローニンゲン 大 学 から15 名 の 学 生 を 招 き 文 学 部 法 学 部 外 国 語 学 部 理 学 部 工 学 部 から 大 阪 大 学 の 学 部 生 大 学 院 生 に 参 加 してもらい 念 願 の 第 一 回 日 蘭 学 生 会 議 を 大 阪 大 学 で 開 催 することが できました メインテーマは Education, the insight into the bright future 教 育 制 度 教 育 格 差 道 徳 教 育 と 政 教 分 離 について それぞれのグループが 準 備 して きたプレゼンテーションをもとに 熱 いディスカッション が 行 われました その 中 でも 私 が 印 象 に 残 ったのは 教 育 制 度 の 議 論 で した 日 本 よりはカリキュラムが 自 由 なオランダでは 暗 記 よりもディスカッションやプレゼンテーション 能 力 が 重 視 されています 日 本 ではそれがいい 政 策 だと 報 道 されることが 多 いですが グローニンゲン 大 学 のある 学 生 は 少 し 違 った 意 見 を 持 っていました 大 学 入 学 前 に 多 くの 知 識 が 暗 記 できているわけではないので 大 学 での 専 門 的 な 授 業 で 行 われるディスカッションの 際 に 内 容 が 充 実 しないことがある 日 本 の 制 度 とオランダの 制 度 を うまく 合 わせることができればいいのにね と この 瞬 間 私 は あぁ この 会 議 やってよかった! と 思 いました 生 の 声 を 聞 き 議 論 を 重 ねてゆく それは 直 接 会 ってしかできないことです たしかに 会 議 の 準 備 特 にプレゼンテーションを 作 るのにはお 互 い 苦 労 しま した しかし それをしたからこそディスカッションの 場 お 互 いに 刺 激 し 合 える 場 ができたのだと 思 います 会 議 後 グローニンゲン 大 学 側 のリーダーから 来 年 はぜ ひグローニンゲンで 会 議 をしよう! と 言 ってもらえたこ とは 涙 が 出 るほどうれしかったです そして 私 の 私 たちの 挑 戦 は 第 二 回 日 蘭 学 生 会 議 に 向 けて 今 も 続 いています 最 後 になりましたが いつも 私 たちの 活 動 をサポート してくださっている 先 生 方 本 当 にありがとうございます The Japan-the Netherlands Student Conference was the biggest challenge for me. In the autumn of 2009, Ms. Sayaka Kubota, Ms. Ririko Tanaka, and I set up a committee of the Japan-the Netherlands Student Conference (JNSC). An experience of the summer program at the University of Groningen in 2008 led me to this project. I spent almost one month in the Netherlands, and at the end of the program, I started to think, I want to have discussions with students of the Netherlands and Japan. My dream to hold the first JNSC finally came true last spring. We invited 15 students from the University of Groningen as well as students belonging to various faculties and research centers of Osaka University. The main theme was Education, the Insight into the Bright Future. We discussed how education and society should develop in the future, based on the following topics: education system, education and economic gaps, moral education, and the separation of religion and politics. The most impressive discussion for me was the one on education system. In the Netherlands, curriculums of schools are more flexible than those in Japan, so teachers in the Netherlands can give a lesson without feeling the pressure of following curriculums. Furthermore, Dutch people think highly of presentation and discussion skills rather than memorizing skills. Such an education style has been praised in the Japanese media these days, and introduced as a method to solve educational issues of Japan. However, one of the Groningen students said, This is why many Dutch students faced difficulties after entering universities. I realized so many students lacked information and knowledge. They could not do high-quality discussions. It was a big surprise for me because I had never heard such an opinion in Japan. When I heard his words, I knew that this conference was successful. It is only face-to-face exchange that gives you a real voice and deep mutual understanding. After the conference, the student leader on the Groningen side said to me, This was a great conference. Let s keep in touch and hold the second conference! We ll invite you to Groningen next time! My challenge still continues. I would like to thank everyone who has supported me and JNSC. 18

19 中 国 における 国 際 交 流 事 業 への 参 加 について Missions to China in 2010 关 于 在 中 国 参 加 的 国 际 交 流 事 业 グローバル 人 間 学 地 域 研 究 准 教 授 大 谷 順 子 Junko Otani Associate Professor, Area Studies, Global Human Sciences 2010 年 2 月 に 大 阪 大 学 上 海 教 育 研 究 センターが 開 設 されました 上 海 運 営 支 援 WG 委 員 会 が 設 立 されその 委 員 としての 活 動 の 一 環 として 行 った 秋 の 中 国 出 張 について 報 告 します 9 月 日 に 第 1 回 北 京 大 学 大 阪 大 学 学 術 交 流 デーが 北 京 大 学 において 開 催 されました 初 日 の 午 前 の 部 は 西 尾 章 治 郎 理 事 副 学 長 と 辻 毅 一 郎 理 事 副 学 長 の 講 演 があり 午 後 は 専 門 ごとの 分 科 会 に 別 れ 私 は 社 会 学 人 類 学 の 教 員 らと 話 し 合 いました 北 京 大 学 のみならず 中 国 の 大 学 は 海 外 とのトップレベルとの 大 学 との 交 流 を 積 極 的 に 推 し 進 めており その ための 施 設 として 会 議 場 や5 星 クラスのホテルが 大 学 キャンパスに 建 設 されており 日 本 の 大 学 環 境 や 投 資 予 算 の 差 を 感 じ る 機 会 でもありました 10 月 21 日 は 上 海 市 衡 山 賓 館 において 上 海 教 育 研 究 センター 開 所 式 が 挙 行 されました 鷲 田 総 長 辻 理 事 副 学 長 をはじ めとする 教 職 員 中 国 の 大 学 間 部 局 間 交 流 協 定 校 在 上 海 日 本 関 係 機 関 企 業 関 係 者 同 窓 会 会 員 など 約 130 名 が 出 席 しま した 大 谷 は 開 所 式 の 司 会 進 行 役 と 祝 賀 会 での 総 長 付 き 通 訳 の 役 割 でした 第 2 部 の 講 演 会 では 石 川 真 由 美 先 生 が 司 会 進 行 役 をされました 学 生 にも 受 け 付 け 通 訳 会 場 案 内 として 手 伝 ってもらい 楽 しいなごやかな 雰 囲 気 の 中 挙 行 されま した この 開 所 式 を 機 に 阪 大 の4つめの 海 外 拠 点 として 本 格 的 な 活 動 を 行 うことになります 翌 22 日 は 第 15 回 大 阪 大 学 上 海 交 通 大 学 学 術 交 流 セミナーに 出 席 し 午 後 は 鷲 田 総 長 らは 上 海 市 内 にある 同 済 大 学 に おいて 大 学 間 学 術 交 流 協 定 及 び 学 生 交 流 覚 書 の 調 印 式 に 臨 まれ これにも 同 行 しました これにより 中 国 の 大 学 との10 番 目 の 協 定 が 成 立 したことになります 引 き 続 き 日 は 上 海 東 亜 展 覧 館 を 会 場 に 開 催 された 中 国 国 際 教 育 展 に 25 日 は 中 国 国 内 に 在 る 日 本 の 大 学 の 拠 点 が 合 同 で 開 催 する 日 本 留 学 説 明 会 が 上 海 交 通 大 学 を 会 場 として 開 催 され 本 学 のブースを 出 展 し 大 谷 も 学 生 や 保 護 者 らの 問 い 合 わせに 対 応 しました Osaka University opened its Shanghai Center for Educational and Research in February 2010, as the fourth overseas center. The Shanghai Center opening ceremony was celebrated at Shanghai Hengshan Hotel on October, 21, Students also supported the event as interpreters, receptionists, and escorts, who had contributed to the successful management of the event and its pleasant atmosphere. As a member of the Shanghai management support WG committee, I participated in various activities such as the first Beijing University-Osaka University scientific exchange day held at Beijing University in September 2010, the 15th Osaka University-Shanghai JiaoTong University scientific exchange seminar, the signing ceremony of the scientific exchange agreement between Osaka University and Dongji University in Shanghai, as well as the China International Educational Exhibition in the following days. 大 阪 大 学 于 2010 年 2 月 创 建 了 大 阪 大 学 上 海 教 育 研 究 中 心 我 来 对 该 活 动 的 一 环, 也 就 是 今 年 秋 天 我 去 中 国 出 差 时 的 相 关 情 况 做 一 下 汇 报 9 月 日, 在 北 京 大 学 召 开 了 第 一 届 北 京 大 学 大 阪 大 学 学 术 交 流 会 在 第 一 天 上 午 的 活 动 中 有 西 尾 章 治 郎 理 事, 副 校 长 和 辻 毅 一 郎 理 事 和 副 校 长 的 讲 演 10 月 21 日, 在 上 海 市 衡 山 宾 馆 举 行 了 上 海 教 育 研 究 中 心 开 始 办 公 的 仪 式 很 多 学 生 也 作 为 接 待 处 人 员 翻 译 场 内 引 导 等 协 助 参 与 了 各 种 工 作 整 个 仪 式 都 处 于 一 种 愉 快 祥 和 的 气 氛 之 中 在 第 二 天 的 22 日, 鹫 田 校 长 等 校 领 导 出 席 了 大 阪 大 学 上 海 交 通 大 学 学 术 交 流 研 讨 会 下 午, 也 出 席 了 在 位 于 上 海 市 内 的 同 济 大 学 举 行 的 大 学 间 学 术 交 流 协 定 及 学 生 交 流 备 忘 录 的 签 字 仪 式 接 下 来 的 日, 以 上 海 东 亚 展 览 馆 为 会 场 召 开 了 中 国 国 际 教 育 展, 25 号 中 国 国 内 的 日 本 大 学 各 据 点 在 上 海 交 通 大 学 联 合 召 开 了 日 本 留 学 说 明 会 19

20 Osaka University Forum 2010 in Groningen Globalization and Conflict: Entanglement between Local and Cosmopolitan Orientations GCOE プログラム コンフリクトの 人 文 学 国 際 研 究 教 育 拠 点 特 任 助 教 酒 井 朋 子 Tomoko Sakai Specially Appointed Assistant Professor, Global COE Program "A Research Base for Conflict Studies in the Humanities" Osaka University has annually held an overseas event under the title of Osaka University Forums since the 2001/2002 academic year, in an attempt to globally publicize the university s latest research outcomes and academic achievements. This year, the eleventh Osaka University Forum was organized by the Osaka University Global COE (Center of Excellence) Program, A Research Base for Conflict Studies in the Humanities and Osaka University Global Collaboration Center (GLOCOL), in cooperation with and at the University of Groningen, the Netherlands, from September 28th to 30th, 2010, with the theme of Globalization and Conflict: Entanglement between Local and Cosmopolitan Orientations. The Global COE program started in July 2007, based mainly on the Graduate School of Human Sciences, but also involving academic staff from a number of other areas of the university, together reaching the achievements of the university s 21st Century COE Program, Interface Studies in the Humanities ( ). The other organizer, GLOCOL, is a research center that was established in 2007 and has conducted crossdisciplinary research on international cooperation and multiculturalism, as well as promoted international cooperation activities based on the experience gained through its research and educational projects. The main objectives of Osaka University Forum this year was to publicize to Europe the cream of the research conducted in these two academic institutions, and to open up a new space of international academic dialogue on globalization and conflict. The forum invited a number of world-leading scholars from within the Netherlands as well as from Germany, Belgium, the UK, the USA, and Ireland, to collaborate in exciting discussion. Doctoral students and early-career researchers related to the Graduate Schools of Human Sciences and the Graduate School of Letters at Osaka University, also presented their projects to gain the valuable experience of making their research works known in an international arena. The forum was divided into five main panels: 1) Humanitarianism and Its Discontent: Global Discourse and Local Realities ; 2) Humanities, Art and Global Politics ; 3) Local Conflict and Global Connections ; 4) Gender Matters: The Politics of Nationalized War Memory ; and 5) Globalization, Nation-State and Human Security. Each panel consisted of 6-8 speakers both from within and outside Osaka University, who engaged in general discussions at the end. In addition to these panels, a documentary film produced by one of the early-career researchers in the Graduate School of Human Sciences, featuring her ethnographic work, screened twice during the period of the forum, which attracted many of the forum attendants. The forum had a reception at the end of the first and second days, hosted by Osaka University on the first evening, then by the University of Groningen on the second. This is where the attendants exchanged academic discussion in an informal manner that covered a continuation of topics from the day s presentations while enjoying food and refreshments and expanding and renewing their human/research network. Overall, this forum was a valuable case in which the cooperation and co-work between the two organizing institutions went successfully to bring a rich result. Those who took a significant coordinating role from the side of the University of Groningen, were Dr. Joost Herman, Associate Professor at the Faculty of Arts, Ms. Jodien Houwers from the Office of the University International Relations, and Mr. Peter Kamphof, a Master s student in the Faculty of Arts. The contribution by the staff of Groningen Center for Education and Research at Osaka University, included Professor Yoshihiko Hirotsu and Ms. Tomomi Nakayama, who also gave their substantial efforts. The process of jointly preparing the event encouraged the academic ties between the two universities to be strengthened. Two months after the forum, Dr. J. Herman visited Osaka University to exchange opinions with the GLOCOL staff members and give guest lectures in the GLOCOL seminar and GCOE seminar. It is expected that the cooperative links will be further deepened in the future. 20

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