She received her bachelor's and master's degrees from Kyoto University .... Information about his projects can be found
Sophia University Institute of Comparative Culture Organized by the ICC Project Unit “3/11 as Crisis and Opportunity
Teaching 3.11 Issues, Materials, Pedagogy and Research June 29, 2012 (Friday) Sophia University, Yotsuya Campus Library Building, level 9, room 921 Schedule: 10:00 Workshop opens 17:30 Workshop close Presenters include: Daniel Aldrich, Purdue Ted Bestor, Harvard Edward Fowler, UC Irvine Andrew Gordon, Harvard Habu Junko, UC Berkeley Todd Holden, Tohoku U. Rieko Kage, Tokyo U. Shuhei Kimura, Fuji Tokoha U. Love Kindstrand, Sophia Elizabeth Maly, Disaster Reduction and Human Renovation Institution Nomiya Daishiro, Sophia Lisa Onaga, UCLA Robert Pekkanen, U. of Washington Sharon Traweek, UCLA Tao Yoichi, Kogakuin Satsuki Takahashi, Princeton Shinji Yamashita, Tokyo U.
More than a year after the triple disaster of March 2011, we have assembled some of the most active and insightful scholars and activists working on 3.11 from a range of disciplines and perspectives to offer their responses to the questions: What should we be teaching about 3.11? How can we teach it effectively? The Event Each presenter has selected the most relevant materials on 3.11 from their areas and contextualized them in a full syllabus. We will organize presenters into thematic panels to collectively identify key issues and resources, to share pedagogical approaches and anticipate the sorts of research that these syllabi can generate. This event is made possible by a generous grant from the Japan Foundation and supported by the Graduate Program of Global Studies, Sophia University. The event is in English and Japanese Free and open to all Sophia University Institute of Comparative Culture 7-1 Kioicho, Chiyoda-ku, Tokyo 102-8554, TEL: +81-(0)3-3238-4082 / FAX: +81-(0)3-3238-4081 Email:
[email protected] Web page: http://icc.fla.sophia.ac.jp/index.html
Teaching 3.11: Issues, Materials, Pedagogy and Research Institute of Comparative Culture, Sophia University June 29, 2012
With Appreciation More than a year after the triple disaster of March 2011, we have assembled some of the most active and insightful scholars and activists working on 3.11 from a range of disciplines and perspectives to offer their responses to the questions: --What should we be teaching about 3.11? --How can we teach it more effectively? For this workshop, each presenter has selected the most relevant materials on 3.11 from their areas and contextualized them in a full syllabus. Our goals are to collectively identify key issues and resources, to share pedagogical approaches, and to anticipate the sorts of research that these syllabi can generate. Collected here are the hard copies of the syllabi. (Digital versions and other supplementary materials can be found on the Institute of Comparative Culture Website: http://icc.fla.sophia.ac.jp/) It is not often enough that scholars come together to engage in a joint venture that does not lead directly to academic publications but instead is designed to improve our teaching. Maybe even less often do we get a chance to support a cause outside of academia itself. Today’s meeting is an example of both. And it is with appreciation of these facts that we want to thank each presenter. Special thanks go to Higashiura Miwa for her keen supervision of the ICC as a whole and our ICC project, “3.11 as Crisis and Opportunity,” in particular. Intensive administrative assistance was provided by Sonja Dale, technical assistance was provided by Patrick Clarke, and logistical assistance by Wang Chuanfei - all wonderful graduate students at the Graduate School of Global Studies. Teaching 3.11 is supported by the Graduate School of Global Studies at Sophia University. It was made financially possible through a generous grant from the Japan Foundation.
David H. Slater Director of the Institute of Comparative Culture Faculty of Liberal Arts, Sophia University
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About the Institute of Comparative Culture, Sophia University With a motto of "connecting Sophia to the world," the Institute of Comparative Culture (ICC) promotes interdisciplinary studies in social sciences and humanities from a comparative perspective, building the global networks of Sophia's international researchers, and supporting collaboration with world-class researchers outside Japan. The specializations of ICC members include business, economics, history, literature, art, and area studies, focusing on Asia. All research activities and public events are conducted in English. The central activity of the ICC is funding and organizing research projects initiated by ICC members.
We also do the following:
Organize Symposia and Public Lectures associated with the research activities of members.
Publish research papers of ICC project members and visiting scholars. Recently we have moved to presenting all research findings online.
Assist visiting scholars by providing office space, facilities, access to university libraries, and an environment for scholastic interaction with Sophia faculty and students
Assist in grant acquisition and administration to ICC members
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Teaching 3.11: Issues, Materials, Pedagogy and Research Contents Acknowledgements
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About the Institute of Comparative Culture
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Biographies of presenters
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Syllabi -
Rieko Kage / University of Tokyo
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Introduction to Japanese Society and Politics Robert Pekkanen / University of Washington
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Civil Society in Japan Satsuki Takahashi / Princeton University
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Recipes for Disaster: Cultures of Calamity in East Asia and Beyond Love Kindstrand / Sophia University
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Battlefield Tokyo: Space, ritual and the right to the city Daniel Aldrich / Purdue University
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The 3/11 Disaster from Historical, Comparative, and Social-Science Perspectives Junko Habu / University of California, Berkeley
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Anthropology of Japan: Environment, Energy, and Contemporary Japanese Society Yoichi Tao / Kogakuin University
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東日本大震災の復興に向けて ――福島県飯舘村での 地域再生の試み / Towards the Recovery of the East
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Japan Disasters - An attempt at regenerating the land of Iitate village, Fukushima Sharon Traweek / University of California, Los Angeles 78 Downwind: Disaster Futures, Sciences, Governmentalities, Villages, Subjectivities, and Memory Practices
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Shinji Yamashita / University of Tokyo
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災害の公共人類学─東日本大震災を中心に / Public
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Anthropology of Disaster - Focusing on the Great Disaster of East Japan Kimura Shuhei / Fuji Tokoha University
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社会人類学特論/災害人類学 / Advanced -
Anthropology/Anthropology of Disaster Elizabeth Maly / Disaster Reduction and Human Renovation Institution
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Thinking about Post-Disaster Housing Recovery after the 3.11 Earthquake and Tsunami Todd Holden / Tohoku University
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Mediating the Unforeseen: Cases and Cultures of Communication during Crisis Dai Nomiya / Sophia University
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『3.11 学』への招待 / An Invitation to “3.11 Studies” Edward Fowler / University of California, Irvine
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Japanese Literature: Advanced Texts (Focusing on the East Japan Disaster) / 東日本大震災を中心に David Slater / Sophia University
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Student-generated Narratives Lisa Onaga (Teach 3.11) / University of California, Los Angeles Teach 3.11 Ted Bestor & Andrew Gordon (Digital Archive) / Harvard
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University Digital Archive
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Biographies Rieko Kage is Associate Professor of political science at the Department of Advanced Social and International Studies, University of Tokyo. She is the author of Civic Engagement in Postwar Japan: The Revival of a Defeated Society (Cambridge University Press, 2011). Her publications have appeared in Political Psychology, Comparative Political Studies, and the British Journal of Political Science. Her research interests include civil society, participation, postwar reconstruction, and comparative politics more broadly. She received her bachelor's and master's degrees from Kyoto University, Japan, and her Ph.D. from Harvard University. Robert Pekkanen is Associate Professor at the Henry M. Jackson School of International Studies and Adjunct Associate Professor in the Department of Political Science at the University of Washington. Harvard University awarded him a Ph.D. in political science in 2002. He has published articles on Japanese politics in such journals as The American Political Science Review, The British Journal of Political Science, and Comparative Political Studies among others. His first book, Japan's Dual Civil Society: Members without Advocates (Stanford, 2006) won the Ohira Prize in 2008 and an award from the Japanese Nonprofit Research Association (JANPORA) in 2007. The Japan Times also featured it as one of the "Best Asia Books" of 2006. A Japanese translation appeared in 2008. With lead editor Benjamin L. Read, he edited a volume on local organizations published by Routledge in 2009. His third book, Neighborhood Associations and Governance in Japan, appeared the same year (co-authored in Japanese with Yutaka Tsujinaka and Hidehiro Yamamoto). Pekkanen's fourth book departs from the theme of civil society and associational life to examine party organization and theories of institutional change and origin through the case of Japan's Liberal Democratic Party. The Rise and Fall of Japan's LDP: Political Parties Organizations as Historical Institutions published by Cornell University Press in 2010, co-authored with Ellis S. Krauss. Pekkanen is currently co-PI on a major research projected funded by the National Science Foundation to investigate parties' nomination strategies and legislative organization in eight countries. Satsuki Takahashi received her PhD in Anthropology from Rutgers University in 2010. She served as a research fellow at the Institute of Social Science at the University of Tokyo (2008-2011) and a postdoctoral research associate at Princeton University (2011-2012). Based on her dissertation and NSF RAPID-funded follow-up research, she is currently preparing a book manuscript on "unending modernization," human-ocean relations, and discourses of survival in pre- and post-3/11 Japan. In fall 2013, she will be an assistant professor in the Department of Sociology and Anthropology at George Mason University. Love Kindstrand is a graduate student in Japanese studies/anthropology at Sophia University, and studies emerging expressions of political subjectivity and struggles for representational space in Tokyo and Japan. His research interests also include youth cultures and alternative or marginalized readings of the city. His article, "The Politicization of Precarity: Anti-Nuke Protests in Japan since the Great Tohoku Earthquake" also came out in Hot Spots: 3.11 Politics in Disaster Japan. 3
http://www.culanth.org/?q=node/421 . Love will begin his PhD at the Department of Anthropology, University of Chicago in fall 2012. Daniel P. Aldrich is associate professor of political science at Purdue University, an American Association for the Advancement of Science fellow at USAID during 2011-2012, and a Fulbright research fellow at the University of Tokyo (2012-2013). He is the author of the books Site Fights (Cornell University Press, 2008 and 2010) and Building Resilience (University of Chicago Press, coming out in August 2012) along with more than 70 articles, book chapters, reviews, and OpEds. You can follow him at DanielPAldrich on Twitter or through his website at http://web.ics.purdue.edu/~daldrich/ Junko Habu teaches archaeology at the University of California, Berkeley. Her research focuses on human-environmental interaction, human rights, and the long-term sustainability of human cultures and societies. Her research project in Japan uses archaeological data to investigate the mechanisms of long-term culture change among prehistoric Jomon hunter-gatherers of Japan (ca. 14,000-500 BC). Factors examined in this study include food and subsistence diversity, mobility of people, goods and information, social inequality, population, and climate change. In April 2012, she organized a symposium on 3.11 and Fukushima at Berkeley. Information about as well as videos from the event can be found at the following links: http://ieas.berkeley.edu/events/2012.04.20w.html http://www.ustream.tv/channel/apast-live/videos Yoichi Tao is the Director of the NPO ‘Resurrection of Fukushima’ (ふくしま再生の会), as well as a researcher at Kogakuin University and advisor to Secom Co. Ltd. He has acted of the CEO of the think-tank Laboratory for Innovators of Quality Life (社生活構 造研究所), and also been a Senior Producer for exhibitions for the Yokohama Children’s Science Center (横浜子ども科学館). Since then he has also acted as Chief Editor of RAM computer magazine, and has been working with Secom Co. Ltd since 1985. His publications include ‘sekai no kagakukan ha ima’ (世界の科学館は今), ‘bideo tekkusu e no shoutai’ (ビデオテックスへの招待), ‘suuchikeisan hougairon’ (数値計算法概論) and ‘pi no rekishi’ (π の歴史). He is also the Head of the Executive Committee for ‘Global Voices from Japan’. Information about his projects can be found at the following webpages: ふくしま再生の会 (Ressurection of Fukushima) http://www.fukushima-saisei.jp/ Facebook: http://www.facebook.com/FukushimaSaisei 各国人組織 Global Voices from Japan http://www.glovoices.com/ Facebook: http://www.facebook.com/pages/Global-Voices-from-Japan/117010025043757 Personal blog 「愚者の声」 http://gusha311.blog55.fc2.com/ Sharon Traweek is Associate Professor in the History Department at UCLA, and has also been on the faculty of the Anthropology Department at Rice University and the Program in Anthropology & Archeology and to the Program in Science, Technology, & Society at MIT. She has held visiting faculty positions at the Mt Holyoke Five College Women's Studies Research Center, the Anthropology Department at the University of 4
California at San Diego, and the Program in Values, Technology, Science, and Society at Stanford University. She received her Ph.D. in 1982 from the History of Consciousness Program at the University of California at Santa Cruz. Her first book is Beamtimes and Lifetimes: The World of High Energy Physicists (Harvard University Press, 1988, paperback 1992). Her next book, which is on Japanese big science, and a third on crafting cultural studies of science, technology, and medicine are both nearly completed; and she has also published 25 articles in books and journals of anthropology, Asian studies, communications, cultural studies, history, and women's studies. Shinji Yamashita is Professor of Cultural Anthropology and Human Security Program at the Graduate School of Arts and Sciences, University of Tokyo and a former president of the Japanese Society of Ethnology (currently Japanese Society of Cultural Anthropology). He is also the president of Human Security Forum, a NPO (Non-Profit Organization) established in 2011. His research has centered on the cultural dynamics in processes of globalization with a special focus on international tourism and transnational migration. His regional concern is with East and Southeast Asia, particularly Indonesia, Malaysia, and Japan. His books include Globalization in Southeast Asia: Local, National, and Transnational Perspectives (co-ed. with J.S. Eades, 2003), Bali and Beyond: Explorations in the Anthropology of Tourism (translated by J.S. Eades, 2003), The Making of Anthropology in East and Southeast Asia (co-ed. with Joseph Bosco and Jerry S. Eades, 2004), Transnational Migration in East Asia: Japan in a Comparative Focus (co-ed. with Makito Minami, David W. Haines and Jerry S. Eades, 2008), and Kanko Jinruigaku no Chosen: “Atarashii Chikyu” no Ikikata [The Challenges of the Anthropology of Tourism: Transnational Lives on the “New Globe”] (2009). Shuhei Kimura is Associate Professor of Social Anthropology at the Graduate School of Environment and Disaster Research, Fuji Tokoha University, Japan. He obtained his Ph.D. degree in Anthropology from the University of Tokyo in 2008, based on long-term field research on disaster preparedness in Turkey. Among his publications are Anthropology as Reality Critique (coauthor, Naoki Kasuga ed. 2011 in Japanese), Reassembling the Humanosphere (coeditor with Yoko Hayami and Makoto Nishi, in print, in Japanese), "Logics and Practices for Publicization of Disaster Preparedness in Turkey" in Asia Keizai (in Japanese, 2011) and "The Temporality of an Urban Reform Project in Istanbul, Turkey" In Bunkajunruigaku: Japanese Journal of Cultural Anthropology (in Japanese, 2010). He is currently conducting field research on temporary life/ temporality in life after the 2011 Tohoku Earthquake. Elizabeth Maly graduated from the University of Washington-Seattle with a Masters in Architecture. Her master’s thesis was about affordable housing recovery in post-Katrina New Orleans, and since then she has been studying post-disaster housing recovery and international comparisons between Japan, China, and Indonesia, and the United States. Her specific research interests are community-based housing recovery, academic collaboration and support, and people-centered housing recovery--including policy, process and housing form--that supports successful life recovery. She is currently pursuing a PhD in Architecture from Kobe University, and is a researcher at the Disaster Reduction and Human Renovation Institution in Kobe, Japan. (www.dri.ne.jp) 5
Todd Joseph Miles Holden is Professor of Mediated Sociology at Tohoku University in Sendai, Japan, where he has taught for twenty-four years. Over the past two decades he has published extensively on media-related topics such as television, cell phones, the Internet, cinema and advertising, with substantive emphasis on Japanese politics, society and culture, semiotics, gender, sports and nationalism. Chief among these works include the books medi@sia: Global media/tion in and out of context (2006), Globalization, Culture and Inequality in Asia (2003), and Reading Signs: Language, Culture, Society (2001, in Japanese). In 2000, he created the column “ReDotPop” and in 2005 began a travelblog—both for the e-zine PopMatters. A 2011 literary memoir, Peripatetic Postcards: The journey of life through 25 of the world's cities, was published based on entries from the blog. A second memoir, Red Dot, Orange Rock, Blues, details his year coaching women’s professional basketball in Japan. Tsunami, a novel centering on the events of 3-11 is currently being represented for literary publication. A companion novella, Escape from Sonoyo, has also been completed and is currently under review. Todd’s published work, photographs, presentations, courses, and writings in progress can be found on his website: http://www.intcul.tohoku.ac.jp/~holden/index.html. Tweet him @t_sensei. Dai Nomiya is the Dean of the Graduate School of Global Studies, Sophia University. His research focuses on global civil society, comparative sociology, and social movements. He received his PhD in Sociology from the University of North Carolina at Chapel Hill, and currently serves as the Vice President of the Japan Consortium for Sociological Societies as well as the RC 47, International Sociological Association. He is also the Committee Chair of the Sociological Consortium Committee. Publications include Towards the Knowledge of Society: Theory and Method in Modern Sociology (in Japanese, editor), Social Movements and Culture (in Japanese, editor), and Qualitative Comparative Analysis (in Japanese, editor). Edward Fowler teaches courses on Japan at UC Irvine. The author of The Rhetoric of Confession: Shishosetsu in Twentieth-Century Japanese Fiction and San'ya Blues: Laboring Life in Contemporary Tokyo, he has published numerous articles on Japanese literature, film, and society, as well as several translations from the Japanese. David H. Slater is an associate professor of cultural anthropology in the Faculty of Liberal Arts and the Graduate Program of Japanese Studies at Sophia University, Tokyo. He is the co-editor with Hiroshi Ishida of Social Class in Contemporary Japan: Structures, Socialization and Strategies, Routledge in 2009. On 3.11 issues, he was the Guest Editor for Cultural Anthropology of HOT SPOTS: 3.11 Politics in Disaster Japan (http://www.culanth.org/?q=node/409) and co-author with Keiko Nishimura and Love Kindstrand of “Social Media, Information and Political Activism in Japan’s 3.11 Crisis” on Japan Focus (http://www.japanfocus.org/-Nishimura-Keiko/3762). Patrick Clarke is a graduate student of Global Studies at Sophia University. He earned a Bachelor's in History and a Bachelor's in Fine Arts from the University of Colorado. His current research focuses on post-disaster recovery for temporary housing communities in the Tohoku region of Japan following the March 2011 earthquake and tsunami. Mr. Clarke is also producing a video documentary comprised of interviews 6
with leaders and residents of temporary housing units in Rikuzen Takata City (Iwate Prefecture), and maintains a website where some of this media can be accessed (www.tohokurecovery.com). Lisa Onaga is a founder of Teach 3.11, a collaborative online educational resource that helps teachers, students, and scholars locate and share collective wisdom about the triple disasters in Japan vis-à-vis the history of science and technology in Asia. Lisa is currently a postdoctoral fellow with the D. Kim Foundation for the History of Science and Technology in East Asia and the UCLA Institute for Society and Genetics. From fall 2012, she will serve as an assistant professor in the history department at Nanyang Technological University in Singapore. She holds a Ph.D. in Science & Technology Studies from Cornell University and a Sc.B. in biology from Brown University. Her research on the history of biology in Japan chronicles the rationalization of silkworm husbandry and its relationship to genetic experimentation. Portions of her doctoral work were also carried out in the Tōhoku region while based in the workgroup of Miwao Matsumoto at the University of Tokyo. She serves on the steering committee of the Forum for the History of Science in Asia. She was previously a science writer, and conducted media relations work with Burness Communications and for the journal Science. Lisa also survived the Kobe ’95 earthquake. Theodore Bestor is a specialist on contemporary Japanese society and culture, focusing much of his research on Tokyo. He has written widely on urban culture and history, markets and economic organization, food culture, the fishing industry, and popular culture. Professor Bestor’s most recent book, Tsukiji: The Fish Market at the Center of the World (University of California Press, 2004), is based on research he has being carrying out since 1991 at Tokyo's vast Tsukiji wholesale market, the world's largest marketplace for seafood and the center of Japan's sushi trade. The book is an ethnography of market life, and examines Tsukiji both historically and contemporarily as a case study in the interaction between cultural patterns and institutional structures that frame complex economic organization. He also researches the development of Japanese food culture broadly, and he is working on a book tentatively entitled Global Sushi that will look at globalization via the interaction of the fishing industry and culinary fashions. He is also the author of Neighborhood Tokyo (Stanford University Press, 1989), and the co-editor (with Patricia G. Steinhoff and Victoria Lyon Bestor) of Doing Fieldwork in Japan (University of Hawai’i Press, 2003). Andrew Gordon is the Lee and Juliet Folger Fund Professor of History at Harvard University. His teaching and research focus primarily on modern Japan. He has also taught Japan’s premodern history and courses on comparative history of labor. He has written, edited, or translated numerous books and has published articles in journals in the United States, Japan, Great Britain, France, and Germany. His most recent publication is Fabricating Consumers: The Sewing Machine in Modern Japan (University of California Press, 2011), on the emergence of the modern consumer in Japan, using the sewing machine as window on that story. Some of his other publications include The Evolution of Labor Relations in Japan: Heavy Industry, 1853-1955 , Labor and Imperial Democracy in Prewar Japan, The Wages of Affluence: Labor and Management in Postwar Japan, A Modern History of Japan and The 7
Unknown Story of Matsuzaka’s Major League Revolution. Gordon has served as chair of the Harvard History Department (2004-07) and director of the Reischauer Institute for Japanese Studies (1998-04). He has been a member of the Northeast Asia Council of the Association for Asian Studies (1994-97) and the Joint Committee on Japanese Studies of the Social Science Research Council and the American Council of Learned Societies (1994-1996).
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Syllabus
Rieko Kage University of Tokyo
Introduction to Japanese Society and Politics
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Aspects of Japanese Society I (AIKOM Program)/公共政策(Winter 2011) Tuesdays 13:00-14:30 Instructor: Rieko Kage e-mail:
[email protected] Course Description This course addresses major political and social issues in contemporary Japan. Students will be exposed to the main academic and policy debates over such issues as: inequality; fertility and aging; immigration; civil society; the fall of the LDP; and the March 11th disaster. Requirements The class will be run as a seminar and students are expected to participate actively in class discussion. Students are expected to have read the readings for the week prior to each class meeting. Every week, one student will be responsible for summarizing the week’s readings and for raising issues for discussion. Students should pay particular attention to where the different authors for the week agree and/or disagree with each other, and for what reasons. Students are also expected to write a final paper on one of the topics covered during the course of the semester (inequality, low fertility, disaster recovery, civil society, and the fall of the LDP from power). Details on the paper are below. Evaluation Evaluation for the course will consist of attendance (20%), class participation (50%), and final paper (30%). Schedule October 11th Introduction and Overview October 18th: Inequality in Japan Toshiaki Tachibanaki (2006), “Inequality and Poverty in Japan,” Japanese Economic Review, vol. 57, no. 1: 1-27. Fumio Ohtake (2006), “Straight Thinking about the Income Gap,” Japan Echo, vol. 33, no. 3. October 25th: Inequality in Japan, continued Shogo Takekawa (2010), “Liberal Preferences and Conservative Policies: The Puzzling Size of Japan’s Welfare State,” Social Science Japan Journal, vol. 13, no.1: 53-67. Kazuo Koike (2009), “The Myth of Seniority Wages,” Japan Echo, vol. 36, no. 5.2 Torbern Iversen and Anne Wren (1998), “Equality, Employment, and Budgetary Restraint: The Trilemma of the Service Economy,” World Politics, vol. 50, no. 4: 507-546. November 1st: Low Fertility Sawako Shirahase (2007), “Women’s Economic Status and Fertility: Japan in 12
Cross-National Perspective,” in Frances M. Rosenbluth, ed., The Political Economy of Japan’s Low Fertility. Stanford: Stanford University Press, ch. 2. Sawako Shirahase (2009), “Marriage as an Association of Social Classes in a Low Fertility-Rate Society,” in Hiroshi Ishida and David H. Slater, Social Class in Contemporary Japan: Structure, Sorting, and Strategies. New York: Routledge. November 8th: Low Fertility and Aging in Comparative Context Julia Lynch (2006), Age in the Welfare State: The Origins of Social Spending on Pensioners, Workers, and Children. Cambridge: Cambridge University Press, ch. 1 and 2. November 15th: The Japanese Youth Yuji Genda (2007), “Jobless Youths and the NEET Problem in Japan,” Social Science Japan Journal, vol. 10, no. 1: 23-40. Yuki Honda (2008), “Focusing in on Japan’s ‘Youth Nationalism’,” Social Science Japan Journal, vol. 10, no. 2: 281-286. Mary C. Brinton (2009), “Social Class and Economic Life Chances in Post-Industrial Japan: The ‘Lost Generation,’” in Hiroshi Ishida and David H. Slater, Social Class in Contemporary Japan: Structure, Sorting, and Strategies. New York: Routledge. November 22nd: Immigration Myungsoo Kim (2003), “Ethnic Stratification and Inter-Generational Differences in Japan: A Comparative Study of Korean and Japanese Status Attainment,” International Journal of Japanese Sociology, vol. 12, no. 1: 1-11. Seung-mi Han (2004), “From the Communitarian Ideal to the Public Sphere: The making of Foreigners’Assemblies in Kawasaki City and Kanagawa Prefecture,” Social Science Japan Journal, vol. 7, no. 1: 41-60. Bumsoo Kim (2011), “Changes in the Socio-Economic Position of Zainichi Koreans: An Historical Overview,” Social Science Japan Journal, vol. 14, no. 2: 233-245. November 29th: Civil Society3 Makoto Iokibe (1999), “Japan’s Civil Society: A Historical Overview,” in Tadashi Yamamoto, ed., Deciding the Public Good: Governance and Civil Society in Japan. Tokyo: Japan Center for International Exchange: 51-96. Yuko Kawato, Robert Pekkanen, and Hidehiro Yamamoto (2010), “State and Civil Society in Japan,” in Alisa Gaunder, ed., Routledge Handbook of Japanese Politics. New York: Routledge. Susan Pharr (2003), “Conclusion: Targeting by an Activist State: Japan as a Civil Society Model,” in Frank J. Schwartz and Susan J. Pharr, eds., The State of Civil Society in Japan. Cambridge: Cambridge University Press. December 6th: Civil Society (continued) Steven K. Vogel (1999), “When Interests Are Not Preferences: The Cautionary Tale of Japanese Consumers.” Comparative Politics vol. 31, no. 2: 187-207. Kim Reimann (2003), “Building Civil Society from the Outside In? Japanese International Development NGOs, the State, and International Norms,” in Frank J. Schwartz and Susan J. Pharr, eds., The State of Civil Society in Japan. Cambridge: 13
Cambridge University Press. Mary Alice Haddad (2007), “The Transformation of Japan’s Civil Society Landscape,” Journal of East Asian Studies, vol. 7, no. 3: 413-437. December 13th: The Fall of the LDP Christopher Hood (2010), “The Shinkansen’s Local Impact,” Social Science Japan Journal, forthcoming. Ellis S. Krauss and Robert Pekkanen (2010), “The Rise and Fall of Japan’s Liberal Democratic Party,” Journal of Asian Studies, vol. 69, no. 1: 5-15. Masaki Taniguchi, Hideaki Uenohara, and Shiro Sakaiya (2010), “Who Ended the LDP’s Reign?” Japan Echo, vol. 37, no. 1. December 20th: Understanding the Disaster (1) Stephanie E. Chang (2010), “Urban Disaster Recovery: A Measurement Framework and its Application to the 1995 Kobe Earthquake,” Disasters, vol. 34, no. 2: 303-327. Daniel P. Aldrich (2011), “Social, not Physical, Infrastructure: The Critical Role of Civil Society after the 1923 Tokyo Earthquake,” Disasters, forthcoming. January 17th: Understanding the Disaster (2)4 Richard J. Samuels (1987), The Business of the Japanese State: Energy Markets in Comparative and Historical Perspective. Ithaca: Cornell University Press, Daniel P. Aldrich (2007), Site Fights: Divisive Facilities and Civil Society in Japan and the West. Ithaca: Cornell University Press, ch. 5: 119-151. Jacques E. C. Hymans (2011), “Veto Players, Nuclear Energy, and Nonproliferation: Domestic Institutional Barriers to a Japanese Nuclear Bomb,” International Security, vol. 36, no. 2: 154-189. January 24th Wrap-up Presentations: Student presentations should be 20-30 minutes in length. Students should prepare a 1-2 page handout for the class that summarizes the argument and the main points in the reading(s). In addition to summarizing the argument and the main points in the readings, the student should offer a critique of the argument advanced in the article. Do you find the argument convincing? Why or why not? To what extent does the evidence offered by the author support the argument advanced in the paper? Any additional insights from other courses, readings, anything that you know on the topic from elsewhere are also welcome. Paper The paper should address one of the major topics covered in the course. It should ask: on what issues do the authors covered in the course agree or disagree with each other? Which argument do you find the most convincing, and why? The paper should be 4-5 pages in length (A4, double-spaced, 11 or 12 point font). You are also welcome to conduct your own research on the subject or to discuss additional material that you have read in other courses or on your own. Please e-mail the paper to the instructor at
[email protected] by February 8th, 2012, end of the day (no extensions). 14
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Syllabus
Robert Pekkanen University of Washington
Civil Society in Japan
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Robert Pekkanen Civil Society and Disaster in Japan Course Description: Civil society groups have grown explosively in recent decades. Simultaneously, ideas of social capital have aroused widespread interest. This course examines a wide range of non-governmental organizations (NGOs), nonprofits, and voluntary groups under the unifying rubric of "civil society." After a theoretical introduction to this class of phenomenon, the course investigates civil society in Japan, its specific characteristic of Japanese civil society, and their causes and consequences. An important theme of this class is the relationship between disasters and civil society. Course Requirements: One Page Paper listing your relationship to 5 civil society groups First Exam 7% Second Exam 20% In-Class Debates Student Presentation on a Japanese civil society group Final Exam 32% Class Participation 15%
1%
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Readings SECTION ONE: THEORETICAL AND COMPARATIVE FRAMEWORK Week 1 THEORIES OF CIVIL SOCIETY Schwartz, Frank. 2003. “What Is Civil Society?.” Frank Schwartz and Susan Pharr, eds. The State of Civil Society in Japan, pp. 33-63 Hansmann, Henry.1987. "Economic Theories of Nonprofit Organization." In Walter W. Powell, ed. The Nonprofit Sector: A Research Handbook. New Haven: Yale University Press, pp. 27-43. Muthiah Alagappa. 2004. “Introduction.” In Muthiah Alagappa’s (ed.) Civil Society and Political Change in Asia. Stanford: Stanford University Press, pp. 1-24. Week 2 SOCIAL CAPITAL Putnam, Robert D. 1993. Making Democracy Work. Princeton: Princeton University Press. Chapters pp. 3-16, 63-72, 83-116, 163-186. 18
Yamagishi, Toshio. 2003. “Trust and Social Intelligence in Japan.” Frank Schwartz and Susan Pharr, eds. The State of Civil Society in Japan, pp. 281-298. Pekkanen, Robert. 2006. Japan’s Dual Civil Society: Members without Advocates. Stanford. Pp. 123-129. Yuko Nishide and Naoto Yamaguchi. 2005. “Social Capital and Civic Activities in Japan.” The Nonprofit Review Vol. 5, No. 1, pp. 13-28. Week 3 CIVIC (DIS)ENGAGEMENT IN THE USA Putnam, Robert D. 2000. Bowling Alone: Civic Disengagement in America and What To Do About It. New York: Simon and Schuster. pp. 15-64. 183-188, 277-287. Skocpol, Theda. 2003. Diminished Democracy: From Membership to Management in American Civic Life. Ch. 1 and 6. Skocpol, Theda and Morris P. Fiorina, eds. 1999. Civic Engagement in American Democracy. Brookings, chapters by Skocpol & Fiorina,, Berry, Skocpol, pp. 1-23, 367-393, 461-510. SECTION TWO: CIVIL SOCIETY IN JAPAN Week 4 THE EMERGENCE OF CIVIL SOCIETY IN ASIA: PREWAR JAPAN Garon, Sheldon. 2003. “From Meiji to Heisei: The State and Civil Society in Japan,” in Frank Schwartz and Susan J. Pharr, eds., The State of Civil Society in Japan NEIGHBORHOOD ASSOCIATIONS Pekkanen, Robert. 2006. Japan’s Dual Civil Society: Members without Advocates. Stanford. Chapter 4: Pp. 85-129. Week 5 INTEREST GROUPS Schwartz, Frank J. 1998. Advice and Consent: the Politics of Consultation in Japan. Cambridge: Cambridge University Press. Chapter One: “Interest-Group Politics in Japan: Competing Perspectives”, pp. 1-47. Tsujinaka, Yutaka and Robert Pekkanen. 2007. “Civil Society and Interest Groups in Contemporary Japan.” In Pacific Affairs Fall 80:3. Available online. SOCIAL MOVEMENTS LeBlanc, Robin M. 1999. Bicycle Citizens: the Political World of the Japanese Housewife. Berkeley: University of California Press. Pp. 195-203. Schreurs, Miranda. 2002. Environmental Politics in Japan, Germany, and the United States. Pp. 1-7, 35-49, 67-79, 88-91, and 210-230. 19
Passin, Herbert. 1962. “The Sources of Protest in Japan.” American Political Science Review June. Available online through JSTOR. Read first one to three pages. Skim rest. McKean, Margaret. 1981. Environmental Protest and Citizen Politics in Japan. Berkeley: University of California Press. Pp. 5-17, 255-260. Week 6 THE DEVELOPMENT OF CIVIL SOCIETY IN POSTWAR JAPAN Tsujinaka, Yutaka. 2003. “From Developmentalism to Maturity: Japan’s Civil Society Organizations in Comparative Perspective.” Frank Schwartz and Susan Pharr, eds. The State of Civil Society in Japan. Pekkanen, Robert. 2006. Japan’s Dual Civil Society: Members without Advocates. Stanford. Chapters 1 and 2: Pp.1-46. Kawato, Yuko, Robert Pekkanen and Hidehiro Yamamoto. 2010. “State and Civil Society in Japan.” In Alisa Gaunder, ed. The Routledge Handbook of Japanese Politics. New York: Routledge. Pp:117-129. Avenell, Simon. 2009. “Civil Society and the New Civic Movements in Contemporary Japan: Convergence, Collaboration, and ‘Transformation.’” The Journal of Japanese Studies 35 (2) 2009: 247-83. THE MEDIA Freeman, Laurie. “Mobilizing and Demobilizing the Japanese Public Sphere.” in Frank Schwartz and Susan J. Pharr, eds., The State of Civil Society in Japan pp.235-257. Shipper, Apichai. 2005. “Criminals or Victims?: The Politics of Illegal Foreigners in Japan.” Journal of Japanese Studies 31 (2) Summer, 299-328. Week 7 THE CHANGING CONTEXT Pekkanen, Robert. 2006. Japan’s Dual Civil Society: Members without Advocates. Stanford. Chapter 5. Pekkanen, Robert. 2004. ‘After the Developmental State in Japan.’ Journal of East Asian Studies. Available online. Haddad, Mary Alice. 2007. “The Transformation of Japan’s Civil Society Landscape.” Journal of East Asia Studies 7 (3): 413-437. RELIGION IN JAPAN Hardacre, Helen. 2003. “After Aum: Religion and Civil Society in Japan,” in Frank Schwartz and Susan J. Pharr, eds., The State of Civil Society in Japan pp.135-154.
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Hardacre. Helen. 2004. “Religion and Civil Society in Contemporary Japan.” Japanese Journal of Religious Studies. Week 8 THE INTERNATIONAL DIMENSION: TRANSNATIONAL CIVIL SOCIETY Keck, Margaret, and Kathryn Sikkink.1998. “Transnational Advocacy Networks and the Movement Society” in: The Social, Movement Society: Contentious Politics for a New Century, edited by David Mayer and Sidney Tarrow, Rowman and Littlefield, pp.217-238. Reimann, Kim. 2003. “Building Global Civil Society from the Outside In?” In Frank Schwartz and Susan Pharr, eds. The State of Civil Society in Japan Week 9 DEMOCRACY AND CIVIL SOCIETY Pekkanen, Robert. 2006. Japan’s Dual Civil Society: Members without Advocates. Stanford. Chapter 6: Pp. 159-187. Alagappa, Muthiah. 2004. “Civil Society and Democratic Change.” In Muthiah Alagappa’s (ed.) Civil Society and Political Change in Asia. Stanford: Stanford University Press. Chapter 15. Alagappa, Muthiah. 2004. “The Nonstate Public Sphere in Asia.” In Muthiah Alagappa’s (ed.) Civil Society and Political Change in Asia. Stanford: Stanford University Press. Chapter 14. Diamond, Larry. 1997. “Introduction: In Search of Consolidation.” In Search of Consolidation , pp. xxx-xxxii. (section on civil society). SECTION THREE: CIVIL SOCIETY AND DISASTERS Week 10 Aldrich, Daniel P. 2011. “Social, not Physical, Infrastructure: The Critical Role of Civil Society after the 1923 Tokyo Earthquake.” Paper presented at APSA 2011. Avenell, Simon. 2012. “From Kobe to Tohoku: The Potential and the Peril of a Volunteer Infrastructure.” “Civil Society and the Triple Disasters.” In Jeff Kingston ed. Japan After the Triple Disasters, London: Routledge. Pp. 53-77. Kawato, Yuko, Robert Pekkanen and Yutaka Tsujinaka. 2012. “Civil Society and the Triple Disasters.” In Jeff Kingston ed. Japan After the Triple Disasters, London: Routledge. Pp. 78-93. Slater, David, Nishimura Keiko and Love Kindstrand. 2012. “Social Media in Disaster Japan.” “Civil Society and the Triple Disasters.” In Jeff Kingston ed. Japan After the Triple Disasters, London: Routledge. Pp. 94-108.
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Syllabus
Satsuki Takahashi Princeton University
Recipes for Disaster: Cultures of Calamity in East Asia and Beyond
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Princeton University Fall 2011 EAS 227 Course Syllabus Recipes for Disaster: Cultures of Calamity in East Asia and Beyond Instructor: Dr. Satsuki Takahashi Meetings: MW 1:30-2:50 at Jones Hall Room 215 Office Hour: Mon 3:00-4:00PM at Jones Hall Room 215 Course Description This course focuses on the cultural, social, and political dimensions of disasters. A disaster, whenever it confronts us, reveals issues that are usually blanketed underneath everyday lives. As we have learned from the Chernobyl nuclear accident, the Indian Ocean tsunami, Hurricane Katrina, and other catastrophes call attention to human rights, race, poverty, gender, religion, science, the environment, and so forth. Given the 2008 Sichuan Earthquake and the 2011 East Japan Earthquake, what kind of cultural, social, and political issues have been disclosed? Using the literature on disasters and popular media, we will discuss how experiences of disasters can help us understand contemporary East Asia, as well as how these recent Asian examples can offer lessons for reconsidering disasters elsewhere. Through disaster preparedness and post-disaster restoration/renovation, this course discuses broader anthropological issues such as memory, trauma, risk, and science. Anthropological discussions of the relationships between disasters, vulnerability, and resilience have led in different directions, depending on whether the disasters are understood as caused by human or natural agency. Natural disasters can encourage communities to work together to develop better systems in the future, while human-made problems, such as air and water pollution, prey on vulnerable communities who are usually those in harm’s way. But how do people respond to challenges caused by not only earthquake and tsunami but also nuclear crisis as in the current case in post-3/11 Japan? How do concepts of “natural” and “manmade” matter for ways in which people respond to a disaster? Building upon and contributing to anthropological theories on resilience and vulnerability, this proposed research project will examine the cultural and political implications of nature-human distinctions, among other matters, for the ways in which people response to a disaster. After a brief overview of anthropological accounts of disaster, we will look at recent major disasters in East Asia and elsewhere in comparative perspective. We will then discuss “categories” of disaster, the production of human vulnerability, the politics of disaster, and the sciences of disaster and through the course we will return especially to the recent Sichuan earthquake and the ongoing Japanese disasters in considering how these perspectives can inform our thinking. As new material on each disaster is published, I reserve the right to amend the syllabus to add new sources that deal specifically with them.
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Course Requirements & Evaluation One Short Essay* (due in class, on Oct 19) Midterm Exam (in class, on Oct 22) Term paper (draft due by Dec 12; final version due by TBA)** Attendance and Participation***
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*One Short Essay The essay is 3-4 pages (double-spaced, approximately 800-1,000 words) and should be written based on course readings, supplemented by additional materials on East Asia. Suggested topics will be posted on Blackboard. Outside reading or research for this assignment is not expected. You are encouraged to consult the instructor in defining the argument of your essay and if you wish to use outside reading(s). You are also encouraged to consult the Princeton Writing Center by appointment. The evaluation of this short essay will be based in part on the clarity of argument and on the effectiveness of your use of course materials. **Term Paper The term paper is 10-12 pages (double-spaced, approximately 2,500-3,000 words) and should be written primarily on course readings, supplemented by additional materials on the topic that you choose. You are strongly encouraged to consult the instructor in selecting your topic, defining the argument of your paper and on the type of outside reading(s) you would like to use. Your topic may focus on a specific disaster (e.g., The 2008 Sichuan Earthquake, the 2011 Eastern Japan Earthquake, Hurricane Katrina, etc.) or a theme in relation to disasters (e.g., earthquake science, disaster preparedness, disaster communications, etc.). Although your paper should address issues relating to East Asia, you may choose a topic that does not focus on a disaster in East Asia. A preliminary draft (roughly five pages) will be due in class on December 7, and we will have a discussion session on your paper drafts to talk about “half-baked” ideas and arguments. Accompanied by “fully-baked” cookies and other goodies, this session is designed to be enjoyable and helpful for the process of finalizing your paper. The final deadline for the term paper will be announced in class (and on Blackboard) later in the semester. You are also encouraged to consult the Princeton Writing Center by appointment. The evaluation of the term paper will be based in part on the clarity and originality of your argument and as well as on the ways in which you mobilize source materials. ***Attendance and Participation During our meetings, each student will participate in and facilitate class discussions and debates five times during the semester. The facilitator will open with comments on individual readings and on comparative perspectives, and will also provide questions that can lead class discussions. Students will be asked to sign up for five classes during the second meeting (Sept. 20th).
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Readings & Films This course uses one textbook (required for purchase) as well as articles, news reports, and films. All these readings/films are required. You are expected to share your reactions and comments on assigned readings of each meeting in class. The textbook is available at Labyrinth but can also easily be purchased at online bookstores. A copy of the textbook is also on reserve at Gest (East Asian) Library. The other readings and films will be uploaded on the course’s Blackboard website or given in class. Textbook Hoffman, Susanna, and Anthony Oliver-Smith 2002 Catastrophe & Culture: The Anthropology of Disaster. pp. 328 SAR Press. (Below in course schedule, chapters from this text book are marked as “C&C”) Films 1428, Dir. Du Haibin. 117 minutes Japan Earthquake: A Horizon Special. (BBC 2, UK, 60 min.) Dir. Lawrie, Ben, and Tristan Quinn The Storm. Prod. Martin Smith. Frontline. Public Broadcasting Service/WGBH-Boston. November 22, 2005. The Day After Tomorrow (Emmerich, USA, 2004, 124m, c, 2.35:1) Schedule Unprecedented Disasters M. September 19 – Course Introduction W. September 21 – The Anthropology of Disaster II
Anthony Oliver-Smith and Susanna M. Hoffman, “Introduction: Why Anthropologists Should Study Disasters”
(C&C, pp. 3-22)
Gregory Button. 2010. Disaster Culture: Knowledge and Uncertainty in the Wake of Human and Environmental Catastrophe. Walnut Creek, CA: Left Coast Press. (pp. 11-18 “Introduction”) - handout
M. September 26 – The Anthropology of Disaster II Kai T. Erikson. 1978. Everything In Its Path: Destruction of Community in the Buffalo Creek Flood. New York: Simon & Schuster (pp. 9-48 “Introduction”). Oliver-Smith, Anthony. 1999 ”What Is a Disaster?” Anthropological Perspectives on a Persistent Question. In The Angry Earth: Disaster in Anthropological Perspective. A. Oliver-Smith and S. Hoffman, eds. Pp. 18-34. New York: Routledge. W. September 28 – The 2011 East Japan Earthquake & Tsunami The “Orderly” Japanese 26
Clancy, Gregory K. 2006. Earthquake Nation: The Cultural Politics of Japanese Seismicity. Berkeley: University of California Press. (pp. 1-10 “Introduction”; 151-179 “Japan as Earthquake Nation”)
Film: Japan Earthquake: A Horizon Special The URL for viewing this film will be provided via email
M. October 3 – The 2008 Sichuan Earthquake Teets, Jessica C. 2009 Post-Earthquake Relief and Reconstruction Efforts: The Emergence of Civil Society in China? The China Quarterly (198): 330-347.
Chang, Yan, Suzanne Wilkinson, David Brunsdon, Erica Seville, and Regan Potangaroa. 2011. An integrated approach: managing resources for post-disaster reconstruction. Disasters 35(4): 739–765. doi: 10.1111/j.1467-7717.2011.01240.x.
Film: 1428.
W. October 5 –Hurricane Katrina (2005) Masquelier, Adeline. 2006. Why Kartina's Victims Aren’t Refugees: Musings on a “Dirty” Word. American Anthropologist 108(4):735-743.
Bolin, Bob. 2006. Race, Class, Ethnicity, and Disaster Vulnerability. In Handbook of Disaster Research. H. á. Rodríguez, E. L. Quarantelli, and R. R. Dynes, eds. pp. 113-129. New York: Springer. M. October 10 – The 2004 Indian Ocean Earthquake & Tsunami Enarson, Elaine, Alice Fothergill, and Lori Peek. 2006. Gender and Disaster: Foundations and Directions. In Handbook of Disaster Research. H. á. Rodríguez, E. L. Quarantelli, and R. R. Dynes, eds. pp. 130‐146. New York: Springer.
Wachtendorf, Tricia, James M. Kendra, Havidán Rodríguez, and Joseph Traino. 2006. The Social Impacts and Consequences of the December 2004 Indian Ocean Tsunami: Observations from India and Sri Lanka. Earthquake Engineering Research Institute 22(S3): S693–S714.
Gamburd, Michele Ruth, and Dennis B McGilvary. 2010. Sri Lanka’s Post-Tsunami Recovery: Cultural Traditions, Social Structures and Power Struggles. Anthropology News October Issue: 9-11.
W. October 12 – Chernobyl Nuclear Disaster Garb, Paula, and Galina Komarova. 2001. Victims of "Friendly Fire" at Russia's Nuclear Weapon Sites. In Violent Environments. N.L. Peluso and M. Watts, eds. Pp. 27
237-260. Ithaca, NY: Cornell University Press.
Petryna, Adriana. 1995. Sarcophagus: Chernobyl in Historical Light. Cultural Anthropology 10(2):196-220. Categories of Disaster M. October 17 – Natural Disaster Anthony Oliver-Smith, “Theorizing Disasters: Nature, Power, and Culture”
(C&C, pp. 23-48) Michael E. Moseley, “Modeling Protracted Drought, Collateral Natural Disaster, and Human Responses in the Andes” (C&C, pp. 187-212)
W. October 19 – Manmade Disaster First paper due in class
Gregory V. Button, “Popular Media Reframing of Man-Made Disasters: A Cautionary Tale” (C&C, pp. 143-158)
Christopher L. Dyer, “Punctuated Entropy as Culture-Induced Change: The Case of the Exxon Valdez Oil Spill”
(C&C, pp. 159-186)
M. October 24 – Natural/Manmade Ambiguities Ploughman, Penelope. 1995. The American Print News Media 'Construction' of Five Natural Disasters. Disasters 19(4):308-326. FILM, The Storm, 60 min., PBS http://www.pbs.org/wgbh/pages/frontline/storm/view/ W. October 26: Midterm Exam Fall Break
Vulnerabilities and Resilience M. November 7 – History and Memories Historical Disaster Research
Virginia Garcia-Acosta (C&C, pp. 49-66) The Monster and the Mother: The Symbolism of Disaster
Susanna M. Hoffman (C&C, pp. 113-142) W. November 9 – The Environment Berkes, Fikret. 2007. Understanding uncertainty and reducing vulnerability: lessons from resilience thinking. Natural Hazards 41:283–295 Folk, Carl. 2006. Resilience: The emergence of a perspective for social–ecological systems analyses. Global Environmental Change 16:253-267. 28
Adger, W. Neil , Terry P. Hughes, Carl Folk, Stephen R. Carpenter, and Johan Rockstrom. 2005. Social-Ecological Resilience to Coastal Disasters. Science 309:1036-1039. M. November 14 – Negotiating with Disasters J. Terrence McCabe, “Impact of and Response to Drought Among Turkana Pastoralists: Implications for Anthropological Theory and Hazards Research”
(C&C, pp. 213-236)
Robert Paine, “Danger and the No-Risk Thesis” (C&C, pp. 67-90)
W. November 16 – Post-disaster Utopia Solnit, Rebecca. 2009. A Paradise Built in Hell: The Extraordinary Communities That Arise in Disaster. New York: Viking Adult. (pp. TBA)
The Politics of Disaster M. November 21 – Distribution of Hazards Ishiyama, Noriko. 2003. Environmental Justice and American Indian Tribal Sovereignty: Case Study of a Land-Use Conflict in Skull Valley, Utah. Antipode:119-139.
Aldrich, Daniel P. 2008. Location, Location, Location: Selecting Sites for Controversial Facilities. The Singapore Economic Review 53(1):145–172. W. November 23 – Political Disasters S. Ravi Rajan, “Missing Expertise, Categorical Politics, and Chronic Disasters: The Case of Bhopal” (C&C, pp. 237-260)
Dyson, Michael Eric. 2006. Come Hell or High Water: Hurricane Katrina and the Color of Disaster pp. 272. New York: Basic Civitas Books. (pp. 34-53 “Ch 3. The Politics of Disaster”) Thanksgiving The Science of Disaster W. November 30 – “Normal Accident” Perrow, Charles. 1984. Normal Accidents: Living with High Risk Technologies. Princeton: Princeton University Press. (pp. 1-61)
M. December 5 – “Risk Society” Beck, Ulrich. 1992. Risk Society: Towards a New Modernity. London: SAGE publications Ltd. (pp. 1-50)
W. December 7 – Experts Sharon Stephens, “Bounding Uncertainty: The Post-Chernobyl Culture of Radiation Protection Experts” (C&C, pp. 91-112)
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Collins and Pinch The Golem at Large, Chapter 6. “The Science of the Lambs: Chernobyl and the Cumbrian Sheepfarmers,” (pp. 113-125).
M. December 12 – “Half-baked” Session Term paper DRAFT due in class During this meeting, we will talk about “half-baked” ideas and arguments of your term papers and help each other with comments and suggestions for revisions.
Conclusion W. December 14 – To Live, to Survive Jasanoff, Sheila, and Sang-Hyun Kim. 2009. Containing the Atom: Sociotechnical Imaginaries and Nuclear Power in the United States and South Korea. Minerva 47:119-146. Readings on Sichuan Earthquake and Japan Tsunami TBA.
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Syllabus
Love Kindstrand Sophia University
Battlefield Tokyo: Space, ritual and the right to the city
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Battlefield Tokyo: Space, ritual and the right to the city Submitted to the “Teaching 3.11: Issues, Materials, Pedagogy and Research” conference by Love Kindstrand, Graduate Program of Global Studies, Sophia University. Email:
[email protected], Twitter: @lovekindstrand. Introduction In the aftermath of the 3.11 disaster, hundreds of thousands have taken to the streets in protest against corrupt legislators, a genocidal energy industry, and the structural violence of the capitalist state. A new generation of protesters are excavating and resuscitating a marginalized legacy of street politics in Japan. In this course, we will seize on this opportunity to explore alternative trajectories of urban history in the geographical context of Tokyo. This journey, guided by a theoretical understanding of the politics of everyday life and the social production of space, will take place within a city that is at once both the stage for, and the stakes of, contentious street politics. This course attempts to bring together the theoretical and methodological concerns of urban anthropology, critical geography and the history of social movements with an eclectic potpourri of activist literature and other media. Our mission is to collectively sketch an alternative history of social space in urban Japan through the metaphor of the street as a space for public culture. We will attempt to read the facades of Tokyo as mediatized surfaces, interrogate the dreams, desires and conflicts projected, and ask what happened when they went dark after the triple disaster. We will also look under the surface at the mechanisms of violence and exclusion inherent to the production of capitalist space. Our study of urban spaces will reveal the parallel processes of different, ongoing crises. Alongside and together with contemporary activist voices, students will be able to read and rediscover, through the post-3.11 experience, a history of contested space and urban contentious politics. Starting off in the trauma of disaster, we will explore a series of moments and movements in Japan’s history of urban protest, simultaneously acquiring the necessary tools to understand this history. Finally, we return to a discussion of post-3.11 Japan as a biopolitical moment. Week 1: Disaster Through poetry, literature and music, we will explore the cultural reverberations of the triple disaster - shock, despair, grief and anger. • Giroux, Henry A. "The Biopolitics of Disposability." Cultures of Fear a Critical Reader. Ed. Uli Linke and Danielle Taana Smith. London; New York, NY: Pluto Press, 2009. 304-312. • Todos Somos Japon. "Because Nuclear Power Takes Away Our Being Alive From Us – A Communiqué for June 12th." Japan-Fissures in the Planetary Apparatus. June 8, 2012. Web. http://www.jfissures.org/2012/06/08/because-nuclear-power-takes-away-our-being-alive -from-us-a-communique-for-june-12th/ 34
• Selected poems from Kotoba No Potluck. Ed. Akiko Ohtake. Tokyo: Shumpusha, 2012. Supplementary readings: 2:46: Aftershocks: Stories From the Japan Earthquake. Ed. Our Man in Abiko. N.p.: Quakebook Collective, 2011. Week 2: Resurgence of popular protest We immerse ourselves in the outburst of popular dissent invading the public consciousness, in which the all-pervading threat of nuclear radiation and the looming collapse of a particular way of organizing power relations intersect not in nihilism, but in a widespread recognition of the precarization of everyday life and an irrefutable sense of political urgency. • Animal Insurrection Committee. "In the Streets We Become Cattle: Towards a Theory of Demonstrations." Japan-Fissures in the Planetary Apparatus. July 2, 2011. Web. http://www.jfissures.org/2011/07/02/in-the-streets-we-become-cattle-towards-a-theoryof-demonstrations/. • Sono, Ryota. "Shinjuku, Alta-mae Hiroba E! 6.11." Boku Ga Todenmae Ni Tatta Wake : 3.11 Genpatsu Jiko Ni Ikaru Wakamonotachi. Tokyo: San'ichi shobo, 2011. • Gonoi, Ikuo. "Demo to wa nani ka? Cloud-ka suru shakai undou". Demo to wa nani ka : Henbo Suru Chokusetsu Minshu Shugi. Tokyo: NHK, 2012: 7-18. • Movie: Radioactivists or Chinmoku shinai haru. Supplementary readings: • The Free Association. "Moments of Excess." Moments of Excess : Movements, Protest and Everyday Life. Oakland, CA: PM Press, 2011. 31-40. • Deleuze, Gilles and Felix Guattari. “Becoming-Intense, Becoming-Animal, Becoming-Imperceptible...” A thousand plateaus: capitalism and schizophrenia. Minnesota, London: University of Minnesota Press. 1987: 232-309. Week 3: Carnival This week, we examine the nexus of protest and festivity in a reading of pre-Meiji urban social movements, appropriating Bakhtin’s concept of the carnivalesque as a critical tool to compare past and present. • Bakhtin, Mikhail. “Popular Festive Forms,” in Rabelais and his World. Bloomington: Indiana University Press. 1984. 196-277. • "Carnival: Resistance Is the Secret of Joy." We Are Everywhere: The Irresistible Rise of Global Anticapitalism. Ed. Notes from Nowhere. London, NY: Verso, 2003. 173-183. • Walthal, Anne. “Edo Riots". Eds. James McClain, J. Merriman, and Ugawa Kaoru. Edo and Paris: Urban Life and the State in the Early Modern Era. Ithaca: Cornell University Press, 1994), 407-28. Supplementary readings: • Barsky, Robert. "Bakhtin as Anarchist? Language, Law, and Creative Impulses in the Work of Mikhail Bakhtin and Rudolf Rocker." South Atlantic Quarterly 1998 volume 97. 623-42. • Wilson, George. “What the Hell! Eejanaika Dancing as a Form of Protest,” in Patriots and Redeemers in Japan. Chicago: University of Chicago Press, 1992. 95-121.
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Week 4: Marginalized bodies: Caste and outcast(e) We approach the city from a different and perhaps unexpected angle, by looking at its processes of excretion and expulsion. From there, we excavate taxonomies of filth and purity in search of connections between past and present. • Movie: Yamakawa, Gen. Tokyo Genpatsu. 2004. • One short story from Nakagami, Kenji. The Cape and Other Stories From the Japanese Ghetto. Trans. Eve Zimmerman. Berkeley (California): Stone Bridge Press, 2008. • Excerpts from Enzensberger, Christian. Smut: An Anatomy of Dirt. New York: Seabury Press, 1974 • Smith, Adam Jasper. "The Geometry of Filth – A Treatise on the Subject of Christian Enzenberger’s Smut: An Anatomy of Dirt." Ampersand 2008. Supplementary readings: • Douglas, Mary. Purity and Danger; An Analysis of Concepts of Pollution and Taboo. New York: Praeger, 1966. • Howell, David L. “Violence and the Abolition of Outcaste Status,” in Geographies of Identity in 19th Century Japan. Ewing, NJ: University of California Press, 2005: 79-109. Week 5: Multiple modernities: Walking the city We start off in Japan’s “era of popular violence,” posing vital questions about the space and politics of everyday life while exploring a much-neglected history of political dissent. • Certeau, Michel de. “Walking in the City” and “Spatial Stories” in The practice of everyday life. Berkeley: University of California Press. 1984: 91-130. • Jinnai, Hidenobu. "Chapter 4: Modernism and its urban forms" in Tokyo - A Spatial Anthropology. Berkeley, CA: University of California Press, 1995. • Lewis, Michael. “City Riots: Mass Protest and Taishô Democracy” in Rioters and Citizens: Mass Protests in Imperial Japan. Berkeley: University of California Press, 1990. 82-134. • Stevens, Quentin. "Urban Conditions and Everyday Life." The Ludic City: Exploring the Potential of Public Spaces. New York: Routledge, 2007. 5-25. Supplementary readings: • Okamoto, Shunpei. “The Emperor and the Crowd: The Historical Significance of the Hibiya Riot”. Eds. Tetsuo Najita and J. Victor Koschmann. Conflict in Modern Japanese History: The Neglected Tradition. Princeton: Princeton University Press, 1982. 258-75. • Mackie, Vera. "Modern Selves and Modern Spaces: An Overview." Being Modern in Japan : Culture and Society From the 1910s to the 1930s. Ed. Elise K Tipton and John Clark. Honolulu: University of Hawaii Press, 2000. • Sand, Jordan. "Street Observation Science and the Tokyo Economic Bubble, 1896-1990." The Spaces of the Modern City : Imaginaries, Politics, and Everyday Life. Ed. Gyan Prakash and Kevin Michael Kruse. Princeton: Princeton University Press, 2008. • Silverberg, Miriam. "Constructing the Japanese Ethnography of Modernity." Journal of Asian Studies 51.1: 30-54.
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Week 6: The right to the city? Contesting postwar urban regimes After the war defeat, Tokyo rose from the ashes in a flurry of construction, raising new concerns about private and public, as well as demands for social and participatory space. • Merrifield, Andy. "The Right to the City and Beyond: Notes on a Lefebvrian reconceptualisation". City 15(3-4). 2011. • Marcuse, Peter. "From critical urban theory to the right to the city", City, 13(2-3). 2008: 185-197. • Excerpts from Seidensticker, Edward. Tokyo Rising: The City Since the Great Earthquake. New York: Knopf, 1990. • Sasaki-Uemura, Wesley. “Introduction”. Organizing the Spontaneous: Citizen Protest in Postwar Japan (Honolulu: University of Hawai’i Press, 2001), 1-54. Supplementary readings: • Gonoi, Ikuo. "Seiji no kisetsu no demo: Taisho democracy kara 1970 nendai made". Demo Towa Nanika : Henbo Suru Chokusetsu Minshu Shugi. Tokyo: NHK, 2012: 65-110. • Chun, Jayson Makoto. “Politics as Spectacle: Parades, Pageantry, and Protests” in "A Nation of a Hundred Million Idiots"?: A Social History of Japanese Television, 1953-1973. New York: Routledge, 2007. 203-26. • Purcell, Mark. "Excavating Lefebvre: The Right to the City and its Urban Politics of the Inhabitant", GeoJournal, 58(2-3). 2008: 99-108. Week 7: The city from below Turning our attention to Tokyo’s watering holes (sakariba) we employthe concept of urban dramaturgy to examine struggles over definition of the urban and its spaces. • Yoshimi, Shun'ya. "Chapter 4: The Sakariba of the 1970's." Toshi No Dramaturgy : Tokyo Sakariba No Shakaishi. Tokyo: Kawade Shobo Shinsha, 2008. 267-334. • Waley, Paul. "Re-scripting the City: Tokyo From Ugly Duckling to Cool Cat." Japan Forum 18.3 (2006): 361-380. • Galbraith, Patrick W. 'Akihabara: Conditioning a public otaku image,' in Mechademia 5. Supplementary readings: • Sassen, Saskia. "Analytic Borderlands: Economy and Culture in the Global City." A Companion to the City. Oxford: Blackwell, 2000. 168-81. • Cybriwsky, Roman. "Shibuya Center, Tokyo." Geographical Review 78.1 (1988): 48-61. • Low, Setha M, and Denise Lawrence-Zúñiga. "Locating Culture." The Anthropology of Space and Place: Locating Culture. Ed. Denise Lawrence-Zúñiga and Setha M Low. Malden, MA: Wiley-Blackwell, 2003. • Morris, Brian. "Un/Wrapping Shibuya: Place, Media, and Punctualisation." Space and Culture 13 (August, 2010): 285-303. Week 8: After the bubble: Withdrawal as resistance This week’s readings bring together various assemblages from post-bubble Japan’s rich array of autonomous movements, forcing us to reexamine issues of identity, affective labor and reproduction among Japanese urban youth. 37
• Allison, Anne. "The Cool Brand, Affective Activism and Japanese Youth." Theory, Culture & Society 26.2-3 (2009): 89-11 • Kohso, Sabu. "Angelus Novus in Millennial Japan." Japan After Japan: Social and Cultural Life From the Recessionary 1990s to the Present. Ed. Tomiko Yoda and Harry D Harootunian. Durham, NC: Duke University Press, 2006. • Excerpts from Matsumoto, Hajime, and Shin Futatsugi. Shirouto No Ran. Tokyo, Japan: Kawade Shobo Shinsha, 2008. Supplementary readings: • Cassegård, Carl. "From Withdrawal to Resistance: The Rhetoric of Exit From Yoshimoto Takaaki to Karatani Kojin." The Asia-Pacific Journal, 2008. • Ueno, Toshiya. "Techno-Orientalism and Media-tribalism: On Japanese Animation and Rave Culture." Third Text 13.47 (1999): 95-106. Week 9: Marginalized bodies: Homelessness and the re-appropriation of space. This week’s readings represent different perspectives on the social production of space, juxtaposing the “double bind” of urban homeless caught in the commercial spaces of the metropolis and the politics of representation of marginalized and disenfranchised groups. • Hoshino, Tomoyuki. The Legend of the Senpai. 2011. • Excerpts from Sakaguchi, Kyohei. Zero kara hajimaru shuryou saishuu shakai. Ohta, 2008. • Shinoda, Toru. "Which Side Are You On?: Hakenmura and the Working Poor as a Tipping Point in Japanese Labor Politics." The Asia-Pacific Journal, 2009. http://www.japanfocus.org/-Toru-Shinoda/3113. • Haraguchi, Takeshi. "Toshikuukan no dakkan: Tennoji Koen aosora karaoke saiko". Oto no Chikara: Street Senkyo-ron. Tokyo: Impact, 2005: 6-25. • Movie: Shibuya Brand New Days. Supplementary readings: • Gill, Tom. "On Day Laboring and Homelessness in Contemporary Japan." Social Science Japan Journal 10.2 (2007): 293-299. Week 10: Emergence and ritual: Rediscovering the city The dawn of the 21th century witnessed a new paradigm of street protest opposing imperialism and capitalist expansion, rekindling demands for truly public urban spaces; compositional experiences vital to the current movements against nuclear power. • Futatsuki, Shin. (2005). Matsuri no yoha ha mada tsuzuku. Oto no chikara: Street senkyo-ron. Tokyo: Impact, 2005. • Hayashi, S, and A McKnight. "Good-bye Kitty, Hello War: The Tactics of Spectacle and New Youth Movements in Urban Japan." Positions: East Asia cultures critique 13.1 (2005): 87-113. • Mouri, Yoshitaka. "Culture=Politics: The Emergence of New Cultural Forms of Protest in the Age of Freeter." Inter-Asia Cultural Studies 6.1 (2005): 17-29. • Excerpts from Bey, Hakim. T.A.Z.: The Temporary Autonomous Zone, Ontological Anarchy, Poetic Terrorism. Brooklyn, NY: Autonomedia, 2003. Supplementary readings: • ECD et al. "Tokyo Sound Demo Kaigi" Oto no Chikara: Street Senkyo-ron. Tokyo: Impact, 2005: 118-143. 38
• Excerpts from Ito, Masaaki. Flashmobs: The Intersection of Rituals and Movements. Tokyo, NTT: 2011. Week 11: Democracy We return to the post-3.11 moment to locate and examine different and conflicting conceptions of democracy, in the de-nuke movement and beyond.. • Gonoi, Ikuo. "Chokusetsu minshushugi no henbou to watashitachi no seiji: 3.11 ikou no demo no sugata". Demo Towa Nanika : Henbo Suru Chokusetsu Minshu Shugi. Tokyo: NHK, 2012. 7-18. • Gilbert, Jeremy. "Ideas in Action: Rhizomatics, Radical Democracy and the Power of the Multitude." Anticapitalism and Culture : Radical Theory and Popular Politics. Oxford; New York: Berg, 2008. 135-168. • Hardt, Michael, and Antonio Negri. “Kairos of the multitude”. Commonwealth. Cambridge, MA: Harvard University Press, 2009. 165-178. Supplementary readings: Purcell, Mark Hamilton. "The Many Faces of Democracy." Recapturing Democracy: Neoliberalization and the Struggle for Alternative Urban Futures. New York: Routledge, 2008. 33-74. Week 12: Reproducing the common From our discussion of democracy we turn our gaze towards issues of representation, as well as impulses of (self-)discipline and punishment, in the reproduction of activist commons. • Kinoshita, Chigaya. "And the Word “Parade” Disappeared…." Japan-Fissures in the Planetary Apparatus. December 27, 2011. Web. http://www.jfissures.org/2011/12/27/and-the-word-%E2%80%9Cparade%E2%80%9Ddisappeared/ • Iru to Ira to sono nakama-tachi. "Hajimete No Demo." 2011. Web. http://www.scribd.com/doc/52634929/ • Excerpts from TwitNoNukes. Demo e iko! Tokyo: Kawade Shobo, 2011. • Excerpts from Shall We Dansu?: 3.11 Iko No Kurashi O Kangaeru. Ed. Takehiro Kodama and Kazufumi Kodama. Tokyo: Media sogo kenkyujo, 2012. Supplementary readings: Liscutin, Nicola. "Indignez-Vous! ‘Fukushima,’ New Media and Anti-Nuclear Activism in Japan." The Asia-Pacific Journal 9.47 (November 21, 2011). Web. http://www.japanfocus.org/-Nicola-Liscutin/3649 Week 13: Creating spaces The final week is dedicated to attempts, within recent de-nuke movements and elsewhere, to create less ephemeral spaces of protest in affective solidarity with similar endeavours across the globe. For the concluding discussion, these struggles bring us back to the central questions of this course: what, and whose, is the urban? • Excerpts from Inochitachi No Himei Ga Kikoeru : Fukushima No Ikari to Datsu Genpatsu Tento. Ed. Eiemu Eiemu. Tokyo: Eiemu kikaku, 2012. • Odawara, Rin. "What Arises From the Small Space." Japan-Fissures in the Planetary Apparatus. June 8, 2012. Web. http://www.jfissures.org/2012/03/30/what-arises-from-the-small-space/ 39
• Merrifield, Andy. “Ideas are bulletproof.” Radical Philosophy 171 (2012). Web. http://www.radicalphilosophy.com/commentary/ideas-are-bulletproof Supplementary readings: • "Autonomy: Creating Spaces for Freedom." We Are Everywhere: The Irresistible Rise of Global Anticapitalism. Ed. Notes from Nowhere. London, NY: Verso, 2003. 107-119. • Cassegård, Carl. "Play and Empowerment: The Role of Alternative Space in Social Movements." Electronic journal of contemporary Japanese studies 12.1 (2012). Web. http://japanesestudies.org.uk/ejcjs/vol12/iss1/cassegard.html • Harvey, David. “The Right to the City.” Rebel Cities: From the Right to the City to the Urban Revolution. London: Verso, 2012: 3-26.
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Syllabus
Daniel Aldrich Purdue University
The 3/11 Disaster from Historical, Comparative, and Social-Science Perspectives
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The 3/11 Disaster from Historical, Comparative, and Social-Science Perspectives Daniel P. Aldrich Course Theme: It is no exaggeration to say that the 3/11 compounded disaster in Japan has changed not only Japan, but the world at large. More than 18,000 people lost their lives to the tsunami which followed the earthquake, and more than 300,000 people evacuated from their homes in the Tohoku region. More than a year later, 80,000 people remain displaced from their homes because of nuclear contamination from the fuel meltdowns at Fukushima Dai-ichi reactors one through three. The population of foreigners remains well below its pre-3/11 days. Beyond Japan’s shores, citizens and decision makers as far away as Europe changed national energy policies in response to the nuclear accident. Switzerland, Germany, and Italy moved decisively away from the use of atomic energy in their nations, and even China temporarily suspended its progress on a new generation of reactors there. Lessons about 3/11 can best be understood when the facts being accumulated on this recent disaster are placed in perspective with completed research on foreign and Japanese nuclear frameworks and past disaster recovery. Accordingly, this seminar investigates the 3/11 disaster from historical, comparative, and social science perspectives. Given that decisions about technology rest primarily on social and political, as opposed to technological, bases, this course begins with a look at how other advanced industrial democracies, such as France and the United States, have handled controversy over nuclear energy. It then moves to better understand the historical context for the Fukushima reactor meltdowns, looking at how Japanese civil society and decision makers interacted over the issue. The final section of the course focuses on the topic of disaster recovery, looking at Japan, India, and the United States for theory and evidence on the factors that will speed up (or slow down) Japan’s recovery from the ongoing catastrophe. Student requirements: 1. An analytical research paper (15-20 pages) on a topic of your choice focused on the 3/11 disaster. Potential topics include comparisons in survival and evacuation rates between coastal communities in Tohoku, a cross-national investigation of the bureaucratic institutions in Japan and France overseeing nuclear power, or a case study of the economic and social environment of a nuclear host community in Japan (such as Futaba or Kaminoseki) or the United States (such as San Onofre, CA or Buchanan, NY). Other topics could focus on public opinion on nuclear power before and after the disaster, how institutional constraints affect the formation of anti-nuclear groups, the role of local civil society groups in volunteering post-3/11, and the ways in which public discourse on nuclear power has changed after the event. The paper should include theoretical concepts and frameworks covered in class alongside your own empirical observations (based on archival research or, if possible, field research or interviews). A full guide for this paper will be circulated later in class, and progress will be checked throughout the semester through various benchmarks. 2. A formal presentation of your project and findings to the class (schedule TBD). 44
3. Preparation for, and participation in, class discussions. You are expected to follow the Purdue University Class Attendance and Absence Reporting Policy, meaning that you are required to attend all lectures and events. Absences will be excused only for documented illness, accident, or emergency as determined by the Dean of Students. 4. A brief final exam (as scheduled by the Office of the Dean of Students). For all work, the Purdue University Student Code of Conduct is in effect. Every assignment, paper, quiz, and exam must be your own work; all papers will be checked via TurnItIn software for evidence of copying or cutting-and-pasting. Plagiarism will not be tolerated; students who cheat or copy will fail the course and be turned into the Dean of Students. Evaluation: 100 – 94 A, 93-90 A-, 89-87 B+, 86-84 B, 83-80 B-, 79-77 C+, 76-74 C, 73-70 C-, 69-67 D+, 66-64 D, 63-60 D-, 59 (and below) F Class participation 25% Research paper 40% Exam 10%
Presentation 25%
Final
Class 1 (Introduction) Goals: To understand the basic facts about the 3/11 disaster. Questions: How did the Japanese local and national governments respond to the 3/11 disaster? To what degree was this event a “man-made” one and to what degree was it a “natural” disaster? Can you pinpoint a single decision that you think was a poor one? What energy choices does Japan face as a result of the event? How has civil society responded to the event? What questions remain unanswered at this point? Readings: Kingston, Jeff (ed.). Natural Disaster and Nuclear Crisis in Japan: Response and Recovery after Japan's 3/11. Nissan Institute/Routledge Japanese Studies. Section 1: A Comparative Take on Nuclear Power Class 2 Goals: To understand the motivation for French decision makers’ pursuit of nuclear power. Questions: How does Hecht understand the driving force behind French development of atomic energy? How did nuclear technology figure in changing notions of Frenchness? Who are “the technologists”? How does Hecht use the notion of an “imagined community” to understand French nuclear power? Can we find similar motivations among Japanese decision makers? Readings: Hecht, Gabrielle. (1998). Radiance of France: Nuclear Power and National Identity after World War II. Cambridge: MIT Press. Chapter 1. 45
Class 3 Goals: To view the French anti-nuclear movement from a sociological perspective Questions: What motivates opponents of the nuclear industry? Who are the “dominated classes” here? What is “sociological intervention” and how did it impact the way this book was written? Why is the anti-nuclear movement “defensive” and part of the counter culture? What happened on 31 July 1977? What was the fate of the anti-nuclear movement in France? In what ways are Japan’s institutions and classes different than those of France? Readings: Touraine, Alaine et al. (1983). Anti-nuclear Protest: The Opposition to Nuclear Energy in France. Cambridge: Cambridge University Press. Chapters 1-2. Class 4 Goal: To recognize an institutional approach to anti-nuclear movements in France, Sweden, the US, and Germany. Questions: What is a political opportunity structure? Why does Kitschelt compare the nuclear institutions in these four nations? How can political input structures be “closed” or “open”? In which country have anti-nuclear movements faced the most constraints? According to him, what best explains the strategies chosen by anti-nuclear groups in these countries? To which country is Japan most similar, do you think? Readings: Kitschelt, Herbert. Political Opportunity Structures and Political Protest: Anti-Nuclear Movements in Four Democracies. British Journal of Political Science Vol 16 No. 1 pp. 57-85. Class 5 Goal: To understand how state structure (and the accompanying law system) might affect NIMBY protest. Questions: What differentiates centralized from decentralized nations, and what are examples of each? What about levels of state-society differentiation; how do France and the United States compare? What is Boyle measuring when she counts the number of anti-nuclear court cases in each country? According to her, how were France and the U.S. similar? Can we apply her approach to more different structures at lower levels of government? Reading: Boyle, Elizabeth. 1998. “Political Frames and Legal Activity: The Cases of Nuclear Power in Four Countries.” Law and Society Review Volume 32 Number 1, pp. 141 – 174 Class 6 Goals: To master a “state-focused” approach to energy policy choices.
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Questions: According to Jasper, what made these three nations - which initially had similar goals - diverge in terms of their actual nuclear policies? What led France to construct a surplus of reactors, while North America canceled many of its orders in the late 1970s? To what degree can explanations based on economic factors explain these outcomes? Can we extend Jasper’s perspective to understand the situation in Japan? Readings: Jasper, James. (1990). Nuclear Politics: Energy and the State in the United States, Sweden, and France. Princeton: Princeton University Press. Class 7 Goals: To understand an institutional perspective on the recession in the North American nuclear power industry. Questions: In what ways did the failure to solve the nuclear waste issue affect the political economy of nuclear power in the US? How did a lack of standardized reactor design interact with the dual mandate of the Atomic Energy Commission? Is protest a critical part of the story that he tells? Does Campbell’s approach suggest that the North American market for nuclear reactors will improve in the future? How about Japan’s case? Readings: Campbell, John L. (1988). Collapse of an Industry. Ithaca NY: Cornell University Press. First and last chapters. Class 8 Goals: To master a social movement perspective on anti-nuclear movements. Questions: Why does Wellock focus on California as opposed to national level movements against nuclear power? Was there something special about California that made anti-nuclear protest more vibrant there? What role did women play in the anti-nuclear movement? How does Wellock’s version of anti-nuclear movements fit with Campbell’s argument about institutions? Readings: Wellock, Thomas. (1978). Critical Masses: Opposition to Nuclear Power in California 1958-1978. Madison: University of Wisconsin Press. Introduction and Conclusion. Section 2: Japan’s Nuclear Power History Class 9 Goals: To understand Japan’s nuclear power program from a political-economy perspective. Questions: Why do delays matter to developers of energy plants? What variations does Lesbirel observe in siting of energy plants in Japan? How is consistent bargaining a part of the story? How does compensation play into energy plants in Japan?
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Readings: Lesbirel, S. Hayden. (1998). NIMBY Politics in Japan. Ithaca NY: Cornell University Press. Chapter 1. Class 10 Goals: To recognize potential explanations for how Japanese developers chose locations for nuclear power plants. Questions: What methodology does Aldrich use to answer the question of where unwanted projects go in Japan? Does he find evidence for racial discrimination in his analysis? What factor does he believe is most important? Why do we find “clusters” of nuclear power plants in towns and villages, according to this approach? Readings: Aldrich, Daniel P. (2010). Site Fights: Controversial Facilities and Civil Society in Japan and the West. Ithaca NY: Cornell University Press. Chapter 1: Picking Sites (pp. 26 – 49) Goal: To understand how some governments have tried to facilitate facility siting. Class 11 Goals: To understand the toolkit of instruments used by the Japanese government to induce cooperation in the field of nuclear energy. Questions: What are common explanations for success at siting in Japan? What alternative explanation does Aldrich offer? What distinguishes authority, incentive, capacity, symbolic, and learning tools from each other? Have the tools of the Japanese state remained static over time? How successful have these tools been in the long run? Do other nations use similar policy instruments in their interaction with civil society? Reading: Aldrich, Daniel P. 2005. “The Limits of Flexible and Adaptive Institutions: The Japanese Government’s Role in Nuclear Power Plant Siting over the Post War Period.” In Daigee Shaw and S. Hayden Lesbirel, eds. Managing Conflict in Facility Siting (New York: Edward Elgar Publishers). Class 12 Goals: To be able to analyze conflicts over Japan’s reactor siting Questions: What are the keys to understanding Japan’s NIMBY processes? Is conflict constant across cases? What role has the government played in the process? How do property rights in Japan and France differ from those of the United States, and why does it matter? How have fishing cooperatives gained, at least in one way, over time? Has the government used the same tools on different demographic groups? Readings: Aldrich, Daniel P. (2010). Site Fights: Controversial Facilities and Civil Society in Japan and the West. Ithaca NY: Cornell University Press. Chapter 5: Trying to Change Hearts and Minds (pp. 119-151). 48
Section 3: Disaster Recovery Class 13 Goals: To see disaster recovery from the perspective of cultural toolkits and local narratives. Questions: What made the neighbor of Mary Queen of Viet Nam stand out post-Katrina? Can additional assistance from the city of New Orleans or higher pre-Katrina incomes explain this outcome? If not, how does Chamlee-Wright explain it? What are local narratives in this community? How do they envision the role of government in their lives? Is this community’s social structure similar to communities in America or Japan? Readings: Chamlee-Wright, Emily. (2010). The Cultural and Political Economy of Recovery: Social Learning in a Post-Disaster Environment. New York: Routledge. Chapter 4 (pp. 57-79) Class 14 Goals: To understand the degree to which civic engagement influences post-crisis recovery. Questions: What variation is puzzling in post-war rebuilding after the second World War? How does Kage measure the reconstruction across Japanese prefectures? How does she capture social capital and network exchange of information in her model? What alternative measures can you think of? What results does she find? What does this suggest is a critical aspect of post-crisis rebuilding? Readings: Kage, Rieko. (2011). Civic Engagement in Postwar Japan: The Revival of a Defeated Society. Cambridge, UK: Cambridge University Press. Chapter 4 (pp. 64-78) Class 15 Goals: To be able to define social capital from multiple perspectives and envision how it might assist in the recovery process after crisis. Questions: What are bonding, bridging, and linking capital? How do they differ from each other? What are some mechanisms for measuring social capital? What are the three mechanisms by which social capital can assist after disaster? Can you provide an example of informal insurance that survivors of the 3/11 disaster might have drawn on? Readings: Aldrich, Daniel P. (2012). Building Resilience: Social Capital in Post-Disaster Recovery. Chicago: University of Chicago Press. Chapter 2 (pp. 24-53) Class 16 Goals: To understand the recovery from the 1923 Tokyo earthquake from a social scientific perspective.
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Questions: What kinds of social and political activities brought Tokyo residents together in the 1920s? How can we measure the socioeconomic conditions of Tokyo residents in the 1920s? How did the population of Tokyo change in the short- and long-term following the 1923 earthquake? How does this chapter measure social capital among residents? What does the analysis uncover as the most critical factor in population recovery? What post-disaster event showed the “dark side” of strong bonding social capital in Tokyo? Readings: Aldrich, Daniel P. (2012). Building Resilience: Social Capital in Post-Disaster Recovery. Chicago: University of Chicago Press. Chapter 3 (54-73) Class 17 Goals: To master an understanding of the recovery from the 1995 Kobe earthquake. Questions: How does the vignette about Mano’s fire-fighting abilities illustrate the need for social capital during disasters? How were Nagata A and Fukushima B neighborhoods different? What variations are visible in population recovery patterns across the nine wards of the city? How does this chapter capture local social capital levels throughout Kobe? How did the evacuation of the elderly result in lonely deaths? Readings: Aldrich, Daniel P. (2012). Building Resilience: Social Capital in Post-Disaster Recovery. Chicago: University of Chicago Press. Chapter 4 (74-90) Class 18: Wrap Up Goals: To discuss the broader lessons learned over the semester. Questions: What lessons can we learn from the nuclear programs of other nations, such as Germany and France? To what degree has Japan’s anti-nuclear civil society been influenced by state institutions and political opportunity structures? Was Japan’s energy policy a market-based one, or did the central government put its “hand” on the scale? What factors were critical in past disasters in the United States and Japan? What lessons are there for policy makers hoping to speed up the recovery in Tohoku? Readings: N/a
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Syllabus
Habu Junko University of California, Berkeley
Anthropology of Japan: Environment, Energy, and Contemporary Japanese Society
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Junko Habu ANTHROPOLOGY 171 ANTHROPOLOGY OF JAPAN: ENVIRONMENT, ENERGY, AND CONTEMPORARY JAPANESE SOCIETY SYLLABUS: FALL 2011 Class Meetings Tues. and Thurs.3:30-5:00PM 102 Wurster COURSE DESCRIPTION This course will examine current issues in Japanese anthropology with a focus on human-environmental interaction, human right, and long-term sustainability of human cultures and societies. The earthquake and tsunamis that hit northeastern Japan on March 11, 2011, and the following “earthquake nuclear disaster” from the Fukushima Nuclear Plants have provided students of Japan, as well as residents of the Japanese archipelago, with an opportunity to rethink about various environmental, social and economic problems in contemporary Japanese society. Topics discussed in this class will include the following: 1) post-WWII changes in Japanese cultures and societies, 2) energy policies and nuclear power plants, 3) urban centralization and rural depopulation, 4) climate change, 5) local environmental and peace movements, 6) seeking to preserve rural and urban landscapes, 7) protection of natural environment and biodiversity, 8) protesting the effect of military activity, 9) environmental pollutants and health, and 10) indigenous right. Comparative case studies from North America and other parts of the worlds will frequently be introduced. PREREQUISITE None. REQUIRED TEXTBOOKS Textbook #1: Karan, Pradyumna P., and Unryu Suganuma, 2008: Local Environmental Movements: A Comparative Study of the United States & Japan. The University Press of Kentucky, Lexington. Textbook #2: Walker, Brett L., 2010: Toxic Archipelago: A History of Industrial Disease in Japan. University of Washington Press, Seattle. Additional readings, which can be downloaded either through internet or b-Space, will be assigned. EVALUATION 1. Mid-term tests (20% x 2): 40% 2. Final essay 30% 3. Quiz 5% 4. Group presentation: 20% 5. Class attendance/participation 5% 54
CLASS STRUCTURE Class meetings normally consist of a lecture, often followed by powerpoint slides and class discussion. Students are expected to attend classes and take notes, since the contents of the class lectures may be quite different from those of the textbook and readings. Powerpoint summaries will be posted on B-space after class meetings. Students are responsible for the contents of lectures as well as the textbook and readings. IN CLASS QUIZ A short, in-class map quiz will be given on September 15. MID-TERM CLASS TESTS AND FINAL EXAM Open book mid-term class tests are scheduled on September 29 and October 27. The final exam is likely to be a take-home exam (to be confirmed). GROUP PRESENTATION Group presentations are scheduled in late November. The class will be divided into groups of several individuals, with group composition dependent upon the choices of individual students. Each group of students will be asked to summarize the key issues of a given research topic, and to suggest possible future research directions. Each group will be required to give a formal presentation (approximately 10 min.), which will be followed by questions and class discussion. Prepare a handout for all the students in the class. Students are expected to rehearse their presentations with the instructor during her office hours (at least two days before the actual presentations). Submit your powerpoint files before the morning of the presentation day. SCHEDULE AND ARTICLES/CHAPTERS TO BE READ BEFORE THE CLASS I. INTRODUCTION WEEK 1 AUG.25: Introduction to the Course WEEK 2 AUG.30: Environmental Issues, Food and Bio-Diversity, and Scale of Society SEP.1: Long-term Change in Human-Environment Interaction Readings: Research Institute for Humanity and Nature, 2010: The Past and Future of Diversity: Abstracts. http://www.chikyu.ac.jp/archive/event/international-symposium/05/101013-15sy mposium-e_program.html Karan, P. P. and U. Sugiyama, 2008: Local environmental movements: an innovative paradigm to reclaim the environment. Textbook #1, pp.3-12. 55
Nader, Laura, 2008. Homo Sapiens and the Longue Durée. Journal of Developing Societies 24(1): 83-94 (can be downloaded on the library website). Costanza, Robert, Lia J. Graumlich, and Will Steffen, 2005: Sustainability of collapse: lessons from integrating the history of humans and the rest of nature. In Sustainability or Collapse: An Integrated History and Future of People on Earth, edited by R. Costanza, L. J. Graumilch and W. Steffen, pp. 3-17. II. NUCLEAR RADIATION AND ENERGY POLICIES WEEK 3 SEP.6: The March 11 Earthquake, Tsunami and Nuclear Disaster at Fukushima Daiichi SEP.8 Contamination of Air, Water, Soil and Food Readings: The Group of Concerned Scientists and Engineers Calling for the Closure of the Kashiwazaki-Kariwa Nuclear Plant, 2011: Statement by scientists and engineers concerning Fukushima Daiichi Nuclear Plant, Nos.1, 2 & 3. http://www.cnic.jp/english/topics/safety/earthquake/fukukk23mar11.html http://www.cnic.jp/english/topics/safety/earthquake/fukukk7apr11.html http://www.cnic.jp/english/topics/safety/earthquake/fukukk19may11.html Optional Readings: Other statements on websites of Citizens’ Nuclear Information Center and Greenpeace Japan: http://www.cnic.jp/english/topics/safety/earthquake/fukushima.html#press http://www.greenpeace.org/usa/en/campaigns/nuclear/Fukushima-nuclear-disaster/ WEEK 4 SEP.13 Nuclear Power Plants and the Nuclear Industry in Japan SEP.15 Comparison with US and Other Countries/Quiz 1 Readings: Cavasin, Nathalie, 2008: Citizen activism and the nuclear industry in Japan. Textbook #1, pp. 65-73. Hasegawa, Koichi, 2004: Anti-nuclear power movements as new social movements. In Constructing Civil Society in Japan, by K. Hasegawa, pp. 102-127 (Chap.10). Trans Pacific Press, Melbourne. Nader, Laura and Hugh Gusterson, 2007: Nuclear legacies: arrogance, secrecy, ignorance, lies, silence, suffering, action. In Half-Lives & Half-Truths: Confronting the Radioactive Legacies of the Cold War, edited by Barbara R. Johnston, pp. 299-316. School for Advanced Research Press, Santa Fe. WEEK 5 SEP. 20 Nuclear Industry and Depopulation in Rural Japan SEP. 22 Alternative Energies 56
Fackler, Martin and Norimitsu Onishi 2011: In Japan, a culture that promotes nuclear dependency. http://www.nytimes.com/2011/05/31/world/asia/31japan.html?pagewanted=1 &_r=2 Thompson, Christopher S., 2003: Depopulation in Japan: population politics in Towa-cho. In Demographic Change and the Family in Japan’s Aging Society, John W. Traphagan and John Knight, pp. 89-106. State University of New York Press, Albany, NY. Hasegawa, Koichi, 2004: The dynamics of social movements and official policies: green electricity. In Constructing Civil Society in Japan, by K. Hasegawa, pp. 174-199. Trans Pacific Press, Melbourne. Lovins, Amory, B., Imran Sheikh, and Alex Markevich, 2010: Nuclear power: climate fix or folly? In The Energy Reader, edited by Laura Nader, pp. 380-398. Wiley-Blackwell, Malden, MA (originally published in 2008). Nader, Laura, 2010: The harder path – shifting gears. In The Energy Reader, edited by Laura Nader, pp. 517-534. Wiley-Blackwell, Malden, MA (originally published in 2004). Optional Reading: Hasegawa, Koichi, 2004:Environmental Issues and Movements. In Constructing Civil Society in Japan, by K. Hasegawa, pp. 37-57 (Chapter 3). Trans Pacific Press, Melbourne. Hasegawa, Koichi, 2004: Anti-nuclear power movements as new social movements. In Constructing Civil Society in Japan, by K. Hasegawa, pp. 128-173 (Chap. 8) Trans Pacific Press, Melbourne. WEEK 6 SEP.27 Video: Meltdown at Three Mile Island / a Steward/Gazit Productions, Inc. film for The American Experience, 1999. SEP.29: Midterm Test 1 WEEK 7 OCT. 4 Guest Lecture #1 III. INDUSTRIAL DISEASES AND AIR POLLUTION IN JAPAN OCT. 6 History of the Study of Industrial Diseases in Japan Reading: Walker, Brett L., 2010: Toxic Archipelago: A History of Industrial Disease in Japan, pp. ix-xviii, 1-21 (Forward, Preface, Prologue and Introduction). Textbook #2. WEEK 8 OCT. 11: The Ashio Copper Mine Incident OCT.13: It Hurts, It Hurts Disease (itai itai byo) 57
Readings: Walker, Brett L., 2010: Copper mining and ecological collapse. Textbook #2, pp.71-107 (Chap. 3). Walker, Brett L., 2010: Engineering pain in the Jinzu River Basin. Textbook #2, pp. 108-136 (Chap. 4). WEEK 9 OCT.18 Minamata Disease/ Video: Minamata Disease: A Trilogy, Part i: Progress of Research OCT.20 Air Pollution and NO2 Monitoring Walker, Brett, L., 2010: Mercury’s offspring. Textbook #2, pp. 137-175 (Chap. 5). Habu, Makiko and Yuichi Nagaya, 1998: NO2 Monitoring, To Change Yourself, To Change the Environment: The Air of Yokohama 365 Days, Jan. to Dec. 1997. Musashino Shobo, Tokyo (translated by Akiko Shibagaki). WEEK 10 OCT.25 Video: Social Aspects of the Minamata Incidents. George, Timothy S., 2001: Pollution and the Struggle for Democracy in Postwar Japan. Introduction, pp. 1-10. Harvard University Asia Center and Harvard University Press, Cambridge, MA. OCT.27 Second Midterm Test IV. SEEKING TO PRESERVE THE RURAL/URBAN LANDSCAPES AND THE NATURAL ENVIRONMENT WEEK 11 NOV.1. GUEST LECTURE #2 NOV.3: Pre- and Post-WWII Changes in Environmental Movements in Japan and US Readings: Forrest, Richard, Miranda Schreurs, and Rachel Penrod, 2008: A comparative history of U.S. and Japanese environmental movements. Textbook #1, pp. 13-37. Reimann, Kim, 2008: Going global: the use of international politics and norms in local environmental protest movements in Japan. Textbook #1, pp. 45-62. WEEK 12 NOV.8: Seeking to Preserve the Rural and Urban Environment NOV.10 Seeking to Preserve the Natural Environment Readings Yagasaki, Noritaka, and Yasuko Nakamura, 2008: The role of local groups in the protection of urban farming and farmland in Tokyo. Textbook #1, pp. 131-144. 58
Kawai, Shinji, Satoru Sato, and Yoshimitsu Taniguchi, 2008: Farmers’ efforts toward an environmentally friendly society in Ogata, Japan. Textbook #1, pp. 165-175. Yamazaki, Kenji and Tomoko Yamazaki, 2008: The grassroots movement to save the Sanbanze Tidelands, Tokyo Bay. Textbook #1, pp. 187-204. Stradford, Todd, 2008: Citizens for Saving the Kawabe. Textbook #1, pp. 207-218. Ikeguchi, Akiko and Kohei Okamoto, 2008: The grassroots movement in urban coastal regions in Japan. Textbook #1, pp. 229-243. Sugiyama, Unryu, 2008: The protection of the Shiraho Sea at Ishigaki Island: The grassroots anti-Ishigaki Airport Construction Movement. Textbook #1, 245-258. WEEK 13 NOV. 15 Environmental Movement and Protesting the Effect of Military Activity NOV.17 Environment and the Indigenous Right: The Ainu People in Hokkaido Readings: Taylor, Jonathan, 2008: Antimilitary and environmental movements in Okinawa. Textbook #1, pp. 271-280. Jasparro, Christopher, 2008: Grassroots Participation in Hawaiian Biodiversity protection and alien-species control. Textbook #1, pp. 281-293. Morris-Suzuki, Tessa, 1994: Creating the frontier: border, identity and history in Japan’s far north. East Asian History 7: . Johnson, Barbara Rose, Susan E. Dawson, and Gary e. Madsen, 2007: Uranium mining and milling: Navajo experiences in the American Southwest. In Half-Lives & Half-Truths: Confronting the Radioactive Legacies of the Cold War, edited by Barbara R. Johnston, pp. 97-116. School for Advanced Research Press, Santa Fe. NOV. 19 Group Presentations (1) WEEK 14 Nov. 22 Group Presentations (2) Nov. 24 Thanks Giving Holiday (No class) WEEK 15 Nov. 29 Group Presentations (3) Dec. 1 Group Presentations (4)/Review WEEK 16 READING WEEK (No class)
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Syllabus
Yoichi Tao Kougakuin University
東日本大震災の復興に向けて ― 福島県飯舘村での地域再生の試み (Towards the Recovery of the East Japan Disasters - An attempt at regenerating the land of Iitate village, Fukushima)
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Title： 東日本大震災の復興に向けて ――福島県飯舘村での地域再生の試み NPO 法人 ふくしま再生の会代表（理事長） 田尾陽一 Theme: 3 月 11 日の大震災以降に起きた出来事は、２０世紀型国家・社会システムが機能を失い、“新 しい道“を模索しなければ乗り越えられないことを白日のもとにさらしました。自然災害とそれ に続く原発の過酷事故の発生は人類がこれまで体験したことのないものです。過去の知見からだ けでは解決できない事柄に社会が遭遇したとき、社会を構成する個々人は「知」と「心」の両面 から、これまでの国家・社会システムを 見直し“新しい道”を作り出す必要があります。現在 はまさにそのプロセスの中にあります。 私たちが今、福島県飯舘村の農民とともに行っている活動も“新しい道”を求める個人個人の試 みの集まりです。この試みは、個々人がこれまだに培ってきた経験や専門性を土台にしながら、 これまで交わることのなかったさまざまな分野の専門家や市民、村民が協力して、これまでの知 見や専門性を乗り越えていく作業です。このことを念頭に「ふくしま再生の会」としての活動を 簡単に紹介します。 基本原則は、あくまで「現場」で、「科学的事実・データ」中心だと考えています。 Sources:
参加者は以下の HP とブログをお読みください。
ふくしま再生の会ホームページ http://www.fukushima-saisei.jp/ 英語サイトは、http://www.fukushima-saisei.jp/index_en.html Global Voices from Japan ホームページ （田尾陽一が、エディター＆実行委員長） http://www.glovoices.com/?page_id=3313 日本語、英語、中国語、韓国語のサイト 私の個人ブログ http://www.glovoices.com/?page_id=1766 （福島原発への道１～６） http://gusha311.blog55.fc2.com/blog-entry-23.html （福島再生への道２～６） Global Voices from Japan が主催した飯舘村村民と留学生との対話記録 動画 http://www.glovoices.com/?page_id=3313（YouTube 映像 Talk in Fukushima の再生） http://www.youtube.com/watch?v=ShQlhKisfxE&feature=share（YouTube 映像 Talk in Fukushima２）
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Syllabus
Sharon Traweek University of California, Los Angeles
Downwind: Disaster Futures, Sciences, Governmentalities, Villages, Subjectivities, and Memory Practices
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Sharon Traweek, Gender Studies and History Departments, UCLA Los Angeles, California, USA http://www.womensstudies.ucla.edu/faculty_traweek.html http://www.history.ucla.edu/traweek/ Draft Syllabus for a one-quarter course [10 weeks] Downwind: Disaster, Risk, Science, Culture, Memory, and Civil Society 10 Weekly Topics for Lectures, Readings, and Assignments: * Key Concepts: Governmentality, Biopolitics, and Civil Society; Responsibility and Epistemic In/justice; Gender, Ethnicity, Class, Nationality, and Culture * Disaster Infrastructures: Government: Regulations, Classifications, and Ruptures Disaster Experts: Sciences, Industries, and Regulatory Agencies Disaster Plans: Calculating Risks, Preparations, Warnings, Communications, Evacuations * Communication in Disaster: Crisis Information; Reporters and Audiences in Translocal Media; Social Media; Rumors, Scapegoats, and Secrecy; Disaster Discourses in Public Cultures * Subject Formation in Disasters: Scientists, Engineers, and Experts; Politicians and Government Officials; Participants, Survivors, and Victims; Volunteers, Workers, and Activists * Bodies in Disaster: Triage, Emergency Medicine, Fatalities, Epidemiology, Health, Food * Communities in Disaster: Evacuation Centers; Diaspora and Ostracism; Rebuilding local governments, schools, housing, economies * Civil Society after Disasters: Evacuating, Clearing, Planning, Organizing, Recuperation, and Reparations; * Citizen Science after Disasters: Environmental Mapping, Radiation Monitoring, and Remediation * Responsibility after Disasters: Reconcilation and Trust; Epistemic In/Justice * Public Memory after Disasters: Trauma, Stigma, and Silence; Museums, Visitor Centers, and Oral History Projects * Governments after Disasters: Chernobyl and Fukushima; Katrina, Gulf Oil Spill and Bhopal; 78
Haiti, Nicaragua, and Armenia; Native American Nations and South Pacific * Patterns in Risk and Disaster: What has changed during the last 75 years? Course Format: The course will be taught as a digitally linked set of lectures and discussions for students in Japan and the United States, linked in real time. (Class will be held in the afternoon in California and the morning in Japan.) Course Website: The course will include a website with links to many resources for the lectures, discussions, and student projects. A sample of the resources to be included are listed in the following pages. Course Assignments: Students will form collaborations composed of 2 Japanese and 2 US students. They will select a topic, form a hypothesis, conduct research, and present their findings in a website of their design. Graduate student instructors will serve as resources for the student collaborations, assisting in the design of research projects, the conduct of research, and the presentation of the results. Some Resources: 1. Lists of Disasters 2. Disaster and Risk Research 3. Geospatial and crowd source crisis mapping 4. Civil Society and Volunteer Organizations 5. Citizen Science Practices 6. Secrecy, Public Memory, and Nuclear Weapons 7. Health, Environmental, and Cultural Consequences of Nuclear Testing in the US Southwest 8. Stafford Warren: Radiation monitoring in Hiroshima & Nagasaki 9. J N Yamazaki: Radiation monitoring in Hiroshima & Nagasaki Syllabus Resources Lists of earthquakes, environmental disasters, fires, floods, hurricanes, nuclear reactor accidents, nuclear testing, and chemical disasters http://en.wikipedia.org/wiki/List_of_earthquakes http://en.wikipedia.org/wiki/Lists_of_disasters http://en.wikipedia.org/wiki/Lists_of_nuclear_disasters_and_radioactive_incide nts http://en.wikipedia.org/wiki/List_of_nuclear_weapons_tests http://en.wikipedia.org/wiki/List_of_civilian_nuclear_accidents http://www.guardian.co.uk/news/datablog/2011/mar/14/nuclear-power-plant-acc idents-list-rank 79
http://www.guardian.co.uk/news/datablog/2011/mar/14/nuclear-power-plant-acc idents-list-rank#data http://en.wikipedia.org/wiki/Oil_spill Some Cases: Quakes/Hurricanes/Tsunami 1952 July 21 Quake in Californian 1972 Dec 23 Quake in Nicaragua 1988 Dec 7 Quake in Armenia, USSR 1989 Oct 17 Quake in Santa Cruz 1994 Jan 17 Quake in Los Angeles 1995 Jan 17 Quake in Kobe 2004 Dec 26 Indian Ocean Quake & Tsunami 2005 Aug 29 Katrina Hurricane, US 2010 Jan 12 Quake in Haiti 2011 March 11 Quake, Tsunami, and Reactor Failure in Japan Some Cases: Nuclear Bombing and Testing 1945 Hiroshima and Nagasaki bombing 1945-1992: US nuclear tests, 1054; many in Nevada 1949-1990: Soviet Union nuclear tests, 715, many in Kazakhstan 1952-1963: UK nuclear tests, 45, many in Australia 1960-1996: French nuclear tests, 210, many in Algeria and French Polynesia 1964-1996: Chinese nuclear tests, 45, all in Xinjiang 1974-1998: Indian nuclear tests, 6 1983-1998: Pakistan, 6 Some Cases: Major reactor accidents: 1979 March 28: Three Mile Island 1986 April 26: Chernobyl 2011, March 11: Fukushima Some Cases: Chemical Disasters 1982 Dec 2: Gas Leak at Union Carbide, Bhopal, India 1989 March 24: Exxon Valdez Oil Spill, Alaska 2010 April 20: Gulf Oil Spill, Gulf of Mexico, US Disaster and Risk Research * See links at Disaster Research http://en.wikipedia.org/wiki/Disaster_research I. Some disaster research in Japan II. International disaster/risk research III. US disaster/risk research IV. Government agencies for disaster/risk management I. Some disaster research in Japan: Disaster Control Research Center, Tohoku University 80
http://www.dcrc.tohoku.ac.jp/index.html http://www.dcrc.tohoku.ac.jp/organization/index.html http://www.dcrc.tohoku.ac.jp/resources/index.html http://www.dcrc.tohoku.ac.jp/other/access.html http://www.dcrc.tohoku.ac.jp/english/ http://www.dcrc.tohoku.ac.jp/english/organization/index.html http://www.dcrc.tohoku.ac.jp/english/resources/index.html Nobuo Shuto, Professor Emeritus, Disaster Control Research Center, Tohoku University, & Professor, Faculty & Graduate School of Policy Studies, Iwate Prefectural University http://www.nihon-u.ac.jp/arish/prof/prof_s_shutou_e.html http://kenkyu-web.cin.nihon-u.ac.jp/Profiles/69/0006898/prof_e.html TUNAMI N2 TSUNAMI MODELLING MANUAL http://tunamin2.ce.metu.edu.tr Tsunami simulation http://tsunami.media.gunma-u.ac.jp/TSUNAMI/movie/CG_e.html Journal of Disaster Research http://www.fujipress.jp/JDR/DSSTR00040001.html http://www.fujipress.jp/JDR/JDR_about.html Editors Suminao Murakami, Honorary Director, Laboratory of Urban Safety Planning, Bancho No. 6, Kanai Building 4-5, Goban-cho, Chiyoda-Ku) Katsuki Takiguchi, Prof. Emeritus, Tokyo Institute of Technology http://www.igs.titech.ac.jp/english/departments/enveng.html Access pdf of international editorial board at http://www.fujipress.jp/JDR/JDR_about.html Yokohama National University Center for GIS Applications for Disaster Reduction. The Department of Urban Engineering and Architecture develops Geographic Information Systems for the analysis of natural hazards exposure and vulnerability. Analytical tools are also under development for damage evaluation and reconstruction planning http://www.drmonline.net/network/institutions.htm http://www.gis.ynu.ac.jp/ Yokohama National University [YNU] Center for Risk Management and Safety Sciences http://www.ynu.ac.jp/english/about/center/research/risk_management.html http://www.anshin.ynu.ac.jp/ Kawasaki Akayuki, YNU http://www.gis.ynu.ac.jp/kawasaki/en/resume.html http://www.gis.ynu.ac.jp/kawasaki/en/paper.html Research Center for Seismology, Volcanology and Disaster Mitigation Graduate School of Environmental Studies Nagoya University 81
http://www.seis.nagoya-u.ac.jp/index_e/ Earthquake research centers in Japan http://www.jishin.go.jp/main/link-e/link2-e.htm II. International disaster/risk research World Institute for Disaster Risk Management http://www.drmonline.net/ http://www.drmonline.net/network/ http://www.drmonline.net/network/institutions.htm World Bank: Disaster Risk Management team http://web.worldbank.org/WBSITE/EXTERNAL/TOPICS/EXTURBANDEVE LOPMENT/EXTDISMGMT/0,,menuPK:341021~pagePK:149018~piPK:14909 3~theSitePK:341015,00.html International Journal of Mass Emergencies and Disasters http://www.ijmed.org/ Journal of Risk Research http://www.tandf.co.uk/journals/titles/13669877.asp International Workshop on Remote Sensing and Disaster Management, Sep 15-16, 2011, Stanford, organized and hosted by Pooya Sarabandi http://www.stanford.edu/~pooyajan/ email
[email protected] Ronald Eguchi http://community.understandrisk.org/profile/RonaldTEguchi http://www.imagecatinc.com/news/imagecat-provides-expertise-to-aid-japan-reli ef-effort/ http://www.imagecatinc.com/news/first-available-tsunami-damage-footprint-forthe-8-9-magnitude-japan-earthquake-that-struck-on-311/ http://www.imagecatinc.com/global-alerts/japan-earthquake-and-tsunami/ On deterministic vs. probabilistic risk assessment: Norimitsu Onishi and James Glanz, “Nuclear Rules in Japan Relied on Old Science,” New York Times, March 26, 2011 http://www.nytimes.com/2011/03/27/world/asia/27nuke.html?pagewanted=3&_r =1&src=twrhp III. US disaster/risk research Disasters Roundtable of US National Research Council http://dels.nas.edu/dr/ Members http://dels.nas.edu/global/dr/Members http://dels-old.nas.edu/dr/about.shtml http://dels-old.nas.edu/dr/members.shtml http://dels.nas.edu/Past-Events/Roundtable-Workshop-Disaster-Resilient-Design /AUTO-9-86-10-V E.L. Quarantelli http://en.wikipedia.org/wiki/Enrico_Quarantelli Founding director of the Disaster Research Center, University of Delaware 82
http://www.udel.edu/DRC/aboutus/bios/Quarantelli.html Risk Research at LBL http://www.lbl.gov/LBL-Programs/Risk-Research.html IV. Government agencies for disaster/risk management Central Disaster Management Council, Japan http://www.kantei.go.jp/foreign/policy/index/bousai/index_e.html Federal Emergency Management Agency [FEMA], US http://www.fema.gov/ Some links for geospatial and crowd source crisis mapping The Center for Geographic Analysis and the Reischauer Institute of Japanese Studies, Harvard Japan Sendai Earthquake Data Portal http://cegrp.cga.harvard.edu/japan/ The portal supports the exchange of geospatial datasets for relief and reconstruction efforts, including information about the earthquakes/tsunami and the reactor accidents They also are collecting archiving social media and other possibly ephemeral documents (such as reports circulated by people in affected areas of Japan), web links, videos, or digital images. http://www.fas.harvard.edu/~rijs/about/earthquake/gazette.html HyperCities Sendai http://sendai.hypercities.com/ Japan Recovery Map http://www.sinsai.info/?l=en_US http://www.sinsai.info/?l=ja_JP NASA Earth Observatory (13 March 2012) New Features: http://earthobservatory.nasa.gov/Features/ * Tohoku Earthquake and Tsunami: Looking Back from Space http://earthobservatory.nasa.gov/Features/Gallery/tsunami.php?src=eoa-features In 2011, the fourth largest earthquake in history rocked the coast of Japan, spawning a devastating tsunami. Satellites and scientists had an unprecedented view of both. This gallery offers a glimpse of the broad scale of the destruction, of the recovery a year later, and of some new scientific understanding that emerged. Latest Images: http://earthobservatory.nasa.gov/IOTD/ * Wreckage and Recovery in Ishinomaki, Japan http://earthobservatory.nasa.gov/IOTD/view.php?id=77352&src=eoa-iotd * The Seafloor Focuses and Merges Tsunami Waves http://earthobservatory.nasa.gov/IOTD/view.php?id=77331&src=eoa-iotd * Effects of the Tohoku Tsunami on the Kitakami River http://earthobservatory.nasa.gov/IOTD/view.php?id=77379&src=eoa-iotd * Closeup of Tsunami Damage, Rikuzentakata http://earthobservatory.nasa.gov/IOTD/view.php?id=77329&src=eoa-iotd Earth Observatory weekly mailing -- http://earthobservatory.nasa.gov/ 83
Civil Society and Volunteer Organizations Civil Society Civil Society in Modern and Contemporary Japan. the 5th Conference: Rewriting Modern and Contemporary Intellectual History, October 21-22, 2011 at Cornell http://eastasia.einaudi.cornell.edu/calendar/index.asp?id=14414 Deguchi, Masayuki, “A Comparative View of Civil Society”, Washington Japan Journal (Special Issue, Spring, 1999): 1120. Deguchi, Masayuki, “Not For Profit: A Brief History of Japanese Nonprofit Organizations,” Look Japan , vol.45 (526), 2000: pp.18-20. Deguchi, Masayuki, “Epilogue: Toward a New Legal Form for Civic Engagement,” in Henk Vinken, editor, Civic engagement in contemporary Japan: established and emerging repertoires [Springer, 2010] Kurokawa, Chimaki, “Social Frameworks for Civil Society in Japan: In Search for a Japanese Model,” in Henk Vinken, editor, Civic engagement in contemporary Japan: established and emerging repertoires [Springer, 2010] Iriye, Akira, Global Community: The Role of International Organizations in the Making of the Contemporary World (University of California Press, 2002) Frank Schwartz, “Civil Society in Japan Reconsidered,” Japanese Journal of Political Science 3 (2), pp.195-215 Henk Vinken, editor, Civic engagement in contemporary Japan: established and emerging repertoires [Springer, 2010] Some Post 3.11 Volunteer Organizations All Hands: http://hands.org/projects/project-tohoku/ JEN http://www.jen-npo.org Olive (help for the victims) https://sites.google.com/site/oliveinenglish/about-olive Peaceboat: http://www.peaceboat.org/english/index.php Post Disaster Recovery Internet Project (Keio University and Partners) http://msg.wide.ad.jp/pdrnet/ SinSai Mapping Project (help for victims) http://www.sinsai.info/ushahidi/page/index/6?l=en_US College of William and Mary http://www.wm.edu/as/globalstudies/eastasian/japan_recovery/index.php?svr=w eb 84
Georgetown http://socialjustice.georgetown.edu/168347.html Harvard http://harvardforjapan.fas.harvard.edu/ Citizen Science Radiation Monitoring in Japan http://en.wikipedia.org/wiki/Radiation_monitoring_in_Japan 'Citizen Scientists' Crowdsource Radiation Measurements In Japan, PBS , March 24, 2011 http://www.npr.org/blogs/health/2011/03/24/134823329/citizen-scientists-crowd source-radiation-measurements-in-japan Some citizen science groups conducting radiation measurements: DataPoke Foundation http://www.datapoke.org/wiki/Main_Page Fukushima Saisei-no Kai/ Resurrection of Fukushima http://www.fukushima-saisei.jp/index.html http://www.fukushima-saisei.jp/report201112_en.html 8 of their data maps, dated August 2011: http://www.fukushima-saisei.jp/pdf/map201108.pdf Opengeiger http://opengeiger.com/ Pachube https://pachube.com https://pachube.com/feeds?q=radiation http://en.wikipedia.org/wiki/Pachube RDTN.org http://www.kickstarter.com/projects/1038658656/rdtnorg-radiation-detection-ha rdware-network-in-ja Safecast http://blog.safecast.org/ Tiisai.dip.jp (radiation measurement, teaching electronics for kids, not mapping) http://www.tiisai.dip.jp Some Scientific Research on Radiation after 11 March 2011 Katsumi Shozugawa, Norio Nogawa, Motoyuki Matsuo, “Deposition of fission and activation products after the Fukushima Dai-ichi nuclear power plant accident,” Environmental Pollution. Volume 163, April 2012, Pages 243-247 http://www.infiniteunknown.net/2012/03/05/discovery-of-neptunium-239-decay s-intoplutonium-239-in-iitate-mura-finally-published-in-scientific-paper-nearly1-year-after-discovery/ http://www.journals.elsevier.com/environmental-pollution/ http://ex-skf.blogspot.se/2012/03/discovery-of-neptunium-239-in-iitate.html 85
Studies of Tohoku trees: Ohkubo & Zibtsev collaboration Ohkubo & Zibtsev met in 2005 at School of Forestry and Environmental Studies, Yale University http://environment.yale.edu/ Tatsuhiro Ohkubo, forest ecologist, Utsunomiya University http://researchmap.jp/read0169810/?lang=english http://agri.mine.utsunomiya-u.ac.jp/hpe/staffe/staffe.html http://read.jst.go.jp/public/cs_ksh_007EventAction.do?action4=event&lang_act 4=E&judge_act4=2&knkysh_name_code=1000008619 Sergiy Zibtsev, National University of Life & Environmental Sciences, Ukraine, Kiev His research is on forests contaminated by the 1986 Chernobyl nuclear disaster: “Wildfires Risk Reduction From Forests Contaminated by Radionuclides: A Case Study of the Chernobyl Nuclear Power Plant Exclusion Zone” ftp://ftp2.fs.fed.us/incoming/wo_fam/Wildfire2011%20Conference.SouthAfrica/ Wildfire2011%20e-programme/Programme%20contents/Wildfire2011%20Conf erence%20Papers/Wildfire2011%20Conference%20Papers/Conference%20Pape rs/Sergiy%20Zibtsev.pdf FNAIIC Report The full report is not yet posted online, but a digest version and other materials have been posted. The full report should be up shortly. Japanese http://naiic.go.jp/ English http://naiic.go.jp/en/ The report is available at various unofficial sites, such as: http://www.slideshare.net/jikocho/naiic-report-hires http://www.simplyinfo.org/?page_id=6609 See information about FNAIIC in Japanese and English: http://en.wikipedia.org/wiki/National_Diet_of_Japan_Fukushima_Nuclear_Acci dent_Independent_Investig$ Some official information about the commission http://www.naiic.jp/en/about/ See links at UC Berkeley Nuclear Engineering Department http://www.nuc.berkeley.edu/forum/218/national-diet-japan-fukushima-nuclearaccident-independent-investigation-commission.2012-0
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Syllabus
Shinji Yamashita University of Tokyo
災害の公共人類学─東日本大震災を中心に (Public Anthropology of Disaster - Focusing on the Great Disaster of East Japan)
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Teaching 3.11 山下晋司 東京大学大学院総合文化研究科 超域文化科学専攻（文化人類学）
東日本大震災を教え、学ぶ試みとして、2011 年度、東京大学駒場キャンパスにおいて次の 3 つの試みを行った。 （１）東京大学教養学部後期課程および大学院総合文化研究科における授業 （２）東京大学大学院総合文化研究科「人間の安全保障」プログラム主催のＨＳＰセミナー （３）NPO 法人「人間の安全保障」フォーラム主催のワークショップあるいはシンポジウム 以下では、その概要を述べ、短いコメントを記す。 （１）東京大学教養学部後期課程および大学院総合文化研究科における授業 授業科目「文化人類学野外実習実験ⅠⅡ：災害の公共人類学─東日本大震災を中心に」 東京大学教養学部後期課程超域文化科学科文化人類学分科において、高野さやか（助教）と協 働で、夏学期水３限、冬学期火 5 限に開講。東京大学大学院総合文化研究科超域文化科学専攻の 合併授業としても行われ、若干の大学院生も参加した。 授業の概要 この授業は東京大学教養学部後期課程超域文化科学科文化人類学分科 3 年生の必修授業で、調 査実習を通して文化人類学のフィールドワークの手法と民族誌の書き方を習得することが目的 であった。当初は、「多文化共生社会は可能か」というテーマで、東京都新宿区大久保地区にお いて調査実習を行う予定であったが、 2011 年 3 月 11 日に東日本大震災が起きたため、急遽、 震災をテーマに変更した。夏学期は、震災に関するビデオを見たり、富士常葉大学の木村周平氏、 宮城学院女子大の市野沢潤平氏など災害人類学の専門家を講師として招いて話を聞いたり、関連 文献を読んだりしながら、震災に関する理解を深めた。同時に、各自で個別の課題を設定し、先 行研究を調べ、調査計画を立て、夏期および秋期の休暇を利用して、各自フィールド調査を行っ た。冬学期は、調査結果を 2 度にわたって報告してもらい、参加者全員で討論した。最後に授業 の成果を報告書『災害の人類学─東日本大震災を中心に』にまとめた。 受講学生 東京大学教養学部後期課程超域文化科学科文化人類学分科 3 年生を中心とした少人数のクラ ス。大学院総合文化研究科の院生も若干参加：夏学期 14 人、冬学期 9 人。留学生も 2 人（韓国 人、ポーランド人）。 参考文献 木村周平 2005a「災害の人類学的研究に向けて」『文化人類学』70 巻 3 号、pp.399-409. -----2005b「自然・リスク・災害の人類学」山下晋司・福島真人編『現代人類学のプラクシス』 pp.29-40,有斐閣. 林春男 2009「あなたも『エスノグラフィー』が作れます」林春男・重川希志依・田中聡『防災 の決め手「災害エスノグラフィー」─阪神・淡路大震災の秘められた証言』NHK 出版. 林 勲 男編 2010『自然災害と復興支援』明石書店. 市野沢潤平 2011「災害から地域を見る─タイ南部におけるインド洋津波の微視的描写」『地域 研究』Vol.11.No.2（総特集「災害と地域研究」）京都大学地域研究統合情報センター. 小田博志 2010 『エスノグラフィー入門』春秋社.
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Oliver-Smith, Anthony 1996 Anthropological Research on Hazards and Disasters. Annual Review of Anthropology. Vol. 25: 303-328. S.M.ホフマン、A.オリバー＝スミス編（若林佳史訳）2006『災害の人類学─カタストロフィと文 化』明石書店. 佐藤郁哉 1992『フィールドワーク─書を持って街へ出よう』新曜社. 映像資料 (VTR) NHK 総合クローズアップ現代 2011 年 3 月 31 日「”心の危機”被災者を救え」 NHK 総合クローズアップ現代 2011 年 4 月 7 日「町を失いたくない─福島・浪江町、原発事故の 被災者たち」 NHK クローズアップ現代 2011 年 4 月 11 日「避難者１５万人─どこに住めばいいのか」 授業の成果 『災害の人類学─東日本大震災を中心に』（2011 年度文化人類学野外実習実験報告書）、東京 大学教養学部文化人類学研究室、2012 年 3 月。授業は通年で行われたが、単位は学期ごとに取 得できるので、報告書の提出まで行ったのは 7 名のみであった。 報告書目次 まえがき 山下晋司、高野さやか 第１章 東日本大震災後の外国人宿（吉田航太） 第２章 放射能不安と信頼（佐藤太紀） 第３章 日本在住外国人における防災の「ヴァルネラビリティ」（イ・スンヒョン） 第４章 Facebook がもたらす地域コミュニティの濃密化（河野泰子） 第５章 目黒のさんま祭と東日本大震災(野崎百合枝) 第６章 コスキン・エン・ハポンと福島県川俣町の「復興」（川松あかり） 第７章 広村堤防に宿る津波の記憶（緒方雅史） コメント 2011 年 5 月〜10 月は、全国的に被災地へのボランティア支援活動が盛んで、東大も文科省の 要請を受けてボランティア支援派遣に取り組んだが、受講生の「ボランティア」に対する関心は 必ずしも高くなかった。受講生の中で被災現地に足を運んだのは２名のみであった。むしろ学生 たちは、自らの研究課題の設定に当たって、自分の身近な場所・関心（東京首都圏、大学のサー クル、出身地など）から震災とのなんらかの接点を見出し、調査・研究計画を立てた。この点は 報告書論文が取り扱っている問題群に反映されている。東北大学の沼崎一郎氏などはつとに現地 ＝被災地に「調査」に来るよりむしろ東京ですべきことがあると主張していたので、その点はよ かったのではないかと思っている。 （２）東京大学大学院総合文化研究科人間の安全保障プログラム主催のＨＳＰセミナー 「人間の安全保障」プログラム運営委員の丸山真人、東大作が中心となり、ＨＳＰ公開セミナ ー・シリーズとして、2011 年 4 月より開始、現在に至るまで続いている。以下に開催したセミ ナーの日時、題目、講師などを示す。 1. 2011 年 4 月 14 日「人間の安全保障と震災・原発事故─どう向き合い、関わっていけるか」
丸山真人 (東京大学大学院総合文化研究科教授)、東大作 (東京大学大学院総合文化研究科准教 授、元国連政務官) 2. 2011 年 5 月 24 日「原発事故と人間の安全保障 2─プロジェクト発足と体験の共有」
丸山真 人 (東京大学大学院総合文化研究科教授)
、東大作 (東京大学大学院総合文化研究科准教授) 3. 2011 年 7 月 5 日「災害後のガバナンスと「法の支配」」Charles Sampford (President, International Institute for Public Ethics; Director, Institute for Ethics, Governance and Law, Australia)
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4. 2011 年 7 月 6 日「拡大し続ける風力発電の現状と東日本大震災の被災地復興への役割」石 原孟 (東京大学大学院工学系研究科社会基盤学専攻教授) 5. 2011 年 7 月 11 日「原発震災の思想論」高橋哲哉 (東京大学大学院総合文化研究科教授) 6. 2011 年 11 月 11 日「東日本大震災の初動について─東北地方整備局の３日間」徳山日出男 (国土交通省・東北整備局長) 7. 2011 年 12 月 20 日「震災ボランティアから学んだこと─活動立ち上げから今後の展望」内 尾太一（東京大学大学院総合文化研究科博士課程、NPO「人間の安全保障」フォーラム事務局長） 8. 2012 年 1 月 17 日「ポスト・フクシマの環境倫理の課題─世代間倫理と大地の倫理の相克を 超えて 」鬼頭秀一 (東京大学大学院新領域創成科学研究科教授) 9. 2012 年 1 月 26 日「陸前高田ボランティアセンターの伊藤雅人さんをお迎えして─経験と課 題 」伊藤 雅人 (陸前高田災害ボランティアセンター) 10. 2012 年 1 月 27 日「
原発事故後の有機農業を考える─丹野喜三郎さんと古田睦美先生をお 迎えして」丹野喜三郎（長野県上田市・有機農家）、古田睦美 (長野大学環境ツーリズム学部教 授) 11. 2012 年 4 月 20 日「洋上風力発電と平和構築」東大作 (東京大学大学院総合文化研究科准教 授) 12. 2012 年 5 月 24 日「福島の子ともたちを放射能から守る活動」佐藤幸子（「子どもたちを放 射能から守る福島ネットワーク」代表） コメント HSP セミナー・シリーズは、公開セミナーとして、東日本大震災、とくにフクシマ問題を中心 に行われた。参加者の東日本大震災への意識は高く、ボランティア参加者も多かった。しばしば、 学外との NGO との連携で行われた。 （３）NPO 法人「人間の安全保障」フォーラム主催のワークショップあるいはシンポジウム NPO 法人「人間の安全保障」フォーラム（HSF）は、東京大学大学院総合文化研究科「人間の 安全保障」プログラムの教員が中心となって「人間の安全保障」をキーコンセプトに 2011 年 4 月に設立された。初代理事長は元国連大使の高須幸雄。高須の現国連事務次長赴任に伴い、2012 年 6 月より山下晋司が理事長を務めている。東日本震災はともすると海外に向けられていた「人 間の安全保障」のまなざしを国内に向ける必要があることを強く印象づけた。それゆえ、この１ 年間、本フォーラムの活動の大きな部分は東日本大震災の被災地・被災者の支援に向けられた。 その一環として下記の公開ワークショップ、シンポジウムを行った。 ワークショップ 1. 共生のための公共人類学─東日本大震災にどう向き合うか１ 2011 年 4 月 20 日 18:00〜20:00：講師市野沢潤平（宮城女子学院大学准教授） 2. 共生のための公共人類学─東日本大震災にどう向き合うか２ 2011 年 4 月 27 日 18:00〜20:00：講師木村周平（富士常葉大学准教授） シンポジウム 1. 2012 年１０月８日 「人間の安全保障」と東日本大震災─パネリスト：宇都宮健児弁護士（日 本弁護士連合会会長）、辻元清美衆議院議員（内閣総理大臣補佐官、災害ボランティア活動担当） 高須幸雄 HSF 理事長（東大特任教授、国連事務総長特別顧問、前国連大使） 2. 2012 年 3 月 16 日「
国内避難民の保護に関する国際的基準─東日本大震災の被災者・避難者 への適用」パネリスト：
東大作 (東京大学大学院総合文化研究科准教授)
、山本哲史 (東京大 学大学院総合文化研究科特任准教授、難民移民ドキュメンテーション・センター（CDR）事務局 長)
、Johan Cels (国連難民高等弁務官事務所（UNHCR）駐日代表)
、伊藤和子(弁護士、NPO 法 人 Human Rights Now 事務局長)
、宮内 博史 (弁護士、全国難民弁護団連絡会議)
、Charles Sampford (World Ethic Forum; Director, Institute for Ethics, Governance and Law)
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コメント
上記のワークショップ、シンポジウム活動以外に、「人間の安全保障」フォ ーラムの事業として、5 月から 10 月にかけて十数回にわたってウィークエンド・ ボランティアを派遣し、2011 年 10 月からはトヨタ財団の支援も受け、被災者の 中でもとくに脆弱な存在である子どもに焦点を当てて、登米市を拠点に、登米 市、南三陸町、気仙沼市の 3 カ所の仮設住宅集会所における「子ども未来館」 プロジェクト（学習支援、図書寄贈）を展開した。こうした活動を通して、被 災地・被災者における「人間の安全保障」という考え方の普及と実践が急務だ という確信をますます強めている。
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Syllabus
Shuhei Kimura Fuji Tokoha University
社会人類学特論 / 災害人類学 (Advanced Anthropology/Anthropology of Disaster)
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Teaching 3.11 木村周平（富士常葉大学
[email protected]） ・ シラバスについて 今年、災害に関わる講義を 2 つもっています。3.11 はその講義のなかで、それぞれの回のテー マに即して事例として扱っており、3.11 をひとつの全体として何か論じるということはしてい ません。以下はその 2 つについての説明です。 1)
社会人類学特論（首都大学東京） ・ テーマ：この授業では、災害に対し、人類学的な視点から取り組む（考える／研究する ／関わる）ことを目的として、基礎的な内容を講義＋講読する。 ・ 首都大学東京の社会学専攻の学部生向けの講義。今年は災害をテーマに、ということで あった。今年度のみ開講するため、受講者数や受講者の指向は不明。 ・ シラバスとソース（ソースのうち★印が 3.11 について直接ふれるもの） ・第 1 回目：概説 ・第 2~3 回目：災害とは何か、災害人類学史 - Anthony Oliver-Smith, 1996, Anthropological Research on Hazards and Disasters. Annual Review of Anthropology 25: 303-328. - Susannah M. Hoffman and Anthony Oliver-Smith (eds.), 1999, The Angry Earth: Disaster in Anthropological Perspective . - Susanna M. Hoffman and Anthony Oliver-Smith (eds.), 2002, Catastrophe & Culture: The Anthropology of Disaster. - Greg Bankoff, 2003, Cultures of Disaster: Society and Natural Hazard in the Philippines. - Greg Bankoff, Georg Frerks and Dorothea Hilhorst (eds.), 2004, Mapping Vulnerability: Disasters, Development, and People . - 木村 周平、2005「災害の人類学的研究に向けて」 『文化人類学』 70(3): 399-409. - 大矢根淳、浦野正樹、田中淳、吉井博明（編）2007『災害社会学入門』。北原 糸子 2000 『地震の社会史：安政大地震と民衆』講談社学術文庫 - 中沢新一 2011 『日本の大転換』集英社新書。 - レベッカ・ソルニット 2010 『災害ユートピア：なぜそのとき特別な共同体が 立ち上がるのか』 ・第 4~5 回目：エスノグラフィ、記録、声 - 石牟礼道子 2004『苦界浄土』 - 村上春樹 2003 『アンダーグラウンド』 - 清水展 2003『噴火のこだま』 - Anthony Oliver-Smith, 1986, The Martyred City ・第 6~7 回目：復興の記憶 - 米山リサ 2005 『広島』 - 笠原一人・寺田匡宏（編）2009 『記憶表現論』 - 今井信雄 2001「死と近代と記念行為」『社会学評論』51(4), 412-429. - ★長坂俊哉 2012『記憶と記録 311 まるごとアーカイブス』 - ★その他、様々な手記など ・第 8~9 回目：主体性、ボランティア、コミットメント - 仁平典宏 2011『「ボランティア」の誕生と終焉』 - 山下祐介、菅磨志保 2002 『震災ボランティアの社会学：＜ボランティア＝NPO ＞社会の可能性』。 - ★開沼博・山下祐介 2012『「原発避難」論』。 - 矢守克也・渥美公秀（編著）、近藤誠司・宮本匠（著）2011 『防災・減災の
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人間科学：いのちを支える、現場に寄り添う』新曜社。 ・第 10~11 回目：長期的な関与と公共人類学 - Kim Fortun, 2001, Advocacy after Bhopal - 栗原彬 2005『「存在の現れ」の政治：水俣病という思想』 - Adriana Petryna, 2001 Life Exposed - Gregory Button 2010 Disaster Culture ・第 12~13 回目：防災、リスク、不確実性 - ウルリヒ・ベック 1998『危険社会』 - Charles Perrow, 1999 Normal Accidents - Diane Vaughan 1997 The Challenger Launch Decision - 福島真人 2010『学習の生態学』 - 東賢太朗（他）（編）、『リスクの人類学』 ・第 14~15 回目：災害をめぐる制度と「コミュニティ」と人類学 - ★『季刊東北学』2011 年第 28 号 - ★開沼博 2011 『「フクシマ」論：原子力ムラはなぜ生まれたのか』 - ★木村周平 n.d. 「個・集合性・部分性：復興の人類学に向けた事例報告」
2) 災害人類学（富士常葉大学） ・ 環境防災学部（現・社会環境学部）において、防災を学ぶ学生のための３つある文系の 専門基礎科目（災害人類学、災害情報学、災害社会心理学）の１つ、という位置づけ。 そのため、あまり専門的な内容に踏み込まない。 ・ 学部科目。受講者はほとんど基礎知識がなく、基礎学力も高くない。また多様な社会の あり方についての関心もそれほどない。ただし災害に関心をもち、自らボランティアと して被災地を訪れたり、将来は消防士になりたいと考えたりしている学生は含まれる。 ・ シラバス（★印がとくに東日本大震災にかかわるもの） 項目
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はじめに
災害人類学と授業全体についての概説。
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災害対応の歴史①出発点とし ての阪神・淡路大震災 災害対応の現代史②歴史の中 の災害対応 災害から考える① エスノグラフィ 災害から考える②災害観
国内で現在の災害対応において基礎的な枠組みを形成し た阪神・淡路大震災について説明。 江戸期などの災害対応。政治的、社会的だけでなく宗教的 な側面などについても説明。 災害に関してエスノグラフィという手法で研究したもの の紹介。 当事者の語りから見える文化的コンテクスト、災害観
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災害から考える③伝統的対応
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災害から考える④社会問題と 災害 災害から考える⑤現場から見 えるもの ★災害で考える①コミュニケ ーション ★災害で考える②すまいの移 転 ★災害で考える③外から関与 すること
バングラデシュの水害対策を事例に、災害と社会との多面 的な関わり方を説明。 社会の様々な問題を露出させるものとしての災害。インド 洋津波の事例など。 外部講師による講義。
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復興に関わる多様なアクターのコミュニケーション。東日 本大震災における復興計画策定過程など。 relocation について。東日本大震災や中越地震での集団 移転＋他社会での事例。 ボランティアとそれに伴う問題。
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★災害で考える④過去と未来
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災害で考える⑤きっかけとし ての災害？ 災害で考える⑥防災とジレン マ おわりに
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災害の経験の記憶化やモニュメント、博物館などについ て。 災害を通じた文化変容。社会の resilience. 持続可能な防災について。日本の事例、トルコの事例。 講義のまとめ
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Syllabus
Elizabeth Maly Disaster Reduction and Human Renovation Institution
Thinking about Post-Disaster Housing Recovery after the 3.11 Earthquake and Tsunami
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Elizabeth Maly Course Syllabus Towards a People-Centered Housing Recovery after Disaster: The 3.11 Earthquake and Tsunami in a Japanese and International Recovery Context Course Description: The goal of this course is to consider the housing recovery process after the 3.11 disaster within the historic context of disaster recovery in Japan as well as in comparison of international disaster recovery context. This course sets out to build a basic understanding of definitions of disaster phases and a focus on recovery as an important and understudied phase of disaster. The focus of this course is on housing reconstruction with the understanding that housing recovery is intrinsically linked to planning, economic, and legal aspects, as well as holistic livelihood recovery, within a broader socio-cultural context. The goal of post-disaster recovery is for the victims of disaster to regain stability in their lives, and housing is a critical aspect for achieving this goal. Housing is a physical object within the built environment, and can be considered primarily as a design problem within a social context. More broadly however, housing is interconnected with other issues of disaster recovery (urban planning, economic initiatives, legal regulations, social welfare, governmental policies, livelihood recovery, and local culture, etc). The lens of housing offers one way of thinking about disaster impacts and is one path for international comparison of disaster recovery. The earthquake and tsunami that struck the northeast part of Japan on March 11, 2011, exceeded disaster predictions and caused unprecedented devastation. Beyond the vast scale of the disaster, the character of this multi-locational disaster adds to a complex situation involving multiple prefectures and many different municipalities. On top of the earthquake and tsunami, the nuclear accident adds another layer of complexity to all aspects of disaster recovery, including housing. The 3.11 disaster is taken as a starting point to consider reconstruction and recovery, within the framework of international disaster recovery processes and case studies. In order to understand the unique context of Japanese disaster reconstruction, experiences after the 1995 Kobe earthquake will receive special attention. We will also specifically discuss Hurricane Katrina as another recent disaster in another wealthy country. Students will come away from this course with a deeper understanding of disaster recovery in international, Japanese, and contemporary contexts. Assignments: Students will be responsible for 2 case studies that will be presented in class, and 1 final term paper.
The 1st international case study is of a natural disaster and recovery, including basic damage data, local characteristics, recovery policies and innovations, and a list of sources. The 2nd Tohoku case study is introducing 1 town or area (can be a larger area, i.e. 102
prefecture, or small area such as a community) in the area affected by the 3.11 disaster in the Tohoku, including basic information, history, current situation and reconstruction process and innovations, and a list of sources. The case study presentations will also be uploaded to the class website, and serve as additional source materials for class members.
The final term paper (10-12 pages) can be on a theme of student’s choice related to housing recovery, which can focus on one or more of the following aspects: housing design; urban planning/policy, community-building, social issues in disaster recovery, laws and policies. The following topics are listed as suggestions: Select one theme (i.e., community planning, relocation, etc.) and compare through case studies of the reconstruction process of 2 disasters. Based on one international case study, propose lessons that could be applied in Tohoku. Explain the historical development of disaster recovery policies in one country, through examples. Compare and contrast different design solutions used in temporary or permanent housing reconstruction.
Students are highly encouraged to consider the 2 case study assignments as building blocks for the final term paper. After picking a theme you are interested in, choose case studies that are related to this theme, which can then be incorporated into your final paper. Course Schedule Week 1. Day 1. Course Introduction Resources for understanding Tohoku and 3.11 Tasukeai Japan website: http://tasukeaijapan.jp/ MCEER portal site: http://mceer.buffalo.edu/infoservice/disasters/Honshu-Japan-Earthquake-Tsunami-2011. asp#1 Harvard Portal site: http://cegrp.cga.harvard.edu/japan/ New York Times archive: http://www.nytimes.com/interactive/2011/03/24/world/asia/japan-interactive-index.html ?ref=asia Recovery Plans—Prefecture, town Japan Reconstruction Design Council http://www.cas.go.jp/jp/fukkou/english/ Iwate reconstruction Plan http://www.pref.iwate.jp/~hp0212/fukkou_net/fukkoukeikaku_english.html Recovery News from Iwate prefecture: http://www.pref.iwate.jp/view.rbz?cd=34866&ik=0&pnp=14 Miyagi Prefecture Recovery plan http://www.pref.miyagi.jp/seisaku/sinsaihukkou/keikaku/index_en.htm 103
Documentary footage (TBA) Additional resources (TBA)
Definitions of disaster and recovery-the disaster cycle Week 1. Day 2 Haas, Kates and Bowden (1977) Reconstruction following Disaster. Cambridge, Massachusetts: MIT Press. (pp TBA) Lizarralde, G. Johnson, C. and Davidson, C. (eds.) (2010) Rebuilding after Disasters: From Emergency to Sustainability, Oxon: Spon Press. Quartenelli, E.L. (1999) “The Disaster Recovery Process: What we know and do not know from Research.” Preliminary Paper #286: University of Delaware Disaster Research Center. Additional Sources Lloyd-Jones, Tony. 2006. Mind the Gap! Post-disaster reconstruction and the transition from humanitarian relief. RICS: University of Westminster. Peacock, W, Dash, N and Zhang, Y (2007) ‘Sheltering and Housing Recovery Following Disaster’, in Rodriguez, H. Quarantelli, E. and Dynes, R. (2007) Handbook of Disaster Research, Handbooks of Sociology and Social Research, New York: Springer, Chapter 15:258-274. International housing recovery Week 2 Day 3 World Bank (2010). Safer Homes, Stronger Communities: A Handbook for Reconstructing after Natural Disasters. Washington, DC: World Bank. Shelter Center/UN/DFID, (2010). Shelter after Disaster: Strategies for transitional settlement and reconstruction. Shelter Centre: Geneva Shelter Centre. (2012). Transitional Shelter. Shelter Center: Geneva. The Shelter Centre online Library http://sheltercentre.org/library Additional sources: UNDP (United Nations Development Program). (2011). Annual Report from 2010/2011, People-Centered Development: Empowered Lives. Resilient Nations. New York: UNDP. UN-Habitat. (2010). Shelter and Housing: UN-HABITAT in Disaster and Conflict Contexts. Geneva: UN-Habitat. Week 2 Day 4 Barenstein, J. D. (2006). Housing Reconstruction in Post-Earthquake Gujarat. Humanitarian Practice Network Paper no. 54, March. Johnson C., (2007). Strategic planning for post- disaster temporary housing, Disasters, 31 (4), pp. 435-458. Lyons, M and Schilderman, T (eds.) (2010). Building Back Better: Delivering people- centered housing reconstruction at scale, Rugby: Practical Action Publishing. Hurricane Katrina-Planning Week 3 Day 5 Quigley, Bill. (2007) “Eighteen Months after Katrina.” Progressive Planning, 104
Spring. Flaherty, Jordan, (2010) Floodlines: Community and Resistance from Katrina to the Jena Six. Haymarket Books: Chicago, Chapter 8: “You don’t want to go to war: The struggle for housing,” p. 183-210 Jeffrey Lubell, (2006) “Housing Displaced Families” in Rebuilding Urban Places after Disaster: Lessons from Hurricane Katrina. Ed. By Eugenie L. Birch and Susan M. Wachter. U Penn Press.
Additional Source: Horne, Jed (2008) Breach of Faith: Hurricane Katrina and the Near Death of a Great American City. Random House: New York. Olshanshy, Robert and Laurie Johnson. (2010) Clear as Mud: Planning for the Rebuilding of New Orleans. APA: Chicago. Reardon, Kenneth. (2007). The People’s Plan; A Cautionary Tale of Equity Planning in New Orleans 9th Ward. Progressive Planning, Spring. Temporary housing/transitional housing/permanent housing Week 3 Day 6 Thomas L. Daniels and Harris Steinberg, (2006) “Lessons from Sri Lanka,” in Rebuilding Urban Places after Disaster: Lessons from Hurricane Katrina. Ed. By Eugenie L. Birch and Susan M. Wachter. U Penn Press. Hack, Gary. (2006) “Temporary Housing Blues” in Rebuilding Urban Places after Disaster: Lessons from Hurricane Katrina. Ed. By Eugenie L. Birch and Susan M. Wachter. U Penn Press. Evans-Crowley, Jennifer. (2011) Hurricanes, Oils Spills and Discrimination, Oh My: the Story of the Mississippi Cottage. Administrative and Regulative Law News. Ikaputra. (2008). Core House: A Structural Expandability for Living, Study Case of Yogyakarta Post Earthquake 2006. Dimensi Teknik Arsitektur. Vol. 36, No. 1, Juli 2008: 10 – 19. Housing Recovery Case studies Week 3 day 6 IRP. (2010) Guidance Notes on Recovery: Shelter. UNDP. Olshansky, R. B., L. A. Johnson, and K. Topping (with Y. Murosaki, K. Ohnishi, H. Koura, and I. Kobayashi). (2005). Opportunity in Chaos: Rebuilding After the 1994 Northridge and 1995 Kobe Earthquakes. University of Illinois, Department of Urban and Regional Planning. http://www.urban.illinois.edu/faculty/olshansky/chaos/chaos.html. (2009). “Case Study of Broadmoor’s Community Based Recovery.” “Broadmoor Lives: A New Orleans Neighborhood’s Battle to Recovery from Hurricane Katrina. Kennedy School of Government, Harvard University, March. Additional sources: da Silva, J (2010) Lessons from Aceh: key considerations in post-disaster reconstruction. Available from www.arup.com/Publications/Lessons_from_Aceh.aspx 105
Comerio, Mary. (1998). Disaster Hits Home: New Policy for Urban Housing Recovery. Berkeley: University of California Press. Week 4 Day 7 Student presentations: International Case Studies Week 4 day 8 Student presentations: International Case Studies
Post-Disaster Housing Reconstruction in Japan:What happened in Kobe? Week 5 Day 9 Edgington, D. W. (2010). Reconstructing Kobe: The Geography of Crisis and Opportunity. Vancouver: University of British Columbia Press. Shiozaki, Yoshimitsu, ed. (2005) Lessons from The Great Hanshin Earthquake. Hyogo Research Center for Quake Restoration. Hirayama, Y. (2000). Collapse and Reconstruction: Housing Recovery Policy in Kobe after the Hanshin Great Earthquake. Housing Studies 15 (1): 111–28. Murosaki, Y. (2007). Lessons on Reconstruction Strategies from the Great Hanshin-Awaji Earthquake. Journal of Disaster Research 2 (5): 330–34. Japanese Housing Policy: What happened after Kobe? Week 5. Day 10 Maki, Norio, and Haruo Hayashi. 2005. How Can Stakeholders’ Visions for Rebuilding a Community be Compiled into a Plan? Recovery and Reconstruction Planning in Ojiya City. Journal of Natural Disaster Science, Volume 27, Number 2, 2005, pp59-65 59 Iuchi, K. 2010a. Redefining a Place to Live: Decisions, Planning Processes, and Outcomes of Resettlement after Disasters. Urbana, IL: University of Illinois at Urbana-Champaign. Iuchi, K. 2010b. Reducing Vulnerabilities through Resettlement Planning in Disaster-Affected Communities: Relocation or Repopulation? In Tipping Points in Humanitarian Crisis: From Hot Spots to Hot Systems, edited by X. M. Shen, T. E. Downing, and M. Hamza, 81–89. United Nations University, Institute for Environment and Human Security. Week 6 Day 11 Maki, N. 2007. How Can Public Sector Support Recovery of Privately Owned Individual Housing after Natural Disaster? Possibility of Setting Housing Recovery Grant in Japan. 2nd International Conference on Urban Disaster Reduction, 27–29 November 2007. Koshiyama, K. 2011. Comparison of International and Domestic Methods of Providing Housing after Disasters. Journal of Disaster Research 6 (2): 230–35. Planning and Machizukuri Week 6 Day 12 Ito, Atsuko. “Earthquake Reconstruction machizukuri and citizen participation” in Living Cities in Japan: Citizen’s Movements, machizukuri and local environments, Ed. by André Sorensen and Carolin Funck. Routledge: New York, 2007. Kobasyahi, Ikuo. (2007) “Machizukuri (Community Development) for Recovery Whose Leading Role Citizens Plan. Journal of Disaster Research vol. 2 no. 5 Machi Communication. Advocacy to local government: Experience of Kobe after the great earthquake, relation between NOP/NGO and local administration. Kobe. 106
Supporters Network for Community Development (Machizukuri). (1999). Key Terminology in Restoration from Hanshin Earthquake Disaster. Kobe: Supporters Network for Community Development
Tohoku: a multi-locational disaster, Week 7 Day 13 Siembienda, William J., Chen Hai-Li, and Norio Maki (2012): Multi-Location Disaster: Shaping Recovery in The Great East Japan Earthquake and Tsunami of March 2011, International Association for China Planning (IACP) Conference June 17-19 , 2012, China. (forthcoming) IRP. (2011). Preliminary assessment: Great East Japan Earthquake 2011 http://www.recoveryplatform.org/outfile.php?id=790&href=http://www.recoverypl atform.org/assets/Japan/Tohoku%20Earthquake%20and%20Tsunami%20ver2_kar ui.pdf Week 7 Day 14 Student presentations: Tohoku case studies Week 8 day 15 Student presentations: Tohoku case studies Recovery Initiatives in Tohoku Week 8 day 16 Shigeru Ban, Voluntary Architecture Network (VAN): http://www.shigerubanarchitects.com/ Archi Aid: http://archiaid.org Lost houses project: http://www.teehouse.com/losthomes/en/about/ Pollock, Naomi. 2012. “Japan Post Disaster,” from Building For Social Change Section, Architectural Record. http://archrecord.construction.com/features/HumanitarianDesign/Japan/Japan-Po st-Disaster.asp Ishinomaki 2.0: (Japanese only) http://ishinomaki2.com/ Temporary housing improvement manual (Japanese only) http://kasetsukaizou.jimdo.com/ People-centered housing in Japan and Housing Innovations in Tohoku Week 9 day 17 Mainichi Daily News. 2012. Problems Emerge after Local Governments Secure “Deemed” Temporary Homes for Disaster Victims. 17 January 2012. Wooden temporary housing Sumida cho/Rikuzentaka http://sugawaradaisuke.com/4-works-smt01-00.html Fukushima 五十嵐太郎、 阿部 直人. (2011). 木造仮設住宅群: 3.11 からはじまったある 建築の記録はりゅうウッドスタジオ、日本大学工学部建築学科浦部研究室、 Disaster Mitigation-Physical Infrastructure vs. Social Measures Week 9 day 18 107
Fackler, Martin. 2012 “In Japan, a Rebuilt Island Serves as a Cautionary Tale.” New York Times, Jan.9.http://www.nytimes.com/2012/01/10/world/asia/okushiri-japan-rebuilt-aftera-quake-is-a-cautionary-tale.html Yoshimura, Haruhiko. (2011). “City's concrete 'protector' fails to stop killer tsunami.” Asahi Shinbun. March 21, 2011. http://ajw.asahi.com/article/0311disaster/quake_tsunami/AJ201103213218 Maps showing historic relocation after Showa tsunami, (source TBA) Beyond housing—livelihood recovery initiatives Week 10 day 19 Tohoku 10x26 windows: http://www.tufs.ac.jp/st/club/tohoku260windows/ Wa wa Project: http://wawa.or.jp/en/ Funbaro Japan: http://fumbaro.org/ Misanga project: http://www.sanriku-shigoto-project.com/about/index.html
Conclusions Week 10 Day 20 Additional References Disasters Journal of Disaster Research Journal of Mass Emergencies and Disasters
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Syllabus
Todd Holden Tohoku University
Mediating the Unforeseen: Cases and Cultures of Communication during Crisis
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Todd Holden Human Security Program / Graduate School of International Cultural Studies Tohoku University Fall 2012 HS203/KM18950 Mediating the Unforeseen: Cases and Cultures of Communication during Crisis Instructor: Todd Holden Seminar Time: Fridays, 8:50 - 10:20, GSICS West Building, Room 207 Office Hours: Mondays 15:30 - 16:30 / Fridays, 10:30 - 12:00; GSICS West Building, Room 308 I. Course Description Consistent with the Human Security Program’s focus on the influence shifting environmental conditions exert on the everyday lives of citizens and states, this course explores communication during crisis. The course is comparative and case-based, surveying an array of communication platforms within and between countries, over time. At root is consideration of the role played by information mechanisms—both their forms and content—in mediating crisis. The aim is not only appreciation of how communication during crisis has occurred in the past, but also to identify and understand what works (and doesn’t) and why. Naturally, such an analysis would be incomplete without consideration of the social organization, cultural beliefs and practices, societal institutions and processes, and specific groups and interests that touch upon and influence mediation. While a number of crises from a number of countries will be covered, special emphasis will be given to Japan’s triple disaster of March 11, 2011. The question of what constitutes “crisis” is not straightforward and has, over the years been muddied, if not perverted, by commercial media; it has only been exacerbated by a public with widespread access to the means of information production and processing. Compared to a century ago, assassinations, institutional corruption and environmental catastrophes are not necessarily more commonplace, but the presence of media to capture these events is. The increase in the public’s means of experiencing and recording events first-hand has helped produce what Debord has dubbed “the society of spectacle”. The manufacture of significance has gone hand in hand with other societal developments: the creation of what Boorstin first identified as “pseudo-events” and Baudrillard then reimagined as unending construction of “simulation”. Such developments have exerted impacts of enormous, and still-evolving significance. Above all, simultaneously (and paradoxically) they have helped elevate the quotidian to special status—such that all “normal” events are now seen as possessing “criticality”—but, at the same time, they have worked to denature critical events—so that they are easily ignored and/or quickly forgotten with the swift emergence of the next “crisis”. Despite these trends, this course will focus on indisputable moments of criticality in the lifecourse of various countries. These include: 112
the debilitating Indochina war fought by the United States in the 1960s and early 1970s; the 1986 nuclear accident in the Ukraine; the 1995 subway attack in Tokyo by the cult, Aum Shinrikyo; 2005’s Hurricane Katrina in the U.S.; the Sichuan Earthquake of 2008; the Mexican flu pandemic of 2009; and the 2011 east Japan earthquake and tsunami. A number of other cases involving mediated crisis will be treated during the course of weekly seminars and/or by students in their final project. These include: the infamous War of the Worlds radio broadcast of 1938; Hollywood’s Red Scare, the HUAC and Army-McCarthy Hearings of the 1950s; the 1962 Cuban Missile Crisis; American political assassinations in the 1960s; the Watergate scandal of 1972-73; the post 9-11 terrorism pandemic; SARS; the 2004 Indian Ocean tsunami; and the twin 2010 earthquakes in Chile and New Zealand. In studying these cases, this class will pay greatest attention to the question: “how were these events mediated?” Broken down into components conceived by earliest communication researchers, we will be asking: how has communication transpired during and after each critical event, by whom and to whom, by what means, under what conditions, and with what effects? The aim, by course’s end, is to generate enough specific data to discern larger patterns, via comparison of events, actors, mechanisms, outcomes, and research results. The means of communication (or “forms of mediation”) that will assist our process include: rumor, public opinion, radio, books, magazines, film, television, music, print and video journalism, Internet (including web sites, text, chat, live streaming, video uploads, blogging, and social media), cell phone, intelligence gathering/sharing, and official proclamations and assessments. Questions that will help facilitate assessment, and which will frame our weekly process, include: What communication forms and processes have helped or hindered specific people, institutions and/or interests during specific critical events? How have specifiable political, social, economic, moral structures and processes facilitated or obstructed the mediation of critical events? How has mediation, and the conditions impinging on it, assisted or clouded assessment, explanation and understanding of critical events? How have forms and processes of mediation helped or interfered with resolution of problems caused by critical events? How have forms and processes of mediation enabled or else blocked future planning in addressing critical events?
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By the course’s conclusion students will have developed a deeper appreciation for the relationship between media and critical events in various societies. In addition, students should have a greater awareness of the potential and limits of media technologies in facilitating human process during crisis, as well as the extensive role that societal institutions, cultural practices and structural dimensions can play in the mediation of crisis. It is also hoped that appreciation for and comfort with concrete strategies for mediating crisis will also be developed. Obviously, this course embraces an enormous field; not all subjects of which can be treated in an exhaustive way. This includes, but is not limited to: communication research, social theory, cultural anthropology, and media sociology. Students may rest assured that they will not be penalized for lacking comprehensive knowledge of these many areas, but a certain intellectual flexibility and good cheer in the face of uncertainty will go a long way toward building comfort with the material—which, in turn, may influence scholastic success. Other, more concrete tips for the student can be found a bit further below. Before that, here is a weekly outline of topics, supplemented by a schedule of readings. This should not be taken as ultimate and fixed. Rather, it is a minimum framework, within which additional topics and readings may be inserted once the course is underway. I like to keep learning fluid (and ever-striving for perfection!), so please don’t assume what was conceived several weeks ago still holds true today. Not a bad piece of advice to bear in mind as a general policy—a philosophy, itself, for life. II. Course Calendar: Session Date 1 October 5
2
October 12
3
October 19
4
October 26
5
November 9
6
November 16
Topics/Themes Course overview. Definitions and concepts. An introduction to media and society, communication and culture. Consideration of a few cases in crisis communication (War of the Worlds, Viet Nam, Watergate, 9-11, Hurricane Katrina, 3-11’s triple disaster) Reviewing communication and media theory; introduction to crisis communication. Understanding concepts, uses and effects through cases (Chernobyl, Aum Shinrikyo sarin attack, 3-11 tsunami and radiation disaster) The life cycle of crises; political (dis)organization, communication and crisis management. A comparison of cases (TEPCO, political authority, and the Fukushima crisis; Hurricane Katrina and the structural problem of divided authority) Communications during crisis: Mediated failures and successes (Vietnam, 9-11, Katrina, 3-11). Media users and their media uses during crisis I: News organizations (reporting, sensationalizing and routinizing crisis) Media users and their media uses during crisis II: Politicians/public providers (managing, containing, and 114
November 23 7 November 30 8 December 7 9 December 14 10 December 21 January 4 11 January 11 12
January 18
13 January 25 February 1 * Note: Special 3-hour class
controlling crisis) Labor Thanksgiving Day Media users and their media uses during crisis III: Victims (voicing, overcoming and improvising during crisis) Comparing cultures: Contextual responses to crisis Short essay due; student summary of their analyses; review of course themes to date Comparing platforms: Successes and failures in mediating crises School Holiday Comparing crises: Commonalities in communication, mediation, reception. The benefits and limits of communication during crises Explaining, understanding, learning from, concluding about crisis communications Final Presentations* Final Papers Due
III. Reading Schedule (provisional) Session Date Assignment 1 October 5 Fog; McQuail 2 October 12 R. T. Craig (skim/know the Seven Traditions of Communication); W.T. Coombs; (Consider: Best and Kellner) 3 October 19 Funabashi and Kitazawa (3-11/Fukushima); Katrina Report (Ch.4); (Consider: Holden) 4 October 26 9-11 Commission Report (Chapter 8), Lemonier (Katrina); Slater et al. (3-11) 5 November 9 Read: Li and Izard (9-11); Tkach-Kawasaki (3-11); Skim: Gough; Covello (Consider: van Dijk) 6 November 9-11 Commission Report (Chapter 10); Cameron (media 16 guide); (Consider: Kellner) November 23 Labor Thanksgiving Day 7 November Bahador and Tng (Egypt); Bruns and Burgess (New 30 Zealand); Doan et al. (Japan) 8 December 7 Liu (China); Peterson (Egypt) 9 December Short essay due; Mid-term review 14 10 December Khamis (Egypt); Mendoza et al. (Chile); Palen (U.S.) 21 January 4 School Holiday 11 January 11 Katrina Report (Ch.2); Holmes; Seon-Kyoung and Gower 12 January 18 9-11 Commission Report (Chapter 11); Katrina Report (Ch.5); Sellnow and Littlefield 13 January 25 Final Presentations* 115
February 1
Final Papers Due
* Note: Special 3-hour class IV. A Mediated Crisis Bibliography: 1. Bahador, Babak, and Serene Tng. “The Changing Role of the Citizen in Conflict Reporting,” Pacific Journalism Review, 16,2 (2010):178-194. 2. Bruns, Axel and Jean Burgess. “Local and Global Responses to Disaster: #eqnz and the Christchurch Earthquake,” paper presented at EARTH: FIRE AND RAIN: Australian & New Zealand Disaster and Emergency Management Conference, Brisbane, Australia, April 16 – 18, 2012. 3. Cameron, Mike, “Media Relations and Risk Communication,” Powerpoint presentation, Office of Communications, Kansas Department of Health & Environment. 4. Coombs, W.T. Ongoing Crisis Communication: Planning, Managing, and Responding. California: Thousand Oaks, 2007. 5. Covello, Vincent T. “Risk and Crisis Communication: 77 Questions Commonly Asked by Journalists During a Crisis.” New York, N.Y.: Center for Risk Communication, 2003. 6. Craig, Robert T. “Communication Theory as a Field,” Communication Theory, 9,2, (May 1999): 119–161. 7. Doan, Son, Bao-Khanh Ho Vo, and Nigel Collier. “An analysis of Twitter messages in the 2011 Tohoku Earthquake,” 2011, 8. Fog, Agner, “The Supposed and the Real Role of Mass Media in Modern Democracy,” Working paper. 9. “Foresight and Hindsight,” Chapter 11, The 9/11 Commission Report. National Commission on Terrorist Attacks upon the United States. (Philip Zelikow, Executive Director; Bonnie D. Jenkins, Counsel; Ernest R. May, Senior Advisor). New York: W.W. Norton & Company, 2004. 10. Funabashi, Yoichi and Kay Kitazawa. “Fukushima in review: A complex disaster, a disastrous response,” Bulletin of the Atomic Scientists, 68,2, (2012):9–21. 11. Gough, Paul J., “Five years later, memories of a trying task. Network anchors recall chaotic efforts to tell the nation about 9/11,” MSNBC.com (http://today.msnbc.msn.com/id/14783031/ns/today-entertainment/t/five-years-later-me mories-trying-task/#.T8BoCL9mge5), 9/11/2006 11:46:31 AM ET 12. Holmes, Whitney, “Crisis Communications and Social Media: Advantages, Disadvantages and Best Practices.” 13. Khamis, Sahar and Katherine Vaughn. “Cyberactivism in the Egyptian Revolution: How Civic Engagement and Citizen Journalism Tilted the Balance,” Arab Media and Society, 14 (Summer 2011). 14. Lemonier, Eddie, “S.O.S. via SMS: Text Messaging as a Communication Strategy in Hurricane Crises.” 15. Li, Xigen and Ralph Izard. “Media in a Crisis Situation Involving National Interest: A Content Analysis of Major U.S. Newspapers’ and TV Networks' Coverage of the 9/11 Tragedy,” Newspaper Research Journal, Vol. 24, No.1 (Winter 2003). 16. Liu, Daqi. “Chapter 5: Discussion and Conclusions,” A comparative look at the coverage of the Sichuan earthquake in Chinese and American newspapers, http://lib.dr.iastate.edu/etd/11803, 2010. 116
17. McQuail, Denis. “Chapter 1: Introduction,” Mass Communication Theory, Thousand Oaks, CA: Sage, 2005. 18. Mendoza, Marcelo, Barbara Poblete, and Carlos Castillo. “Twitter Under Crisis: Can we trust what we RT?” 1st Workshop on Social Media Analytics (SOMA ’10), July 25, 2010, Washington, D.C., USA. 19. Palin, Leysia. “Online Social Media in Crisis Events,” Educause Quarterly, Number 3 (2008):76-78. 20. Peterson, Mark Allen. “Egypt's Media Ecology in a Time of Revolution,” Arab Media & Society, 14 (Summer 2011). 21. Sellnow, Timothy L. and Robert S. Littlefield, (eds.). Case Studies in Crisis Communication: Lessons learned about protecting America’s food supply, Fargo, North Dakota: The Institute for Regional Studies, North Dakota State University, 2005. 22. Simonson, Peter. ”Dreams of democratic togetherness: Communication hope from Cooley to Katz,” Critical Studies in Mass Communication, 13,4 (1996):324-342. 23. Seon-Kyoung, Ana, and Karla K. Gower. “How do the news media frame crises? A content analysis of crisis news coverage,” Public Relations Review, 35 (2009):107–112. 24. Slater, David H., Keiko Nishimura, and Love Kindstrand. “Social Media in Disaster Japan,” in Jeff Kingston (ed)., Natural Disaster and Nuclear Crisis in Japan. New York: Routledge, 2012. 25. The Federal Response to Hurricane Katrina: Lessons Learned. http://georgewbush-whitehouse.archives.gov/reports/katrina-lessons-learned/foreword.h tml (Date last accessed: June 1, 2012). 26. Tkach-Kawasaki, Leslie M. “March 11, 2011 Online: Comparing Japanese Newspaper Websites and International News Websites,” in Jeff Kingston (ed)., Natural Disaster and Nuclear Crisis in Japan. New York: Routledge, 2012. 27. “The System was Blinking Red,” Chapter 8, The 9/11 Commission Report. National Commission on Terrorist Attacks upon the United States. (Philip Zelikow, Executive Director; Bonnie D. Jenkins, Counsel; Ernest R. May, Senior Advisor). New York: W.W. Norton & Company, 2004. 28. “Wartime,” Chapter 10, The 9/11 Commission Report. National Commission on Terrorist Attacks upon the United States. (Philip Zelikow, Executive Director; Bonnie D. Jenkins, Counsel; Ernest R. May, Senior Advisor). New York: W.W. Norton & Company, 2004. V. Supplemental Readings (Optional) 1. Best, Steven, and Douglas Kellner, “Debord and the Postmodern Turn: New Stages of the Spectacle,” http://www.uta.edu/huma/illuminations/kell17.htm (Date last accessed: June 1, 2012). 2. Heyer, Paul. “America Under Attack I: A reassessment of Orson Welles 1938 War of the Worlds Broadcast,” Canadian Journal of Communication, Vol 28 (2003): 149-165. 3. Holden, Todd. “Radiation”, from Tsunami, 2012:pp.231-263, . 4. Kellner, Douglas, “Baudrillard, Globalization and Terrorism: Some Comments on Recent Adventures of the Image and Spectacle on the Occasion of Baudrillard’s 75th Birthday,” International Journal of Baudrillard Studies, 2,1 (January 2005): date last accessed: June 1, 2012. 117
5. van Dijk, Teun A. “Power and the News Media,” in David L. Paletz (ed.), Political Communication in Action: States, Institutions, Movements, Audiences, New York: Hampton Press, 1996. 6. Young, Robert, A. “A Place for Critique in the Mass Media,” http://human-nature.com/science-as-culture/paper15h.html. Date last accessed: June 5, 2012. VI. Course Requirements and Evaluation: Element 1 Class Attendance and Participation 2 Weekly Contribution to the Course Blog 3 Substantive Contribution to CourseWiki 4 Short Essay 5 Final Project In-Cass Presentation Final Powerpoint
% of Grade 15% 25% 10% 20% 30% (10%) (20%)
A. About the Requirements: 1. Class Attendance and Participation: Because the success of this course depends so much on the knowledge generated through discussion, students are expected to attend regularly and make substantive contributions to the generation of knowledge. The pedagogy is “Socratic”, which means that, rather than students simply writing words down that come out of the lecturer’s mouth, we’ll engage in dialogue. Questions and responses from all of us in the knowledge community will lead us in many directions: to further questions, to comments and opinions; to more research and readings; sometimes to ultimate answers. Socratic dialogues are not one-way. They begin with a question—sometimes from the professor, other times from the students—and do not necessarily end with an answer. Discourse is often open-ended, on-going, tabled and revisited. The importance of these dialogues cannot be over-emphasized. True learning transpires in an environment where all participants bring something to the encounter and use their experience and preparation to contribute to the conversation. This approach is facilitated by the presence of “discussion leaders”, whose job is to ask questions or offer an analysis of the material in order to stimulate discussion or debate. Each week two students will be assigned this task, following an order established in the first week of class and posted on the course website. This job is not negotiable or delegable; it is one of the core requirements in the course. 2. Weekly Contribution to the Course Blog: Much of the coursework begins on the blog, found at the upper right margin of the class homepage. From an administrative standpoint, the blog serves as our community 118
message board—so students should get used to searching there daily for possible announcements from the professor. Because the course is connected to real world events, it would not be unexpected for the stuff of lived life to end up in there. Above all, though, the blog is a space where topics associated with the substantive material of this course will be posted; and, because this is so, it is also where students are expected to provide commentary/reactions to the topics posted. For students looking to improve their grades, the blog provides an extra opportunity outside of class time to offer opinions, analysis, post links, make connections, ask questions and, otherwise, keep our intellectual community energized and focused on the course themes. For those of you with ambition and energy, here is where you can make a major impact. If you are up for it, go for it! At least once (and more likely 2 or 3 times) during the term, students will be expected to create and moderate a discussion thread. The thread will be up to the student selected for that week, and selection will be on the basis of a “post rotation”, which will be generated during the first week of class. The rotation will be listed in the space on our website titled “Course Administration”, to help remind us all of who is in charge that particular week. Those responsible for the weekly posting will be expected to take the initiative, without direction or prodding. What they choose to post about will be up to them, although it ought to bear relationship either to the week’s assigned topic or a specific reading. A post may choose to address “past business”, as well, but this is recommended only if a new spin on the old topic can be offered—preferably associated with the readings for the current week. Once a post is made, all students are expected to log a response, and the complete thread will be touched upon in class, so students should be ready to explain and defend what they have written. In addition to pre-assigned topic response and scheduled thread creation, all students are encouraged to post and respond to other’s posts, as the spirit moves them. Connections between events in the world outside and current readings are the most obvious, but not exclusive, departure point in this regard. The larger message is that the blog is a site of continual engagement, a means of intellectual development outside the weekly class meeting. It is one way that students can help raise the level of consciousness of all members, thereby making us a more vibrant intellectual community. So please take advantage of it, for the betterment of us all. 3. Substantive Contribution to the Course Wiki: Independent of the Blog, we will establish and build a course Wiki. The major project will be to develop an annotated bibliography, week by week, on the assigned topics. Students are not expected to locate an article every week, but they should contribute at least four over the course of the semester—basically searching for, locating, and adding an article every third week. For those unfamiliar with this form, annotations are brief summaries, no more than three or four sentences, which capture the essence of the selection, as well as contextualizing it, historically or intellectually, for the edification of others. 119
The aim, in building this component of the Wiki, is to strengthen the knowledge pool for the current cohort, as well as enhancing the course for future generations of students. A second dimension of the Wiki will be the student’s evaluation of the class—uploaded in the final week of the semester. This evaluation will be divided into an assessment of weekly themes, overall organization, likes and dislikes (both form and content), and recommendations for improvement. It is anticipated that this contribution will aid in building a stronger course for the future. 4. Short essay: A significant portion of the final grade will come in the form of a short essay, due at the 2/3 mark of the term. The requirements are fairly straightforward, but if you have questions, don’t hesitate to ask. The assignment balances a certain freedom of choice with a degree of compulsion. The aim, however, is to assist students in gaining familiarity with the course material and flexibility with a number of the concepts. The requirements are: View one of the movies on Reserve (i.e. Point of Order!, JFK The Case for Conspiracy, Vietnam War With Walter Cronkite, All the President’s Men, The Battle of Chernobyl, A / A2, Fahrenheit 911, When the Levee Broke, Capturing the Tsunami Pts.1-6, Japan Tsunami – The Survivors’ Stories). Write a short critique, applying at least two theoretical perspectives introduced in this class (e.g. Effects, Uses and Gratifications, Reception, Critical Theory, Semiotics, Feminist media Theory, Post-colonial Theory, etc.). In doing so, explain how the events depicted in the film can be understood in terms of the selected communication theory. Your analysis can focus on the activities of people or institutions addressed in the film, or else the interpretations and techniques employed by the framers of the communication. Papers should be 3 – 5 pages, typed, spaced 1.5 lines. In all, five different original sources should be referenced. Students will be asked to make short (5 minute) summaries of their essays in class. Five minutes will be reserved for Q&A following these brief presentations and fellow students are encouraged to comment. 5. Final Project: While reading, discussion leading, weekly class participation, and the short essay are all important components of the student’s evaluation, the largest element, by far, is the final project. This is not only important to the individual student’s progress in the course, it can be thought of as his or her intellectual legacy (at least in this class context): a way of leaving a permanent record for future generations of students; a way of contributing to their development and possibly influencing their thoughts.
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The final project is actually divided into two components: (1) a Powerpoint document/webpage and (2) an in-class presentation of the Powerpoint document/webpage. The project centers on a topic that, itself, is comprised of two components: (1) an actual crisis from world history and (2) a form of mediation. It ensuing analysis is based on the intersection of these twin elements. The remainder of the project dimension can be summarized as follows: A list of possible topic elements can be found in the “Presentation Matrix” (below). Students will begin thinking about and discussing possible topic pairings in class during Week 3. Final decisions on a topic pairing (a project) will be made by Week 7 (following School holiday). The decision on which elements to pair must be made in consultation with the professor. In certain cases, a student may devise his/her own topic; but, again, this must only occur in consultation with the professor.
a. Presentation Matrix:
The Red Scare/Cold War Cuban Missile Crisis Political assassinations in U.S. Watergate Viet Nam Three Mile Island Chernobyl Aum Shinrikyo (sarin gas attack) 9-11 121
Group / Organization
Propaganda
Cell phones
Internet
Protest
Print / video journalism
Music
The War of the Worlds
I O N
TV
I S
Books / magazines
I S
I A T
Radio
R
Public Opinion
C
Rumor
M E D
Post 9-11 terrorism pandemic Hurricane Katrina H1N1, Avian flu, SARS 3-11 (quake/tsunami) 3-11 (nuclear disaster) Arab Spring As for the presentation, the following guidelines should be adhered to: Presentations can be in Powerpoint or webpage form. Presentations will be submitted to the professor for posting on the course website prior to public airing. Presentations will be approximately 20 minutes with 15 minutes of question, answer and reaction from fellow students. Part of the student’s grade will be how well s/he anticipates, prepares for and addresses audience comments. Presentations are required to employ concepts from assigned readings, individual outside research, lectures, and discussions, in liberal measure. The presentations are the student’s “ultimate testament” as to what s/he learned during this course; as such, these productions should: reflect deep, independent thought; embody creative flair; and incorporate considerable synthesis of the theory and research covered over the course of the semester. The student’s product should not be mere regurgitation; rather, it should contain original thought, one’s own perspective, and an advanced line of argument. Thus, final evaluation will reach beyond simple understanding the course material. Effort, quality of perception, and persuasive argumentation are especially desired. Linkage between the student’s selected topic and the larger themes of the course is expected. The professor will seek brief updates on project progress, most often at the beginning of class sessions, beginning around Week 8. b. Final Words about the Project: The final product must also make an effort to incorporate the materials of this course. This may include: themes, research findings, operative theory, quotes from the readings, original research, blog discourse, and/or in-class discussion material. The final grade on this project is in large part determined by how well it integrates these numerous elements. Should a project center primarily on a topic already addressed in class, the student is expected to go beyond the material of our reading or class discussion; it must seek to be unique and/or expansive. Conversely, projects that move into new areas not addressed in the course must make an effort to link readings or discussion points from class to the new material being presented. Above all, no matter the topic selected, it is imperative to make it your own. The student is free to be creative, introspective, philosophical—but also be sure to enjoy it. Explore, take a chance, have fun with it! If you do, the final product will certainly benefit us all.
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VII. Weekly Blog Assignments (a few hypothetical examples): One important aspect of the learning experience is weekly posting on the class blog. During the course of the semester a student can anticipate having to begin two or three threads and contributing to at least one thread per week. In addition to the student-generated threads, the professor will periodically post his own topics, to which students are expected to respond. As a way of suggesting the depth and nature of such threads, here are a few hypothetical examples: Week 1: The reading by McQuail identifies a number of themes as significant in our understanding of mass media/communication. These include: time, place, power, social reality, meaning, causation and determinism, mediation, identity, cultural difference, and governance. Pick one of these elements and explain how it played a role in mediating the 3-11 crisis in Japan. Use example(s) and emphasize effects or outcomes. Week 2: Crisis communication is generally conceived as organization-driven and often with a purpose of shaping or influencing opinion. A different view is how eyewitnesses or exogenous affected-others might view/react to a critical event. Looking at this collection of reactions to 3-11 from around the world, (http://www.nzherald.co.nz/japan-tsunami/news/article.cfm?c_id=1503051&objectid=1 0711900) offer your observations about whether this jibes with the existing view of crisis communication. More to the point, with these as examples, how might one re-cast the definition, understanding and uses of crisis communication? Stated in a less ambitious way, viewing this data, how do you see individuals mediating crises and through what means? Be specific in your observations. Talk about potentials and limitations in mediation of any crisis. Week 4: Visit the following web site (http://www.pbs.org/mediashift/2011/04/social-medias-role-as-a-crucial-lifeline-duringjapan-disaster103.html) regarding the activity of social media during (and after) 3-11. Listen to the six posted stories and then offer your observations (comments, questions, observations, concerns, ideas) about the role that social media played in managing (or trying to manage) the disasters. What might we be able to apply to future disasters, given how social media was used during and following 3-11? Week 5: Visit the following web site (http://www.interactivepublishing.net/september/index2.php) regarding a visual reporting of 9/11 from the newspapers around the world. With this as a guide, seek out on-line records of reportage on 3-11. Provide a quick analysis of how newspapers and magazines in various countries reported the crisis. Do you see differences in emphasis? Are images the same or different? How about wording, specific places and acts? A semiotic analysis (emphasizing fonts, color or visual presentation) might be a productive tack to take here. Week 6: In this New York Times article (http://www.nytimes.com/2011/08/09/world/asia/09japan.html?_r=1) it is clear that the political and administrative apparatus in Japan withheld important information from the public about the true dangers in Fukushima, immediately after the earthquake and 123
tsunami. After reading this article, weigh in with your own informed opinion about the government’s actions. What could it have done differently? What should it have done? How could media have played a role in delivering a different result? Be specific. Week 7: Find a video on-line related to 3/11. Save and post the link, along with your short description of what is captured on film. Focus on: describing the scene; the pov of the videographer; sounds and/or narration; emotions (if any) of those in the frame or off-camera; your own impressions/observations. In looking at what other students have posted, do you see continuities? How about difference? Week 10: Reading the material on uses and effects of social media during the Arab Spring (e.g. Khamis, Peterson), discuss ways in which social media may or may not be effective in other contexts and/or given other sorts of crises. Think beyond existing or past situations and sectors (i.e. if the Arab Spring was Egyptian politics, what about French social issues or Russian economic problems). Be specific, speculative, probing. Week 11: Do countries respond to crisis in different ways? Try to find examples of similar media or communication processes during crisis in different societal settings (earthquakes in Chile and China, New Zealand and Japan, for instance). If the results differed, to what degree do you think that is a function of structural factors such as a political system? To what degree is that due to socio-economic factors, such as race or gender or class? To what degree is it cultural, having to do with forms of address or values and practices? Try to be concrete in rendering your opinion, with evidence from specific cases. Week 12: On the one-year anniversary of the 2011 Japan tsunami, Mashable published a memorial web-view. You can find it here: http://mashable.com/2012/03/12/japan-quake-tsunami-storify/. It also posted a crowdsourced “top five projects documenting and commemorating the earthquake and tsunami” available in English on social media sites. You can find that here: (http://mashable.com/2012/03/10/japan-tsunami-anniversary/). Explore one or the other of these links (and their own paths) and then offer your view of how history remembers events. What becomes important and what falls away? As a resident of Tohoku, can you discern any loss of information between what is reported and what occurred? Conversely, can you discern aspects that, though important, might easily fall by the wayside (i.e. be forgotten, ignored) but for the presence of such mediation? VIII. Concluding Words: As you can imagine, a class concerning the role of media and communication in crisis situations will be full and challenging. A look at the topics covered or the scope of readings should make that clear. We will be covering everything from political terrorism to environmental calamity to uncontrollable outbreaks of disease to nuclear disaster. We are looking at events that are social, political, economic, cultural and moral—sometimes all at once. So too, we are assessing situations that transpire in a matter of seconds, as well as those that take decades to play themselves out. Aside from content, there is the form that this class takes, which requires constant student engagement—intellectually and emotionally. 124
For students whose primary language is not English, this will not be the easiest class you have ever had. The reading, lectures, conversations, blog posts, midterm and final project will mainly be in English. While difficult, though, this will not be an insurmountable barrier. Please keep it firmly in mind: this is not a language class. You don’t have to worry about trying to read or understand every single word. I don’t care how well or poorly you speak, as long as you try to understand the ideas and make an effort to judge this content critically. As every student who's taken my graduate classes over the past two decades will attest: with effort and a positive, “gambaru spirit”, you will be successful! I look forward to getting to know all of you and learning from each of you. Now . . . let’s get to work!
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Syllabus
Dai Nomiya Sophia University
『3.11 学』への招待 (An Invitation to “3.11 Studies”)
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野宮大志郎 『3.11 学』への招待 本講義は、前期と後期に開講される授業の前期分にあたる。 「3.11」は我々に対する巨大な挑戦である。それはまず、既存の科学に疑問符 を投げ つけた。同時に、戦後日本が国家として築きあげてきた法制度や経済制 度、さらには我々の自然観、文明観、歴史観、宗教観を大きく揺るがした。人々 の日常生 活や社会活動でも、大きな影響を及ぼしている。「3.11」とは何であ るのか、どう理解すればよいのか、考えなければならない。さらに、苦難にあ えぐ人々 を目の前にして、我々は今何をすべきかを見出さなければならない。 上智大学には、2011 年 3 月 11 日以降、現地に赴き活動した教員がいる。また 思索を重ねた教員もいる。そうした教員の努力の総体として、本授業は提示さ れる。上智大生と教員が共に「3.11」について考える場となることを期待する。
「「3.11 学」への招待」出講スケジュール
前期 回
開催
数
日
主タイトル イントロダクショ
1
4月 ン 18 日 地震、原発、放 射能そして身体
2 3 4 5
4 月 地震、原発、放 25 日 射能そして身体 5月 2日 5月 9日 5月 16 日
副題 (A)「3.11 学」への招待 (B)自然科学から見る 3.11 地震と放射能 原発事故と放射能除染技術
復興と経済
復興への架け橋-中小企業支援
復興と経済
経済学的な解決策と問題点
復興と法制度
災害廃棄物の処理をめぐる法制度
学部
講義者
外国語
野宮
学部
大志郎
理工学
木川田
部
喜一
理工学
早下
部
隆士
国際教
岡田
養学部
仁孝
経済学
川西
部
諭
法学部
筑紫 圭一
128
木村 6
5 月 外国から見た 23 日 日本
チェルノブイリ後のドイツと 3.11 後の日本
外国語
護郎
学部
クリスト フ
7
8
9
10 11
12
13
14
5 月 内なる外国から 外国人被災者、特にフィリピン人の人た 30 日 見た日本 6月 6日 6月 13 日
外国語
寺田
ちとカトリック教会
学部
勇文
将来世代への責任と全人的発展
神学部
開発と環境、大震災とキリスト教信仰
神学部
3.11 に臨む市民社会の哲学
文学部
自立支援とケアの本質
文学部
キリスト教から 見る大震災と 原発 キリスト教から 見る大震災と 原発
6 月 市民社会によ 20 日 る復興と支援 6 月 市民社会によ 27 日 る復興と支援 7 月 カウンセリング
被災地における「心のケア」の方法と課
4 日 と心のケア
題
7 月 カウンセリング 11 日 と心のケア 7月 18 日
総括
総合人 間科学 部 総合人
臨床心理士の活動と後方支援
間科学 部
瀬本 正之 小山 英之 寺田 俊郎 大橋 容一郎 久田 満 横山 恭子
外国語
野宮
学部
大志郎
外国語
野宮
学部
大志郎
(B)放射能の基礎知識と人体への影響、
理工学
髙橋
健康被害
部
和夫
理工学
大井
部
隆夫
「3.11 学」への招待：総括
後期 イントロダクショ 1
10 月 ン 3 日 原発、放射能、 そして身体
2 3
10 月 原発、放射能、 10 日 そして身体 10 月 17 日
復興と法制度
(A)「3.11 学」への招待
原発事故と放射能除染技術 原発事故対応に関する法制と諸課題
法学部
越智 敏裕
129
4 5
6
7 8
9
10
11
12
13
14
10 月 24 日
復興と経済
11 月 震災・復興と 7 日 社会 11 月 震災・復興と 14 日 社会
日本の漁業と金融 災害をめぐる言説の暴力性
経済学
竹田
部
陽介
文学部 総合人
災害弱者への支援について
間科学 部
北條 勝貴 大塚 晃
11 月 震災・復興と
「自主避難」のエスノグラフィー-福島第一 外国語
福武
21 日 社会
原発事故をめぐる避難の問題を中心に
慎太郎
11 月 市民社会の
環境倫理の哲学的基礎-3/11 以後の日
28 日 思考
本と世界のために
12 月 市民社会の 5 日 思考 12 月 内なる外国から 12 日 見た日本 12 月 19 日 1月 9日
見る大震災と
総合人 震災・復興-地域社会から考える
間科学 部
大災害と在日外国人
キリスト教から見た『3.11』
キリスト教から 見る大震災と 原発
総括
東日本大震災と私たち-人間の苦しみは 共感できるのか 高齢者の心理-被災高齢者の話を聞くた めに 「3.11 学」への招待：総括
田中 裕 田淵 六郎
国際教
大石
養学部
奈々
神学部
原発
16 日 と心のケア
23 日
文学部
キリスト教から
1 月 カウンセリング
1月
学部
光延 一郎 アガス
神学部
ティン サリ
総合人 間科学 部
黒川 由紀子
外国語
野宮
学部
大志郎
130
131
Syllabus
Edward Fowler University of California, Irvine
Japanese Literature: Advanced Texts 「東日本大震災を中心に」
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133
Japanese Literature:
Advanced Texts (Jpn 115/203)
Edward Fowler Office: 478 HIB HIB Room 469 Office Hrs: Mon 2-4pm T/Th 2:00-3:20
[email protected] Theme for this quarter (Winter 2012):
3 月 11 日
Course Description: Extraordinary events call for uncommon ways to conduct a class. Certainly the disaster that occurred last March in northeastern Japan is one such event. But exactly what sort of disaster was it? An earthquake? A tsunami? A nuclear accident? A natural disaster or a man-made one? Who if anyone is to blame for the loss of 25,000 lives? Who are the victims, and who is helping them? Is the Japanese government providing aid and succor or merely getting in the way? Is recovery for the region just around the corner or a long, long way off? Are there changes in store for Japan’s energy policy, or will it be business as usual? The purpose of this course is to consider such questions, and to ask many others, as we approach the first anniversary of this modern-day calamity. 東日本大震災 昨年三月に起こったあの惨事は日本にとって、また世界にとっていったい 何だったのか。地震、津波、原発事故というトリプル・パンチは、果たして「想定外」の 出来事だったのだろうか。今なお必死に踏ん張っている被災者達はいま、どのように対応 しているか。この大事件を以って、日本の未来を占うことが出来るのか・・・。今学期中 に一周年を迎える「3･11」を、様々な角度から、また、幅広い資料を利用し、皆で徹底的 に追求したいと思う。
Texts: Most of what we use is available on the Internet. Any other materials will be made available at cost and be distributed by the East Asian department. See syllabus (which, given the nature of this course, is a work in progress) for specific assignments. Format: Japanese 115/203 is conducted as a seminar. Robust participation is expected, both in the form of prepared arguments as discussion leaders or of thoughtful feedback as discussion participants. A high competency in reading Japanese is assumed. The course is not meant to aid the student’s language acquisition (the task of the lower level series) and should not be considered a continuation of Japanese 101. Weekly assignments are much lengthier than for Japanese 101 A-B-C, and have no vocabulary lists. While some class time is devoted to deciphering particularly difficult material, most of our attention is directed at the assignments as a whole (or at sections of special interest) and at how they function as literature and/or commentaries on society. Japanese or English may be used in the discussions. 134
Course Requirements: The materials to be used this quarter have been decided only in part. It will be up to the discussion leader for each week to research the weekly topic well in advance and provide the class with appropriate materials to review prior to the week’s discussion. Students will present a final project (in English or Japanese), chosen in consultation with the instructor, in which they present on a relevant topic using appropriate supplementary materials. Grading is based on 1) class participation / work as discussion leaders; 2) any assignments made during the term; 3) the midterm report; and (4) the final project, due at term’s end. Note: Students may add/drop a course in the School of Humanities up to the end of the 2nd full week of classes, after which drop & add requests are granted only with the dean’s (not the instructor’s) permission. Japanese 115 Class Schedule (Winter 2012) Week One: An attempt at introduction （概要） January 10: January 12: Week Two:
The Earthquake – Just how powerful?
地震の範囲――M-9.0 とは？
January 17: January 19: The Tsunami – Why were people swept away?
Week Three:
津波による被害――何故あれほどまでに？
January 24: January 26: Week Four: The World Reacts:
Support from abroad
各国の対応・支援活動・ボランティアネットワーク
January 31: February 2: Week Five: The Nuclear Accident – What happened? 原発事故――被曝・避難の範囲 東京電力の立場
February 7: February 9: Week Six:
Coping with disaster (1) – The role of government
行政の対応――国・都道府県・市町村のレベル
February 14: February 16: Week Seven:
Coping with disaster (2) – The role of civilians
市民の対応――被災者または被曝者として・活動者として
February 21: 135
February 23: Week Eight:
Efforts at Recovery – Losses and gains
復興への道――地震･津波対策はどう変わる？
February 28: March 1: Week Nine:
Feel-good Stories
元気が出る話――報道の役割
March 6: March 8: Week Ten:
Looking Ahead
学ぶべきこと
March 13: March 15: Assignments (tentative) January 17: Beginning with this class, one student will lead the discussion each Tuesday February 14: Midterm report due (details provided in the 3rd week) March 22: Final project on selected topic (details provided in the 7th week) 日本語 115 「東日本大震災を中心に」 中間レポート・ガイドライン 1) トピック 震災、津波、原発事故のどれかを中心とし、検討する。＊ 論点はなるべく具体的に明記すること。 できれば他の（日本の、または外国の）震災と何らかの形で比較すること。 2) 使用言語 日本語または英語 3) 枚数 （日本語の場合）5 枚程度（原稿用紙四百字詰め五枚分） （英語の場合）4 枚程度（at approx. 300 words per page, 12-point font） 4) 締め切り 2 月 7 日（火）午後 2 時、授業前に提出すること。 5) 引用の仕方 （日本語で書いた場合）引用文が英語のときは訳さずにそのまま引用すること。 （英語で書いた場合）引用文が日本語のときは原文を載せた上、さらに英訳を行 うこと。
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6) 注釈について 参考資料を引用するときはもちろん、その資料を基にした文章に注をつけること。 書籍や雑誌類は著者、題、版元と発行の年月、ページを明らかにすること。 インターネットの場合、ページがはっきりしない時は引用した項目を明らかにす ること。 7) その他 レポートの構成については別紙を参照すること。 レポートはハードコピーを提出すること。 但し、インターネットを引用した場合は、ハードコピーの上に添付ファイルとし て
[email protected] までメールで送ること。 トピックが決められない場合、直ちに担当教授（ファウラー）に相談すること。 ＊例一 津波の恐さ――2004 年スマトラ島沖地震と 2011 年東北地方太平洋沖地震を中心に ＊例二 “Why the Fukushima Daiichi nuclear disaster should not have been labeled a ‘Level 7 Event’ ”
Japanese 115 (2012) Survey
日本語 115 アンケット
For future reference, could you please briefly answer the questions below? You don’t need to address all questions. This is an anonymous survey; please don’t write your name on it. 1. Was the theme for this class (the 3/11 disaster) worth spending a quarter on? there sufficient material to maintain your interest?
Was
2. Was there any material that you encountered in the course of class discussions or one of the presentations that was particularly memorable to you? 3. This quarter’s Jpn 115 was unusual in that it incorporated a significant amount of English-language content. Was the course at all helpful for you in learning more Japanese? 4. Jpn 115 topics vary from year to year, focusing mostly on literary or cultural themes. Past topics have included ‘Women Writers’ 近代「女流」文学; ‘Literature of the City’ 都市を舞台にした近代小説; ‘Outcaste Society: the premodern heritage; the modern legacy’ 賎民・ 被差別民の世界; ‘Death and Dying in Literature and Daily Life’ 人間の死 ― 病い、臨終、弔い、供養, to mention a few from past years. Is there a topic (not necessarily any of the above) you would like to see featured in the future? 5. Would the course have benefited from a different format (i.e., way of conducting the class)? 6. Feel free to make any other comments that come to mind. 137
Japanese 115 (Winter 2012) Class Presentations (1) Date: Sun, 15 Jan 2012 11:54:55 -0800 From: Grace Uchida To:
[email protected] Note: If you're like us and you don't like to read formatting-impaired emails on UCI's webmail, visit this URL for a more normal version (with all the links enabled) of this email: https://docs.google.com/document/d/1DCgT6yDZ1bnkUDjBJBwQTeMVPfQol_mfSk Rj7_IHuPk/edit Hello class: For Tuesday's presentation we will be focusing on the effects of major earthquakes of this century (including the March 11th, 2011 Tohoku earthquake,) and how each of the earthquakes are different in terms of damages, number of deaths, and earthquake magnitude. We also plan to discuss how these major earthquakes compare to the Tohoku earthquake and causes of the differences found by the comparison. Here is a breakdown preview of the topics of our presentation (This is not necessarily the final version) -An introduction to earthquakes-background information on how earthquakes happen, how earthquakes relate to tsunamis, and what earthquake magnitude numbers mean -Information on major earthquakes in Japan -2011 Tohoku earthquake -1995 Great Hanshin earthquake -1923 Great Kanto earthquake -Information on major earthquakes in the world -2010 Haiti earthquake -2010 Chile earthquake -2008 Sichuan earthquake -1999 921 earthquake -Comparison of the Tohoku earthquake to other past major earthquakes -Magnitude -Damages -Deaths -Duration -Why were these different? (Tohoku vs. other earthquakes) -Conclusion: Lessons learned and thoughts for future earthquake preparedness Please visit the following webpage and read the data before class on Tuesday: http://goo.gl/Y3f4C (Note: If you’re worried about the slightly sketchy looking URL, this links to a safe website by the US National Geophysical Data Center. We had to use a link shortener because the link was just too long.) 138
Some points to focus on in the page/questions to think about while you’re reading: -the Tsu column--what do you think it signifies? -the Deaths and Damage columns--do you see a pattern? How are these two figures related to each other for each of the earthquakes? -the Houses Destroyed and Magnitude columns--do you see a relationship there? What could have affected the number of houses destroyed in different earthquakes? Below are Wikipedia links to the earthquakes that we are going to discuss in the discussion. Please read the article for 2011 Tōhoku earthquake (the first link), but the rest will be covered briefly for comparison in the presentation and are only provided for your reference. Japan: 2011 Tōhoku earthquake http://en.wikipedia.org/wiki/2011_T%C5%8Dhoku_earthquake 1995 Great Hanshin earthquake http://en.wikipedia.org/wiki/Great_Hanshin_earthquake 1923 Great Kanto earthquake http://en.wikipedia.org/wiki/1923_Great_Kanto_earthquake International: 2010 Haiti earthquake http://en.wikipedia.org/wiki/2010_Haiti_earthquake 2010 Chile earthquake http://en.wikipedia.org/wiki/2010_Chile_earthquake 2008 Sichuan earthquake http://en.wikipedia.org/wiki/2008_Sichuan_earthquake 1999 921 earthquake http://en.wikipedia.org/wiki/921_earthquake Please let us know if you have any questions about the materials/topics we mentioned above and we will be happy to answer. Hope everybody is having a good long weekend and see you all in class! Best, Grace and Katie Date: Tue, 17 Jan 2012 17:27:45 -0800 Grace Uchida / Katie Chiu 1/17/2012 in-class Presentation Hello class: Here are some links that you may find helpful...:) Our presentation slides (do View>>Show speaker's notes and you will be able to see links to pictures of each historical earthquake) https://docs.google.com/present/edit?id=0AUiQojJKfClbZGc2aGhtNzVfNTVkd25rdzJ 139
ocg Compiled list of sources, roughly categorized: https://docs.google.com/document/d/1bOZiBUqdDCeyXrDiq2C72lic94-KXvfc7RGnaE Zt7zA/edit Please feel free to let me know if you have any problems viewing these! Best, Grace January 19 2012 Class Presentation (2) From: Nathan Gallinger To: jpn115-w12 Hello class, For Thursday’s presentation, Ryoto and I will be focusing on the affects of the 3.11 earthquake. We will attempt to cover the immense physical affects of the earthquake, as well as individuals and societies that have been affected. I have typed out a short preview of our presentation. As many parts are yet to be finalized, I will be sending out any important changes to the presentation. The Affects of the March 11th Tohoku Earthquake Overview of the Earthquake Affects of the earthquake in the Tohoku region: Death Destruction Evacuation Affects of the earthquake in the country of Japan: -
Transportation Aftershocks Food Economy Daily Life as a Whole Challenges
A World View Aiding Japan Image of Japan American and Japanese News Please read/watch the following by Thursday: 140
1. http://www.mgu.ac.jp/~jfmorris/Tsunami/Students.pdf (Handout from Professor Fowler) 2. http://en.wikipedia.org/wiki/Aftermath_of_the_2011_T%C5%8Dhoku_earthquake_and _tsunami (Aftermath of the Earthquake and Tsunami) 3. http://www.youtube.com/watch?v=9k0juDMXJCI (American News, March 12) 4. http://www.youtube.com/watch?v=0DfdYHIYCyA&feature=related (Japanese News, March 13) -Hi everyone, For Thursday’s class, Ryoto and I would like you to think about the following: 1. From the kansoubun, how do you think those who experienced the Tohoku earthquake have been affected? 2. From Morris' article, how do you think those of Japan who have not been affected by the earthquake feel about the issue? 3. Professor Fowler had asked the class to identify some of the key words in the kansobun. What are some of them and how do they help you understand the thoughts of the Japanese people? 4. Think about the differences between the American and Japanese news reports. What gets emphasized and ignored in each. Do either of them under/over exaggerate issues? 5. What makes this earthquake so much more important than earthquakes in the past? 6. How has the earthquake affected Tohoku, Japan, and the world? 7. What were your first reactions after hearing about the earthquake? How have your impressions of Japan changed? Do you think your impressions are similar to a majority of those living in the United States? 8. Think about challenges caused by the earthquake: Prevention of future disasters, rebuilding of cities, dealing with life and death, etc. See you Thursday! Nathan Gallinger ============ Hi class, I know it is late and some may not have time to view this, but if possible, Ryoto and I would like you to familiarize yourselves with the first part of the following page. http://wikiwiki.jp/h4j/ Sorry for sending this so late. Below is the link to the Google document Ryoto and I used during our presentation last thursday: 141
https://docs.google.com/present/edit?id=0AQja0gXnXpO6ZGNtazVmN2pfNmZkcHpy dGR4 (3) Date: Tue, 24 Jan 2012 13:03:53 -0800 From: miho dai Hello Class! This Thursday me and Yolanda will be leading the second presentation for Tsunami. We will go over a quick review of what cause tsunami, then we will go into dept study of Iwate, which was one of the city that was majorly affected by the 3.11 disaster. *Brief overview of the presentation* - Review for tsunami - Tsunami danger zone around the world - Disaster in Iwate - Struggle after the big hit - Financial and psychological suffer after the disaster - Hopes, new life *Please make sure to read the attached file.* It is a short document file with tweets collected from various people at the time of earthquakes and tsunami. We will be going around the class collecting opinions. The videos attached are more than two hours long. *You don't need to watch it,* but I'll send the links in case you are interested. We will be going over few scenes during class. While you read the attachment, please consider the following questions. 1. Did any of the responses stand out to you? 2. Do you feel like you would have the same reaction after a natural disaster/ tsunami? 3. Have you had similar thoughts or feelings that was brought by another (kind of) natural disaster or experience? 4. Why do you think they wanted to publicize this on Twitter? Is there a specific reason, or do they just want to share? 5. Were any of their thoughts puzzling to you? Like you couldn't relate to them or surprised at their statements? 6. Have you heard from any other Japanese person who has felt this way? Links: The video is from a Chinese website called Youku. They might ask you to install something or your computer might block it. During class I will show few clips from my own computer, hopefully that will work out. But if you want to get head, we will be watch the first video (Earthquakes and Unemployment) from 21:58, and second video (Ikegami Akira) from 41:56. The last two videos are like my work cited. It’s where I got all my information; we will not be going over any parts of it. 142
NHK スペシャル 動画 「シリーズ東日本大震災 “震災失業”１２万人の危機」 http://v.youku.com/v_show/id_XMzQyNDAxNzEy.html 池上彰 緊急スペシャル 世界が変わった日 動画 「未曾有の危機に立ち向かう ために」 http://v.youku.com/v_show/id_XMzAzMDgxMjcy.html NHK スペシャル 動画 「巨大津波 知られざる脅威」 http://v.youku.com/v_show/id_XMzAzNTk5MTA4.html NHK スペシャル 動画 「巨大津波 その時ひとはどう動いたか」 http://v.youku.com/v_show/id_XMzEwMzExODMy.html -*Yunfan Dai University of California Irvine 2012 (4) Date: Thu, 19 Jan 2012 23:48:52 -0800 From: Nicole Ying Yee Gaglia Subject: JPN115 - 01/24 presentation Hello all! Next Tuesday Chie and I will be leading discussion as we switch focus to the tsunami portion of the disaster. We will be focusing on the following: - Characteristics of the 3/11 tsunami - Damage and death - Comparison to other historical tsunamis - Current tsunami countermeasures - Improvement of tsunami protection Please review the following sources prior to class: Tsunami General Info (Characteristics of a Tsunami//History of Tsunamis) Review Flash image at the top of the page that describes how tsunamis are formed: http://www.nytimes.com/interactive/2011/03/11/world/asia/maps-of-earthquake-and-tsu nami-damage-in-japan.html http://news.nationalgeographic.com/news/2011/03/110311-tsunami-facts-japan-earthqu ake-hawaii/ Tsunami Destruction Sections 3-6 of this article from the journal Mitigation and Adaptation Strategies for Global Change http://www.springerlink.com/content/741472261u3726n7/fulltext.html Before and after satellite photos of affected areas (move slider on each photo to see the differences): http://www.nytimes.com/interactive/2011/03/13/world/asia/satellite-photos-japan-befor e-and-after-tsunami.html Tsunami Evacuation Plan (Japan's existing tsunami evacuation plans//Other proposed evacuation plans) 143
http://www.nishi.or.jp/homepage/boutai/05tunami/01taisaku/01.html Strategies to build strong cities that withstand tsunamis 「津波に強いまちづくり」(Current strategy) http://tsunami.media.gunma-u.ac.jp/TSUNAMI/saigaitaisaku/doc/TDLMachizukuri.file s/frame.htm New ideas/technology to build tsunami & flood resistant buildings (Japan's new ideas//Ideas from other foreign countries) http://www.popularmechanics.com/technology/engineering/architecture/earthquake-and -tsunami-resistant-building-tech-5382936 And, here are discussion questions to think about: 1. What portion of the disaster affected you the most: the earthquake or the tsunami? Why? 2. How important is it to locate victims of the disaster and lay them to rest? 3. Were you affected in different ways by the 2004 Indian Ocean Earthquake and Tsunami than the Tohoku Earthquake and Tsunami? 4. In what ways was the 3.11 Tsunami better than the 2004 Indian Ocean Tsunami? In what ways was it worse? 5. Is there any way Japan could have better prepared for the tsunami coming their way after the earthquake? 6. Do you think there will be a time that comes when a building will be 100% earthquake and tsunami resistant? 7. Do you think the deal toll would have been lower if the people of Japan had a better general understanding of how to evacuate from a tsunami? Why? If we have any updates to the presentation, we'll let you know. Enjoy your weekend! Best, Nicole and Chie --------Date: Thu, 26 Jan 2012 11:10:12 -0800 From: Chie Kobayashi To:
[email protected] Hi Everyone, Below are the links to the sources and websites we used for our presentation this past Tuesday on Tsunamis. Best, Nicole & Chie http://www.springerlink.com/content/741472261u3726n7/fulltext.html
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http://www.nytimes.com/interactive/2011/03/11/world/asia/maps-of-earthquake-and-tsu nami-damage-in-japan.html?scp=1&sq=2011%20tohoku%20earthquake%20tsunami&s t=cse http://www.huffingtonpost.com/2011/09/23/japanese-tsunami-footage 2011_n_978146.html?ref=japan-tsunami#s280815 (shows taxi being swamped by tsunami) http://www.guardian.co.uk/world/2011/dec/07/japan-double-tsunami-nasa-satellite http://www.nytimes.com/interactive/2011/03/12/world/asia/20110312_japan.html?ref=a sia#1 http://www.japantimes.co.jp/text/nn20110817a4.html http://en.wikipedia.org/wiki/Tohoku-Kanto_earthquake http://www.jma.go.jp/en/tsunami/observation_04_20110313180559.html http://news.nationalgeographic.com/news/2004/12/1227_041226_tsunami.html http://earthquake.usgs.gov/earthquakes/eqinthenews/2004/us2004slav/#summary http://www.youtube.com/watch?v=4YPOK_3r8Dc (video to watch in class) http://www.youtube.com/watch?feature=fvwp&NR=1&v=TRDpTEjumdo (video to watch in class) http://www.csa.com/discoveryguides/archives/ndht.php#tsunami http://www.popularmechanics.com/technology/engineering/architecture/earthquake-and -tsunami-resistant-building-tech-5382936 -----------(5) Date: Fri, 3 Feb 2012 21:26:47 -0800 From: Nadia Chung Subject: 1/31 presentation's sources Dear All, Here is the link to our powerpoint. Most of the sources are embedded in it. https://docs.google.com/present/edit?id=0AUL4N9klvwCoZHJmcjY1cl8yNHR6Z2N6 OWp6 Other sources: Asahi Shimbun - http://globe.asahi.com/feature/110403/index.html Ministry of Foreign Affair of Japan: http://www.mofa.go.jp/mofaj/saigai/index.html http://english.yonhapnews.co.kr/national/2011/03/13/93/0301000000AEN20110313006 100315F.HTML http://in.reuters.com/article/2011/03/20/idINIndia-55727120110320 Best wishes, Nadia Chung Miscellaneous Items From presentation by Malka Older (Save the Children) at UCLA Fowler Museum Symposium: 145
Moving Forward: Life after the Great East Japan Earthquake (March 10, 2012) Japan’s Successes NGOs
Preparedness and relief work did make a difference and saved many lives Relatively rapid coordination among levels of government, private sector, Application of lessons learned from Hanshin Quake: rapid roll-out of shelter Extraordinary efforts by local actors going way beyond the call of duty
Challenges (aggravated in part by bureaucratic worldview) Less prepared for longer-term needs, like economic recovery; the hard decisions not being made Lack of awareness of civil society and NGO capacity, which were not being fully utilized Need for space for greater community participation and inclusion of women, children, foreigners, and other groups (more perspectives ought to be incorporated into policy) Extraordinary burden placed on local actors; lack of awareness of standards, wide variation in different locations Another element: Constant practice in valuing the needs of others (once perceived as frustrating but clearly useful) From: Nathan Gallinger Here are some links I used for my presentation yesterday: http://www.bbc.co.uk/news/world-asia-16321999 http://kristof.blogs.nytimes.com/2011/03/11/sympathy-for-japan-and-admiration/ From Yolanda Espiritu: Pleas to the public via YouTube from Mayor Sakurai of Minamisouma (Fukushima-ken): March 24, 2011: http://www.youtube.com/watch?v=70ZHQ--cK40 April 7, 2011: http://www.youtube.com/watch?v=VBcnhghD1wQ Final Project Presentations (Only those that could be copied onto Microsoft Word) (1) Tohoku Earthquake Flickr Interactive Map 146
By Grace Uchida Hi class, Here is the link to the interactive map that I made for the final project: https://students.ics.uci.edu/~guchida/j115final.html On the right hand side there is a black sidebar with a key to the graphics and some buttons. A blue dot on the map means it is a photo tagged with "tsunami" only, a pink dot means it's tagged with "earthquake" and a purple dot means it's tagged with both. To use the map, follow these steps: 1. Choose a date range: 1 month means it's 3/11/2011-4/11/2011, 2 months means it's 3/11-5/11 and 3 months means it's 3/11-6/11. The photos that will show up on the map depends on what you choose--only the photos that were TAKEN (note: not uploaded) during that date range with show up. After you've pressed a date button, dots will start showing up on the map. You can start clicking on the dots that interest you and a little window will pop up, showing the photo's title and a smaller preview of the picture. If you want to see the photo in its original size, click on the preview photo and it will open a new window to show the photo in its original Flickr page. You will be able to tell when all of the photo locations are plotted on the map when the "0 photos tagged with..." lines in the sidebar change to other numbers. 2. (Optional) Change the tag language: The two buttons under "Language of tags" allow you to choose the language of the tags to search for. If you don't choose one, the default is English (For example, if you don't press any buttons the page will display pictures tagged with "earthquake", but if you press the "Japanese" button, the page will display pictures tagged with "jishin"(in Japanese characters.) If you're not sure what tag language you're searching with right now, it shows in the sidebar next to "Current tag language" (P.S. If you change the tag language, it resets the map, so you have to choose the date range again or else the map wouldn't show anything. Please be patient when the map plots the points as it may take some time. If the sidebar is in your way, you can minimize it by clicking the ">>" sign in the sidebar. To pull the sidebar back out, click the "
