TEIKYO SDGs reportEducation for Social Responsibility
――The value of education that creates a new world ――
Kyoko Nakayama, Professor, Department of Elementary Education Faculty of Education Education, Teikyo University
After working as a teacher at a public elementary school and an elementary school attached to a national university, he became a full-time Senior Assistant Professor Kyoto Notre Dame University in 2005. In 2010, he became an Associate Professor at Teikyo University and obtained a doctoral degree. Since then, in the Department of Department of Elementary Education, Faculty of Education of Education, he has continued his research activities specializing in international understanding education, multicultural education, and social studies education, in addition to educational activities.
To summarize this report ...
Although it has a complicated history of being occupied by various countries, activities focusing on Guam, which is known as a world-famous tourist destination, are being developed at the Nakayama Seminar of the Faculty of Education.
In 2013, he launched a chamorro dance group called Guma'Famagu'on Tano'yan i Tasi = "Guma'Famagu'on Tano'yan i Tasi" (GFTYT).
Chamorro are Guam's indigenous peoples, and their dances represent Guam's history.
A graduate who is also from this group became a teacher at Teikyo University Elementary School, and took advantage of the opportunity for inquiry-based learning with a colleague teacher to teach Guam's history and culture through chamorro dance.
It was also the first place for elementary school students to understand internationally, and it was a valuable place to experience a very deep theme.
International understanding and cross-cultural understanding are transmitted to children by educators who are graduates of seminars. This is to educate "responsibility" and can be said to be one of the best and best ways to cultivate the foundation for working on the SDGs.
Cross-cultural and education
At the seminar, we are learning the basics of related fields centered on international understanding education through literature reading and workshops. Recently, SDGs, which are closely related to international understanding education, are also in the category of learning. Volunteers who want to deepen their learning in an applied and practical manner are gathering and working on international exchange activities as extracurricular activities. In particular, I have been interested in the history and culture of Guam, and one of the themes has been how to utilize the awareness gained from the experience and reduce it to educational value. Guam is one of the most prominent resort areas and has an autonomous government as an unincorporated territory of the United States. However, its history is complicated. Originally, the indigenous Chamorro lived on Guam. Occupied by Spain during the Age of Discovery in the 1500s, it has been under control for over 300 years. There was a war between Spain and the United States at the end of the 1800s, and it became the territory of the United States after that, but in World War II, Japan occupied it and made it Omiyajima. After that, the United States regained it and continues to the present.
As part of our international exchange activities, the seminar will accept and host students from Guam. Some of them wash their cars and save money. Guam students who cannot get a passport due to immigrant families and who have never taken public transportation other than school buses also come to the campus and spend time with them. Through exchanges, Teikyo University students will get a glimpse of the situation of young people in Guam and the infrastructure of the island, and will come to realize the reality of the world. At the same time, it is also significant for the children of Guam to come into contact with the present of Japan. Leaders from Guam hope to broaden their horizons by showing the environment outside the island and the place of "university" in Japan. After this process, students will take a serious look at local life when they go to Guam. Students who think deeply are born from the experience of sharing a small amount of bread and ham and having a rich meal at a local home, away from the standard of living in Tokyo.
Experience "minority"
In 2013, when Mr. Rabon, a master of chamorro dance, visited Teikyo University, volunteer students and Guma'Famagu'on Tano' yan i Tasi = "Guma Famagu'on Tano" We have set up a group called (GFTYT). Chamorro dance is a dance that expresses the myths and folk tales of Chamorro and the feelings of modern people. Students learn history and ideas through dance, a symbol of indigenous culture. Since the Spanish Formosa is long, use Spanish-style costumes. Old dances should be primitive in order to "visualize" culture and roots. If you go to the city, there are buildings that have been invaded by Japan and have been culturally overcoated. Putting it all together, we understand that we have a “responsibility” to learn.
However, in Japan, the activities themselves are often seen with strange eyes. It is sometimes thought that they are "strange people" when they see them seriously dancing the dances of other countries and ethnic groups that Japanese people cannot hear. In fact, being in such a position is also an important educational environment. The point is that the students themselves experience being a minority in society. Most of the students living in Japan do not realize that they are "minorities". However, when they are in that position, their challenge is to become a person who has a core and can talk about culture.
