授業の目的 【日本語】
Goals of the Course(JPN) | | | ジェンダー平等はSDGｓの5番目の目標であり、ジェンダーを考えることは、単なる女性の権利や地位向上にとどまらず、基本的人権として人類の福祉・幸福や持続的発展につながるものである。授業では、日本の文学、メディア取材、アニメ、ドキュメンタリーなど様々な素材に触れる機会を通じ、多様な分野の視点から、ジェンダーと環境との関連を詳しく調べ、文化と社会システムについて検討する。素材としては、古事記における神話、自然の移ろいや災害を扱った日本文学、神道と自然信仰、公害と環境や健康被害、福島と原爆小説、原子爆弾へのジェンダーによる対応差、戦後と沖縄戦の伝承、日本アニメにおける技術・破壊・エコフェミニズム、太地のイルカ・鯨漁に関するドキュメンタリーなどを用いる。【DP1】 |
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授業の目的 【英語】
Goals of the Course | | | This course is designed to provide an opportunity for students to examine various cultural texts (literary, mass media, animation, documentary, etc.) about environmental concerns, from natural disasters and ecological catastrophes to economic growth (higher energy to atomic bombs). Our focus will be multidisciplinary and will pay particular attention to the way development, sustainability, and environmental concerns have a dynamic impact on questions of gender, class, and ethnicity.【DP1】 |
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到達目標 【日本語】
Objectives of the Course(JPN) | | | 本授業を通じ、受講生は、二元的思考を乗り越えて、地球の自然とジェンダーとの深い関連を理解すること、しいたげられた女性たちなど社会的弱者を含んだ階級社会に深く根ざした差別・不平等を認識すること、ジェンダーと持続的開発との相互作用についての議論を知ること、社会文化的文献を解釈し議論することで批判的思考と解析技術を向上させることを目指す。 |
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到達目標 【英語】
Objectives of the Course | | In this course, students will:
Understand the integral relationship between the earth/environment and attitudes towards control by challenging oppositional dualism and binaries, such as those between nature and development; tradition and progress; rural and urban.
Acknowledge deeply rooted discrimination and inequalities (inclusive & exclusive) in hierarchal social systems where certain individuals are underrepresented, silenced, and left vulnerable, even within already disadvantaged groups such as women’s organizations.
Know the importance of controversial interactions between gender and sustainable development.
Expand critical thinking and analytical skills by discussing and interpreting various socio-cultural texts. |
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授業の内容や構成
Course Content / Plan | | | Gender equality is the fifth goal of the 2030 Agenda for Sustainable Development.
“Gender issues” are often viewed narrowly as advocating for women’s right or empowering women.
However, gender equality is not just one of the central human rights; it is also important because to
embrace all members of society is critical to achieving a sustainable society.
To pursue gender equality is to challenge hierarchal social power structures that impede sustainable
development and to find a balance of well-being for all human beings. Although this is not a literature
class per se, we will take advantage of cultural literary texts and concepts as our primary lens.
Students will explore a variety of sources, including animated films, documentaries, and literary texts,
analyzing how environmental issues and social concerns affect people differently
depending on their gendered and localized positions.
Because the environment matters to us all, regardless of nationality, we will also question
the different ways ecological concerns are treated around the world.
III. Contents
Week 1: Course Introduction & Discussion about Steve Cutts’ animation “Man”
The concept of “Man,” The “Man”’s relationship with the nature and world
Week 2: Gender perspective, Society, and Environment
Lecture & Discussion: How do gender issues relate to our society & the environment?
Week 3: Disaster, Culture in Japanese Society
Myth of nature in Japanese discourse (with particular reference to the Kojiki by Guest Lecturer)
Week 4: Technology, destruction, and Ecofeminism in Japanese Animation
Princess Mononoke by Miyazaki Hayao [Screening in class]
Theme 5: Media and Society after Fukushima
Fukushima Fiction: The Literary Landscape of Japan’s Triple Disaster (2019)
Theme 6: Controversy over the dolphin kills at Taiji and whaling
“Whale Hunters” BBC Documentary
Theme 7: Wrap up Discussion: How does a gender perspective improve our society?
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履修条件・関連する科目
Course Prerequisites and Related Courses | | | Preparation and classroom ecology
The basic weekly schedule will follow this pattern: students will be assigned readings of the texts for the week. Students will write short responses to the readings and post them on the class’s online management system or mailing list. Class time will consist of a lecture introducing the historical and social context of the assigned readings, followed by discussions incorporating students’ responses to and questions about the readings. |
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成績評価の方法と基準
Course Evaluation Method and Criteria | | | Attendance is mandatory. Participation (discussion postings, attendance): 30%
Short Presentation: 20%
Final Presentation: 30%
Reaction Paper: 20% |
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教科書
Textbook | | | | Reading materials will be provided. |
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参考書
Reference Book | | | | Recommended materials will be provided. |
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課外学習等（授業時間外学習の指示）
Study Load(Self-directed Learning Outside Course Hours) | | | | This class does not require any extracurricular activities. |
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注意事項
Notice for Students | | | | All levels of English proficiency are welcome. But preparation for class by reading English texts and participating in lectures and discussions in English are a crucial component of the course. |
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授業言語 (資料)
Language(s) for Materials | | |
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授業言語 (口頭)
Language(s) for Instruction & Discussion | | |
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英語の質問への対応
English Question | | |
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授業開講形態等
Lecture format, etc. | | | ※履修登録後に授業形態等に変更がある場合には、NUCＴの授業サイトで案内します。 | | * If there is a change in the class form,etc. after registration, we will guide you on the NUCT class site. |
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遠隔授業（オンデマンド型）で行う場合の追加措置
Additional measures for remote class (on-demand class) | | |
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