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Welcome by Yoshi Grote
Important details about the conference by Gretchen Clark
"Emergency", Spoken word piece by Phil Norton
Our model attempts to apply the Willingness to Communicate (WTC) construct to the team teaching (TT) EFL context in Japan. We divided WTC into three areas: language proficiency and perceptions thereof, or LP; interpersonal and intercultural differences (II); and workplace logistics considerations (WL). We surveyed and interviewed team teachers in Japanese EFL contexts based on this model. We found that JTE and ALT perspectives on the most challenging areas differed significantly: the majority of ALTs identified WL issues as most challenging, whereas the large majority of JTE responses were evenly split between WL and LP. However, the Likert scale responses from surveys only partially reflected these reports. We hope to use the qualitative data collected in freeform question responses and interviews to account for some of these discrepancies, and to identify other factors potentially not included in the current survey and/or model. During the presentation, participants will be invited to share their own experiences of TT and/or other collaborative experiences in Japanese workplaces; to consider these experiences in the context of our model, and thus evaluate the model's usefulness; and to exchange advice and anecdotal evidence of successful TT and collaborative interaction from their own professional contexts.
Note: Presentation is held in English but will provide slides with Japanese text.
Description:
In early 2022, when my body mysteriously gave way to a common chronic illness with an unpronounceable name, the imagined trajectory of my life was suddenly altered beyond fathom. The brain which I had nurtured through many academic degrees and relied on for my ‘livelihood’ as a researcher, and the limbs which I relied on to navigate public life as a social and productive being, became unrecognisable in their new state of variable and reduced function. Moreover, nearly constant pain became my closest acquaintance, tempting me into regular bouts of uncharacteristic pessimism. With a prognosis of ‘miracles can happen, but don’t hold your breath’, I had to learn how to live with a self I had never imagined becoming.
In my presentation, I will describe how I have embarked on the journey to accept my futurescape as a disabled person, using lessons learnt through queer- and trans-becoming. From fashioning strategies of resilience to finding kinship through community advocacy, I will reflect on how the tools I developed to find queer/trans joy have transferred over to not only learning to appreciate my brokenness but discovering new abilities of immeasurable value.
Beginner Yoga session, no gear needed!
She will offer one 30 minute session at 11:15.
This presentation explores the experiences and overall well-being of a group of tertiary EFL teachers in Japan. It focuses on the transformative shift they underwent, moving from traditional in-person teaching to online instruction, and subsequently, their return to face-to-face classrooms. The researchers adopted a narrative inquiry approach, in which teachers shared their personal stories and perspectives. By doing so, the study aimed to unravel the challenges, adaptations, and emotions of these educators throughout this transitional period, as well as its impact on their motivation to teach. Through a thematic analysis of the teachers' written narratives, the presentation will discuss their thoughts and attitudes towards online teaching, and examine how they perceived the positive aspects of this new modality, such as increased flexibility and access to diverse resources, while also acknowledging the negative aspects, including potential technological hurdles and feelings of disconnection. It acknowledges teachers' frustrations and concerns about online teaching while highlighting their resilience and dedication to providing quality education and support to learners. By learning from their experiences, we can all work towards creating a more inclusive and supportive educational environment.
学生の時、在日韓国人であることから社会における扱いの違いに直面した。長野県南部での暮らしや子育てを通して、“閉鎖的な環境”が意味すること一つ一つが個人の性格や思考までも変えていくことを実感した。職場において、所属・性・背景・習慣から生じる小さな集団の中にいることの安心感、と同時に危険性を日々考えさせられている。
周りと同じでいたくはない自分がいる。自己主張というよりむしろ、違和感を持つことで生きている実感を持とうとしているのかもしれない。それは誰かに対して攻撃的になるというよりは、どうしてなのかを考え続けることが自分の道を繋げてきているような気がする。相手を説得し、自分を理解して欲しいという気持ちはあまりない。いつもどこかで諦めてしまっている自分がいるのかもしれない。しかしこの諦念は決して否定的
なものではない。小さな灯がゆっくりと燃え続けるように、”違い“を感じ続け、誰かの違いや悲しみを想像し、理解しようと努めることで、緩やかでしなやかな繋がりが生まれる。
DeepL:As a student, he faced differences in the way he was treated in society because he is a Korean living in Japan. Through living and raising my children in the southern part of Nagano Prefecture. Through living and raising my children in the southern part of Nagano Prefecture, I realized that each "closed environment" can change an individual's character and thinking. In the workplace, I am reminded daily of the security and danger of being in a small group that is based on affiliation, gender, background, and customs.
I don't want to be the same as everyone else.
There is a part of me that does not want to be the same as those around me. Rather than asserting myself, I may be trying to feel alive by being uncomfortable. I may be trying to feel alive by being uncomfortable rather than asserting myself. It is not so much that I am aggressive toward someone, but rather that I am trying to connect my path by continuing to think about why.
I feel that my path has been connected by continuing to think about why, rather than becoming aggressive toward someone else. I don't have much desire to persuade others to understand me. I don't have much of a desire to persuade others to understand me. Perhaps I am always giving up somewhere. However, this resignation is not a negative thing.
Living Within Diversity (LiDi) is a special interest group of SIETAR Japan (the Society of Intercultural Education, Training and Research). Members are educators and trainers facilitating awareness of diversity and training people how to manage diversity.
Lisa ROGERS, a founding member of LiDi, will facilitate presentations by four LiDi members. Presenters will introduce their activities supporting non-Japanese residents and migrants in Japan followed by discussions with audience members. Reiko OGAWA will introduce the situation of Afghan evacuees while examining interlocking systems of exclusion based on race, gender, class, religion, and international politics. Dora TAMARI-TUTNJEVIĆ will talk about the changes we see in the rising number of foreigners and employment thereof in Japan, including a small, but increasing number of asylum seekers. As Japan grapples with decreasing population and labor shortage, are there now more possibilities for those "on the edge" to join the mainstream, and how do we harness these opportunities? Finally, Elisabeth WILLIAMS will describe her group’s (TABUNKO) efforts to provide a safe space for multicultural families. TABUNKO is a grass-roots organization which collaborates with kokoka (Kyoto) and KICC (Kobe) with the goal of supporting diverse families in the Kansai area through such activities as multilingual storytelling events, round table discussions, and special guest lectures.
We often feel stuck in our lives and unable to move forward. Questions about what to do to achieve our goals or to lead peaceful and content lives may seem to have no answers, and contemplating them makes us feel overwhelmed and powerless.
In this workshop, we will take the time to consider these big questions together and draw strength from one another as a community. We will look at significant life areas, consider how we want to change or improve them and create manageable steps to do so. The workshop will finish with a relaxing guided meditation practice to help you integrate all we have discussed.
The goal of this workshop is to remind you that empowerment is a series of small, consistent steps that begins simply with a desire for change.
Performance poetry is a form of creative expression rooted in ritual and storytelling, both of which have the power to foster strong relationships and communities. Because poetry invites writers to play with language, it is a powerful way to invite individuals and groups to reflect on and take ownership of the ways in which they “language.” In this way, it can allow creators/performers to express their holistic identities by mixing languages, or “translanguaging,” communicating in ways that creatively challenge dominant narratives. The workshop will include a brief presentation about performance poetry, a performance by the facilitator, an interactive activity for participants to create a small poem, and an optional opportunity for participants to perform the poems they have created.
要旨 教室内には様々な児童・生徒・学生がおり、私たち学校関係者は彼らをしばしば「帰国 子女」「外国人児童生徒」「発達障害」等とカテゴライズする。そのどこにも属さず、ま たは複数に属しているのに、生きづらさが周りに認識されないのが「グレーゾーンの子 どもたち」である。彼らは障害や困難の点で周囲に認知されないほどに軽度であること から、より一層の生きづらさを感じ、傷つきながら生きていることが少なくない。まし て、彼ら自身が自分の抱えているものを認識していなくても不思議ではない。このよう な問題は普通思春期までに表れるものであり、大学生が特別苦しんでいるとは考えにく い。反面、思春期に自分の苦しみやその対処法を習得している彼らは、その生きづらさ を見せない術を知っているがために、しばしば周りの人々に「だらしがない」「やる気 がない」と誤解されてしまう。本発表はグレーゾーンの学生が抱える生きづらさの中か ら、教室内でしか関わりのない大学教員が知っておくと良いものと、その潜在的支援の 方法について紹介する。発表の主言語を日本語とするが、発表者は英語での質疑応答や ディスカッションも歓迎する。
PREFERENCE to PRESENT ON SATURDAY
DeepL: There are many different kinds of children, students, and young people in the classroom, and we in the school community often categorize them as "returnees," "foreign students," "developmentally disabled," and so on. They are often categorized as "returnee children," "foreign children," "developmentally disabled," etc. The "gray zone children" are those who do not belong to any of these categories or belong to more than one, but whose difficulties in life are not recognized by others. Because their disabilities and difficulties are so mild that they are not recognized by others, they often feel more difficulty and hurt in their lives. It is no wonder that they are not aware of what they are going through. These problems usually appear by adolescence, and it is difficult to believe that college students are particularly suffering from them. On the other hand, they have learned to cope with their suffering during adolescence, and they know how to avoid showing their difficulties, which is often misinterpreted by those around them as "sloppy" or "unmotivated. This presentation will introduce some of the difficulties faced by students in the gray zone that university faculty who only interact with them in the classroom should be aware of, and potential ways to support them. The primary language of the presentation will be Japanese, but presenters are welcome to ask questions and participate in discussions in English.
Intercultural marriage has been a widely explored topic across many disciplines. Prior research on intercultural marriage has focused on challenges, conflicts, child-raising practices, etc., but the findings of such research are inconclusive (Tili & Barker, 2015). Therefore, the present study aims to understand how people perceive “cultural distance” as a reason for compromise in intercultural marriage.
Two cases of intercultural marriage between a Japanese female and an Indian male are explored. Through semi-structured interviews with the Japanese women involved, their perspectives on the adjustments they have made within their relationships, families, and wider society are studied.
Japanese women experienced familial pressures in following customs, maintaining regular communication with extended family members, and participating in family events. They experienced sociocultural differences with people in Indian society in terms of their values and style of communication. Notably, the perceived cultural distance was more pronounced in familial and societal matters than within their marital relationship. Cognitive and behavioral changes in response to the perceived disfluencies were also identified through interview analysis.
The results of this study can be applied to other intercultural studies to understand the difference between an actual cultural gap and a perceived one, and their impact on intercultural communication.
The global COVID-19 pandemic has exacerbated mental health challenges within Japanese universities. Mental health has been negatively impacted by the COVID-19 pandemic, particularly in terms of increased rates of depression, generalized and social anxiety, hostility, and alcohol abuse (Nagib et al., 2023). Concurrently, Japanese universities face resource constraints in addressing this surge in mental health issues, and even when resources are available, students may encounter difficulties in accessing them. Additionally, public and self-stigma associated with seeking mental counseling act as significant barriers for Japanese university students (Ina & Morita, 2015). Faculty members often maintain direct and frequent interactions with students and, may be called upon to serve as liaisons in facilitating student access to mental health support even though they are not trained mental health professionals. In this session, the presenter will share his experiences in assisting students to access the necessary mental health resources. Participants will be invited to share their experiences and opinions in an open ended discussion.
This visually-rich presentation describes how an urban walking event led to the coming together of communities both local and global. Born out of my evolving art practice and as a means to critically explore my enjoyment of walking in the city, in 2016 I invited three friends to join me in walking a circuit of central Osaka. What was intended as a one-off event with those three friends has become an annual event open to the public with more than 20 people joining 2023’s walk. The walks are semi-scripted, semi-improvised communal performances. As we navigate the streets we play games, tell stories, and read poetry. This presentation first introduces the origins and cultural contexts of the walks before addressing the ways in which the project promotes individual, social and environmental well-beings. Particular attention is paid to the 2020 event which was held in February as the pandemic was emerging. Mid-way through that walk we paused for a smart-phone link up with friends in China and Italy already suffering severe lockdowns. Together with those friends, we on the streets of Osaka voiced a simultaneous reading (prepared in four languages ) from Bocaccio’s Decameron. For all involved, it was a surprisingly moving experience. For this brief moment the local embraced the global; a true coming together.
Taking a step into unknown required me to consume a lot of energy and made me anxious about my future. After my study abroad in Canada, I started to long for working at an international organization in overseas. I tried the standard job-hunting, but I could not ignore my inner voice telling me that I do not want to. I decided to look for an opportunity to work overseas and luckily found a position working at diplomatic mission abroad. After my 3 years duty at the embassy of Japan in the Philippines, I set up my next object as working in a multicultural environment. Then, I received an offer from Tokyo Olympic and Paralympic 2020 which opened my door to the most ideal job I have ever dreamed of. At the Tokyo 2020 organizing committee, I met many expats who had worked for previous sporting events and lived in several countries. When I saw them, I began to ask myself “if they can do it, shouldn’t I be able to do it?” – I started to aspire continue working in the international sporting event industry. As I gain more experience in working in several different international sporting event, I feel more comfortable and connect with more people who have the similar value as I have and this makes me feel I found a community I belong and feel the genuine joy and happiness of doing what I love and meeting new people from different part of the world. The experience I have had so far made me realize what I thought I know was only a tiny bit part of the world and the actual world is way bigger than what I could have imagined. The first step to dive into unknown required me to have a huge courage – I cannot thank enough those who encouraged me to pursuit the different way, and, I appreciate my past self who kept challenging. I do not know what and where I will be which of course scares me sometime, but now, I rather feel excitement and thrill of diving into unknown. In this presentation, I would like to tell people, especially those who are struggling to visualize where they want to be and what they want to do, that there are many different career paths that you can always change what you want to do, and most importantly, not to give up on pursuing your own happiness.
Beginner Yoga session, no gear needed!
She will offer one 30 minute class at this time.
A fear of public speaking is pervasive in modern society (Black, 2019), and its significance is amplified by the frequency with which we encounter public speaking situations in our lives. Whether it's delivering presentations, pitching ideas, participating in job interviews, or engaging in challenging conversations, public speaking is a crucial skill for personal and professional growth. Overcoming public speaking anxiety (PSA) is therefore essential for progress in various domains of life. This interactive presentation explores the theme of “coming together” in three areas. Firstly, the coming together of ancient yogic wisdom and modern science, specifically looking at how three key components of yoga (poses, breath work, and meditation) help with effectively regulating the nervous system to ease PSA. Secondly, the coming together of yoga and public speaking, with reference to how those same three components can be used to warm up the body and optimize vocal expression during pre-speaking warm-up sessions. Thirdly, some observations on how the coming together of students in second- and third- year Seminar classes worked to ease PSA as they collectively implemented yoga techniques toward the shared goal of becoming less anxious, more confident public speakers.
In 2022, I (American) obtained a special Japanese teaching license (特別免許状). This has enabled me to step out of the traditional “native” teacher role and do various jobs and tasks at school which were not accessible to me in the past. This year I am trying my hand at first year high school (10th grade) homeroom teaching. Homeroom in Japan is bigger than my own experience as a student in America. The teachers are more deeply involved with students’ school lives, both academically and non-academically, and this makes the job much heavier but also more rewarding. In this interactive presentation, I will share stories and reflections from a weekly journal about my interactions as a non-Japanese homeroom teacher with students, parents and colleagues. These entries include topics like breaking linguistic boundaries, subverting expectations and juggling professional teacher development with new responsibilities. As the school year is still in progress, some of these reflections might be characterized better as raw observations than meaningful lessons, but I hope that through this session we can open a dialog to find meaning by coming together and sharing similar experiences of fostering positive relationships and healthy communication in any and all teaching contexts in Japan.
**Open to all genders, including cisgender :)
Workshop: Exploring gender diverse joy through zine-making
ワークショップ：ZINE制作を通じて、ジェンダー多様性の喜びを探求する
Description
説明
No matter how one identifies, being at odds with one’s assigned gender role—even temporarily—can cause a great deal of stress and fear. Moreover, much public discourse around gender diversity has fostered contention around any deviation from gender norms, politicising such behaviour as pathological at best and immoral at worst. For most people, therefore, finding joy beyond the boundaries of cisgenderhood can often be a challenging process. Undertaking it requires detaching from conditioned responses to gendered otherness and allowing for new imaginings.
自分のアイデンティティに関わらず、割り当てられたジェンダーロールと不一致の状態であることは—たとえ一時的なものだとしても—かなりのストレスや恐怖をもたらしうるものです。さらに、ジェンダーの多様性に関する議論の多くは、あらゆるジェンダー規範からの逸脱についての対立を生み出し、そういった行動を、良くて病的なものとして、最悪な場合には非道徳的なものとして政治化します。そのため、ほとんどの人にとって、シスジェンダーフッドの境界を越えたところに喜びを見つけることは、困難なプロセスとなるでしょう。その喜びを引き受けるためには、ジェンダー化された他者性に対する条件反応から離れ、新たな想像をはばたかせることが必要です。
In this workshop, participants will use artistic expression to explore what they appreciate about their gender diverse experiences, embodiments and/or identities. The creative process enables us to play more openly with radical concepts, such as gender diverse joy, that can be difficult or even impossible to fathom. By tapping into an alternative state of processing—namely, one that is childlike and experimental—it becomes easier to challenge and reconsider one’s expectations of what brings happiness.
このワークショップの参加者は、芸術的表現を用いて、ジェンダー多様性の経験やその体現の仕方、そして/またはアイデンティティについて、自分自身がポジティブに思っていることを探求します。このクリエイティブなプロセスを通じて、ジェンダー多様性の喜びのような、理解が困難だったり、時には理解不可能だと思われるようなラディカルな概念を、より開かれた形で自由に探求することができます。処理途中のオルタナティブな状態—つまり、子供のようで、実験的な状態—に触れることで、「何が自分に幸せをもたらすのか」ということについての自分自身の期待に抗い、再考することが容易になるでしょう。
The theme of the workshop is exploring gender diverse joy using the creative process of zine-making. Using the creative process enables us to play more openly with radical concepts that are often difficult or even inconceivable to imagine — such as the idea that being gender diverse, even in small ways or for short periods of time, can bring benefits.
ワークショップのテーマは、ZINE作成のクリエイティブなプロセスを通じて、ジェンダー多様性の喜びを探求することです。クリエイティブなプロセスは、しばしば想像することが難しかったり、想像不可能だと思われるラディカルなコンセプト—ジェンダー多様であることが、例え些細なことや、短期間であっても、何か利益をもたらしてくれるという考え—を、よりオープンに探求することを可能にしてくれます。
When the zine is made from an A4 paper, it has 8 pages -- a front page, a back page, and three 2-page spreads inside -- like a mini-book. The idea is to use artistic expression to explore the positive aspects of being gender-diverse. It can be like a story, with a progressing narrative. Or it can be a collection of distinct points (e.g. '3 things I love about being a woman / a trans man / x-gender'). Or something else entirely.
A4用紙でZINEを作ると、8ページのものが出来上がります。表紙、裏表紙、そして、内側には、2ページが3セット-- 小さな本のようなものが出来ます。中心となるのは、芸術的表現を用いて、ジェンダー多様であることのポジティブな側面を探求するという考え方です。それは、前進の物語のようになるかもしれませんし、異なる点を集めたものになるかもしれません（例「女性/トランス男性/Xジェンダーであることについて、私が愛する3つのこと」）。または、全く異なる何かになるかもしれません。
You will not be expected to share if you don’t want to. :) This is for you to take home.
他の人にシェアしたくない場合は、シェアしなくても大丈夫です:)
これはあなたが家に持って帰るためのものですから。
Schedule:
talk for 10 minutes
workshop for 40 minutes
スケジュール：
トーク：10分間
ワークショップ：40分間
The purpose of this interactive workshop is as follows: 1) to explain the reasons why learning about intercultural communication is so important but so difficult to attain; 2) to offer some ideas, definitions and perspectives on intercultural understanding and communication; 3) to discuss together about our past intercultural experiences and talk about the ways that we can learn from them in order to improve our intercultural intelligence, agility and communication competence; 4) To do a short self-assessment exercise together using the Intercultural Adjustment Potential Scale (Matsumoto,1990) to measure our potential for improving our intercultural communication competence.
このインタラクティブワークショップの目的は以下の通りである：
１）異文化間コミュニケーションについて学ぶことがなぜ重要でありながら難しいのか、その理由を説明すること。
２）異文化理解とコミュニケーションについての考え方、定義、視点を提供すること。
３）私たちの異文化間知性、敏捷性、コミュニケーション能力を向上させるために、過去の異文化間経験について一緒に話し合い、そこから学ぶ方法について話し合うこと。
４）私たちの異文化間コミュニケーション能力を向上させる可能性を測るために、簡単な自己チェック（日本人の国際適応力診断テスト (ICAPS)
（Intercultural Adjustment Potential Scale)（デヴィド・マツモト、1999年）
を一緒に行うこと。異文化間コミュニケーション能力を向上させるための潜在能力を測定する。
Previous research has extensively examined issues of ‘nativespeakerism’ in education in Japan, particularly in the context of English language teaching. Numerous studies have highlighted a profound bias in favor of native English speakers, particularly white men from 'Inner Circle' countries (e.g., Appleby, 2013; Koshino, 2019; Kubota, 2011; Ng, 2017), while identifying power struggles that non-native non-white female instructors encounter (Kubota & Fujimoto, 2013; Nonaka, 2018). At the same time, non-native Japanese-speaking teachers may find themselves marginalized within the academic setting, often isolated from the rest of the faculty due to their race, gender, and accents (Rivers, 2019). Thus, the problem of nativespeakerism requires a multifaceted examination of identities and power instead of observing it as a fixed dichotomy of privilege and marginalization.
This panel aims to share the experiences of five university instructors from diverse backgrounds who work primarily using their second language. Some instruct and research in English as a second language, while others are non-native Japanese speakers who teach and conduct their day-to-day lives in Japanese. By sharing their experiences, the panelists seek to shed light on the marginalized and racialized experience they have encountered due to their "non-native speaker" status. The implications include how these educators utilize their multilingual and multicultural identities to establish meaningful connections with their students and colleagues, and seek to promote 多文化共生 (multiculturalism) in their workplaces.
In this presentation, I will present two projects using collaborative autoethnography. Autoethnography is a form of qualitative research in which personal experiences are used to explore the meanings and understanding of wider cultural, political, and social contexts.
The first project revolves around a three-minute story I wrote reflecting on a dialogue with my mother about my study abroad and the impact it had on our relationship. The background of this story highlights the challenges I encountered in convincing my mother to allow me to study abroad due to our major differences in what an ideal woman's happiness should be. Throughout the story, my mother and I delve into our hidden emotions through the most honest dialogue we have ever had in our 33 years together.
Next, I will report on a study conducted with four other researchers, in which I brought my findings from this mother-daughter story. We, the five researchers from different universities, explored our respective stories under the common theme of what care means to us. Through the project, we came away with a deeper understanding of different senses of care, home, feeding, and ultimately love.
This is a sequel to my "Finding Home” story presented online at LOTE2022, and I hope to give back to the LOTE community by expanding the collaborative dialogue further with participants in person.
Beginner Yoga session, no gear needed!
She will offer one 30 minute session at this time.
In May 2022, a small group of friends held a roundtable discussion at the online LOTE conference in which we invited people interested in forming a support network for long-term non-Japanese residents of any nationality to share with us their needs and concerns, especially those related to growing old in Japan. We were overwhelmed with the level of eagerness to create such a network and got to work to create a name, an email list, a website, and monthly online and in-person activities for this group. We chose the name Counterpoint because it reflects how we are from a variety of cultural and professional backgrounds, speak different languages, represent various stages of life, but all consider Japan as home. Like a work of music or art, the combination of these different themes creates a strong and expressive ensemble.
In this presentation, we will explain our activities, what we have learned, contacts we have made, collaborations with other organizations working with international communities in Japan, and our immediate and long-term goals. We will also ask participants for suggestions on how else we can serve this growing multinational community. The session will be held in English, Japanese, and French.
Filmmaking is one of the most collaborative forms of creation. In the 15-minute presentation section, I will highlight the different ways that filmmaking brings people together through personal examples from my own work, including YouTube interviews with 3rd Culture Kids, a narrative feature film exploring the concept of mixed identity, and even a musical TikTok series. Then, I will outline the process of film creation we will use in the workshop, providing a handout to participants to refer to.
During the workshop portion, participants will form small teams to consider and brainstorm ideas connected to the theme, “Coming Together” and then experience the collaborative nature of film first-hand experience as they film and edit a 3-minute film, using iPads or similar devices, with support from Kyoto International School students.
Time permitting, we will perform a gallery walk, and engage in giving constructive feedback to each other. Alternatively, post-production may be completed later and uploaded for general viewing.
Parental alienation is a concerning phenomenon where one parent or guardian deliberately manipulates a child’s emotions, thoughts, and perceptions toward the other parent. This may result in the deterioration of their bond and adversely affect the child’s mental well-being. Despite the increased global understanding of this issue, there remains a lack of awareness regarding this issue in Japan, where a substantial number of children experience alienation to some degree.
In this presentation, the speaker aims to bring attention to parental alienation by providing an exploration of key terms, definitions, and the underlying psychological and emotional drivers behind alienation. The long-term impacts on a child’s emotional development will also be discussed. Particularly, emphasis will be placed on Japan’s sole custody laws, which may inadvertently facilitate alienation.
By fostering a general understanding of parental alienation, the presenter seeks to raise awareness in educators, the public, and individuals who may have been alienated themselves. The talk will not only propose potential solutions to combat alienation but also facilitate a group discussion to encourage collaboration and knowledge sharing amongst attendees.
当研究会はSHAREを理念に掲げSDGsに基づいた活動から、生きづらさの背後にある貧困に対してアプローチすることで、幸せと心の健康をもたらすことを目的としています。
初めに、女性を取り巻く貧困問題の現状を示し、それに対する二つの活動（フードドライブ・生理の貧困）の報告を行います。学内では年に２回、各期間は１週間ほどで、フードドライブを行っています。１００点以上集まる食料品は京田辺のフードバンクを通して、必要な施設や家庭に届けられています。なぜ食の支援が必要なのか。貧困の社会的背景を紐解き、フードドライブがもたらす社会への好影響についてお話します。次に、女性に焦点を当て生理に関する貧困問題に言及します。生理は女性の健康を維持する上でも、無視できない体の機能です。すべての人が健康をあたりまえに享受するにはどうすればよいか。女子大生の私たちだからこそ、考え、行動すべきだと感じています。本プレゼンテーションでは、私たちがこれまでに行ったイベント活動の報告に加え、最終的に研究会が目指すビジョンについてお話します。
DeepL:The purpose of this study group is to bring happiness and mental health by approaching poverty behind the difficulties of life through activities based on the SDGs with the philosophy of SHARE.
First, we will present the current situation of poverty issues surrounding women and report on two activities (food drive and physiological poverty) in response to these issues. On campus, we hold food drives twice a year, each lasting about a week, and the food items we collect (over 100) are delivered to institutions and families in need through the Food Bank in Kyotanabe. Why is food assistance necessary? We will discuss the social background of poverty and the positive impact food drives can have on society. Next, I will focus on women and mention poverty issues related to menstruation. Menstruation is a bodily function that cannot be ignored in maintaining women's health. How can we ensure that all people enjoy good health as a matter of course? I feel that we, as women's college students, should think and act on this issue. In this presentation, in addition to reporting on the event activities we have conducted so far, we will talk about the vision that the study group ultimately aims to achieve.
Having a sibling close to you in age means you spend most of your early lives together. In this interactive presentation, I will talk about my relationship with my younger sister who has Down Syndrome, how I used to feel negatively about having a sister with a disability, and how I have since recognized the precious opportunities and valuable experiences she has brought me. Our relationship has changed significantly over time, and she brings a lot of joy to my life. As a Japanese undergraduate student who is learning about social work at university, I find myself preparing counter-arguments against people who might say “People with disability should not exist.” With my 10-year experience of practicing dance, I have learned a lot from watching various dancers including professionals and people with disability, and teaching neurodiverse students. In the second part of the talk, I will share about how my journey of dancing can be used as a positive response towards critics who exclude people with disabilities, as well as how it can unite neurotypical people and people with different kinds of neurodiversity together. Photos and videos of the dance classes and performances will be shown to compare and contrast typical dance classes with classes for neurologically diverse students. Tips and approaches on teaching such classes will be shared for anyone interested in establishing similar classes in the future.
Online social media can give a false illusion of unity. It’s so gratifying to get all those Likes! But deep down we know, that shot of dopamine is not true connection; we must go beyond optical allyship and follow through with concerted action to break links in oppressive chains and forge stronger chains of peace and compassionate justice. In this session, I hope to connect with like-minded spirits who share my passion to promote the responsible use of online social media for peace and justice, with mindful awareness of the connection between responsibility and responsiveness as opposed to reactivity. I will share experiences both in the classroom, promoting media literacy among my students as an essential competency for global citizenship, and outside the classroom in my peace activism. I will refer especially to the work of Nobel Peace Prize winner Maria Ressa (journalist and author of How To Stand Up to a Dictator) and Rivera Sun (poet and novelist, author of Skylandia, Billionaire Buddha, and The Dandelion Insurrection) and facilitate discussion about ways to develop a habit of constant, sustained and sustainable peacemaking effort on a daily basis through social media and various genres of writing in various venues.
Beginner Yoga session, no gear needed!
This workshop will explore the compelling impact of allyship and critical friendships on mental health, belonging, and career development. It will showcase personal narratives of various teachers illustrating how these connections empower individuals as they experience catalyze growth and transformation with authenticity and solidarity. Virginia Woolf once famously wrote: “A woman must have money and a room of her own if she is to write fiction.” I’d like to highlight and argue that for academics in Japan and beyond, especially for women and women of color, professional and personal friendships, a safe space, and meaningful allyship is necessary to continue working and thriving in the academy.
At the beginning of this workshop, I will share my narrative, and this will be followed by introspective reflection questions designed to encourage participants to share their own experiences. This interactive dialogue will facilitate a rich exchange of perspectives, fostering a collective understanding the connection between allyship and critical friendships. Your participation in this workshop will not only be an opportunity to commemorate our shared stories, but also to craft pragmatic strategies and access valuable resources, enabling you to construct your own safe space, amplify your role as an ally, and effectively guide others as a mentor.
Thank yous to all the important people (i.e. YOU)
Raffle for prizes
"The Trattorian Anthem" Song by Phil Norton