授業の目的 【日本語】
Goals of the Course(JPN) | | | ジェンダー平等は、持続可能な社会の実現に向けたSDGs（持続可能な開発目標）の5番目の目標であり、すべての人々の福祉や幸福、持続可能な発展に不可欠な要素です。本授業では、ジェンダーと環境がどのように結びつき、社会的・文化的システムの中でその影響がどのように現れるのかを探究します。具体的には、日本の文学やメディア、アニメーション、ドキュメンタリーを通じた日本国内の事例を基盤としながら、アメリカ、フィリピン、韓国などの国際的な事例も取り入れます。たとえば、フィリピンの自然災害とジェンダーの関係、アメリカの環境運動におけるジェンダーの役割、韓国のエコフェミニズム運動などを比較し、国や地域によって異なるジェンダーと環境の相互作用を検討します。これらの素材を通じて、持続可能性とジェンダー平等がどのように社会の変革に貢献するかを考察し、すべての人々にとってより良い未来を構築する方法を学びます。【DP1】 |
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授業の目的 【英語】
Goals of the Course | | Gender equality is the fifth goal of the Sustainable Development Goals (SDGs) and a critical component for achieving the well-being of all individuals and fostering sustainable development. This course examines how gender and environmental issues are interconnected and how these relationships manifest within societal and cultural systems. Using Japanese literature, media, animation, and documentaries as a foundation, the course also incorporates international perspectives, including cases from the U.S., the Philippines, and Korea. For instance, the course will explore the relationship between natural disasters and gender in the Philippines, the role of gender in environmental movements in the U.S., and ecofeminist activism in Korea. By analyzing these diverse examples, students will gain insights into how sustainability and gender equality contribute to social transformation and learn strategies for creating a better future for all.
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到達目標 【日本語】
Objectives of the Course(JPN) | | 本授業を通じ、受講生は以下を目標とします：
① 自然と環境、そして社会の中での支配の態度や構造との深い関連性を理解すること。特に、自然と開発、伝統と進歩、地方と都市といった二元的な対立や固定観念を乗り越える視点を養います。
② 階級社会に深く根ざした差別や不平等を認識すること。特に、社会的弱者や女性、さらにはその中でも取り残され、声を上げられない立場に置かれた人々に焦点を当てます。
③ ジェンダーと持続可能な開発の相互作用がもたらす重要性や課題を理解し、国際的な視点からその意義を議論すること。
④ 社会的・文化的な文献や視聴覚資料を通じ、批判的思考能力や分析力を向上させ、持続可能な未来の構築に向けた多角的な視点を発展させること。 |
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到達目標 【英語】
Objectives of the Course | | By the end of this course, students will aim to:
‐Understand the profound connections between nature, the environment, and societal systems of control. This includes challenging oppositional binaries such as nature vs. development, tradition vs. progress, and rural vs. urban to cultivate a more integrated perspective.
‐Recognize deeply rooted discrimination and inequalities within hierarchical social systems, focusing on underrepresented and silenced individuals, including marginalized groups within already disadvantaged communities such as women.
‐Comprehend the importance of the complex and controversial interactions between gender and sustainable development, examining their significance from both local and global perspectives.
-Enhance critical thinking and analytical skills by engaging in discussions and interpretations of socio-cultural texts and media, fostering a multidimensional approach to understanding sustainable futures. |
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授業の内容や構成
Course Content / Plan | | | “Gender issues” are often narrowly viewed as advocating for women's rights or empowering women. However, gender equality is not just one of the central human rights; it is also a critical component of achieving a sustainable society. To pursue gender equality means challenging hierarchical social power structures that hinder sustainable development and finding a balance of well-being for all members of society.
This course will take advantage of cultural literary texts, concepts, and multimedia as primary lenses to explore how environmental and social concerns impact individuals differently depending on their gendered and localized positions. Students will analyze animated films, documentaries, and literary texts to interrogate how gender and environmental issues intersect globally. Discussions will also consider how ecological concerns are treated differently worldwide, promoting a broader understanding of sustainable development.
Contents:
Week 1: Course Introduction & Discussion about Steve Cutts' animation "Man"
Key concepts: "Man," humanity’s relationship with nature and the world
Week 2: Gender Perspective, Society, and Environment
Lecture & Discussion: How do gender issues relate to our society and the environment?
Week 3: Gender Issues in the Philippines (Guest Lecture)
Guest Lecturer: A PhD scholar in Engineering from the Philippines with experience working in the Philippine government (Topic: Exploring gender equality, governance, and sustainable development from a Philippine perspective)
Week 4: Technology, Destruction, and Ecofeminism in Japanese Animation
Screening: Princess Mononoke by Miyazaki Hayao
Themes: Technology's relationship with nature, ecofeminism, and the balance of power between genders and the environment
Week 5: Media and Society after Fukushima
Reading: Fukushima Fiction: The Literary Landscape of Japan's Triple Disaster (2019)
Discussion: Media and literature’s role in reshaping society’s response to disaster
Week 6: Controversy over the Dolphin Kills at Taiji and Whaling
Screening: “Whale Hunters” BBC Documentary
Debate: Ethical and cultural perspectives on whaling and dolphin hunting
Week 7: Wrap-Up Discussion & Final Presentations
Discussion: How can a gender perspective improve society?
Student presentations on integrating gender perspectives into sustainable solutions
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履修条件・関連する科目
Course Prerequisites and Related Courses | | 基本的な週ごとのスケジュールは以下のパターンに従います：毎週、指定されたテキストを読み、読解やディスカッションに対する簡単な意見を準備することを推奨します。授業では、指定されたテキストの歴史的および社会的背景を紹介する講義の後、学生の意見や質問を取り入れたディスカッションを行います。
なお、登録者が3名未満の場合、十分な議論の場を確保できないため、本講義が閉講となる場合がありますのでご了承ください。 | Preparation and Classroom Ecology
The basic weekly schedule will follow this pattern: students will be assigned readings for the week, and they are encouraged to prepare short responses to the readings and discussion topics. Class time will consist of a lecture introducing the historical and social context of the assigned readings, followed by discussions that integrate students' responses and questions.
Please note that this course may be canceled if fewer than three students are registered, as this would not provide a sufficient number for meaningful discussions. |
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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 and Draft presentation: 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 | | 英語の習熟度に関係なく、どなたでも受講可能です。ただし、英語のテキストを事前に読んで授業の準備を行い、英語での講義やディスカッションに積極的に参加することが、この講義の重要な要素となります。
本講義は討論形式を重視しているため、受講者全員が参加できるよう日程を調整する場合があります。また、登録者が3名未満の場合は、十分な議論の場を確保できないため、本講義が閉講となる可能性がありますのでご了承ください。 | This course is open to all, regardless of English proficiency. However, it is essential to prepare for the class by reading assigned English texts in advance and actively participating in lectures and discussions conducted in English, as these are critical components of the course.
Since this course emphasizes discussion-based learning, the schedule may be adjusted to ensure all participants can engage fully. Additionally, please note that if the number of registered students is fewer than three, the course may be canceled due to the inability to ensure sufficient opportunities for discussion. |
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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、TACT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 TACT 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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