【授業の概要】 「思想が強い」「多様性を認めない立場も多様性として承認されるべき」といった主張がSNSで見られますが、こうした見解はしばしば差別解消を求めるマイノリティの声を抑圧する構造の中で（発話者の意図とは関係なく）政治性を帯びます。そもそも特定の主張に対して「思想が強い」などといって黙殺を呼びかけるとき、発話者はみずからの政治的立場をどのように認識しているのでしょうか。 この授業では、差別とは何か、マジョリティ／マイノリティとはどのような概念であるかを説明したうえで、レイシズム（人種主義）と〈ヘテロ〉セクシズム（異性愛主義）について講義をします。これらの基本的な知識を踏まえたうえで、日本を事例とし、近代化の過程で「人種」や「民族」といった言説がどのように活用されてきたか、それが〈ヘテロ〉セクシズムと結びついて大日本帝国の建設や植民地主義といったプロジェクトにいかなる貢献をもたらしたか、さらにはこれらの歴史が現代の東アジアにどのような影響を及ぼしているかを批判的に考察します。 講義では東アジアの近現代史、フェミニズム、反レイシズム理論を扱いますが、これらに関する基本的な知識がなくても理解できるよう授業を設計します。不安や疑問があれば初回のガイダンスで質問して確認してください。履修に際しては「履修上の注意」の項目をよく読むこと。 【授業の目標】 フェミニズムや反レイシズム理論について基礎的な知識を習得すること、東アジアの帝国主義／植民地主義の歴史を学ぶこと、そのうえで脱帝国主義／植民地主義のプロジェクトへの参与を促します。

While music is often touted as a “universal language” and thought of in terms of its positive functions—e.g., tool of aesthetic, spiritual, and/or intellectual expressions; formation of personal identities; building relationships and communities; mobilizing spirits and promoting actions; healing and rehabilitation; enhancing ambience and environment—it also involves various forms of inequity, exclusion, and exploitation in its creation, circulation, and consumption. This course examines the issues of diversity, equity, and inclusivity in musical practice and explores what it means to pursue justice in/through music. Through discussions of key concepts and assigned readings, field observations, and group projects, we will explore such topics as: class, race, and gender in musical practice; ability, productivity, and creativity in music; music and representation; advocacy and activism in/through music. Through the course, students will: - learn to think of music as not only as an artistic but also a social practice - understand various forms of exclusion, marginalization, and exploitation that occurs in musical practice - learn about examples of advocacy and activism for social justice in/through music - learn interdisciplinary approaches to the study of music, including American studies, cultural studies, ethnography, ethnomusicology, history, musicology, and sociology - engage music as an embodied social practice and analytically reflect on the experience

While music is often touted as a “universal language” and thought of in terms of its positive functions—e.g., tool of aesthetic, spiritual, and/or intellectual expressions; formation of personal identities; building relationships and communities; mobilizing spirits and promoting actions; healing and rehabilitation; enhancing ambience and environment—it also involves various forms of inequity, exclusion, and exploitation in its creation, circulation, and consumption. This course examines the issues of diversity, equity, and inclusivity in musical practice and explores what it means to pursue justice in/through music. Through discussions of key concepts and assigned readings, field observations, and group projects, we will explore such topics as: class, race, and gender in musical practice; ability, productivity, and creativity in music; music and representation; advocacy and activism in/through music. Through the course, students will: - learn to think of music as not only as an artistic but also a social practice - understand various forms of exclusion, marginalization, and exploitation that occurs in musical practice - learn about examples of advocacy and activism for social justice in/through music - learn interdisciplinary approaches to the study of music, including American studies, cultural studies, ethnography, ethnomusicology, history, musicology, and sociology - engage music as an embodied social practice and analytically reflect on the experience

広く産学官にわたってグローバルに活躍するために必要な「俯瞰力」を養成することを目指す。物質科学の各分野について最先端の知識を修得し、自分の専門分野と周辺分野がどのように関連するか、あるいはし得るか、について深く考察するために、第一線で活躍する講師の方々にその分野の最前線を概観していただく。さらに、それらの講義を通して異分野間のコミュニケーションを円滑に進めるための具体的方法論を学ぶ。 This survey course is designed to enable students to develop the broad perspective that is required of global leaders working in and across industry, academia, and government. Students will gain knowledge and insight on advancements in each field of materials science research, given by leading researchers working on the frontline in those fields. This will allow students to consider how peripheral fields are related to their own area of expertise, and to consider the potential for forging bridges between related fields in the future. In addition, students will learn specific methodologies designed to facilitate smooth communication among different disciplines.

21世紀は「移民の時代」といわれる。グローバル化の進展によって人・モノ・情報の国境を越えた移動が加速化し、一国内の多民族化・多文化化が進む中、これまでの国民国家を前提とした教育はさまざまな挑戦をつきつけられている。本授業では移民・マイノリティの生徒に対する教育理論について学び、増加する移民生徒に対する日本社会の教育的対応を批判的に検討する。日本の多文化化の状況とそれによって新たに生じている教育的課題を検討した後、文献の講読を通じてアメリカ、ドイツ、スウェーデン、韓国における移民・難民生徒の増加とそれに応じた教育政策と実践の進展について深く理解する。各国の移民統合政策は独自の歴史的・文化的文脈によって枠づけられていることを学び、マクロとミクロを繋げる分析視点から、多文化化に対応した各国の教育的とりくみの特徴を考察する。また、国際比較の視点から学校教育を通じた移民生徒の包摂と排除のメカニズムを学び、マジョリティ中心の社会構造を批判的に捉え直し、社会的に公正な教育の実現するための視座を獲得する。

　本授業の目標は、環境正義と気候正義に関する重要な論点を批判的に理解することである。授業はセミナー方式で進められ、事前に配布された資料を基に討論を行う。講読資料は実例から哲学・倫理学の理論にまで多岐に亘るが、討論では主に規範的なアプローチを採る。

1-Explore debates around Japan’s war heritage, nuclear heritage, and disaster heritage–particularly in relation to social and environmental justice movements, both nationally and internationally. 2-Examine Japan’s tangible cultural heritage sites and artifacts–particularly monuments, memorials, and museums–to understand authors’ perspectives, intended messages, rhetorical features, and audience reception 3-Familiarize yourself with current definitions and discussions of cultural heritage 4-Practice ethnographic research methods through direct observation and analysis of local tangible heritage sites and artifacts 5-Practice academic writing and presentation in English 6-Collaborate with other students through group discussion and reflection in English

1-Explore debates around Japan’s war heritage, nuclear heritage, and disaster heritage–particularly in relation to social and environmental justice movements, both nationally and internationally 2-Examine Japan’s tangible cultural heritage sites and artifacts–particularly monuments, memorials, and museums–to understand authors’ perspectives, intended messages, rhetorical features, and audience reception 3-Familiarize yourself with current definitions and discussions of cultural heritage 4-Practice ethnographic research methods through direct observation and analysis of local tangible heritage sites and artifacts 5-Practice academic writing and presentation in English 6-Collaborate with other students through group discussion and reflection in English

This course explores the role of law and governance in mediating the human-environment interface. It focuses on the Anthropocene as it confronts law and governance scholars with a unique challenge concerning the need to question, and ultimately re-imagine, international environmental law and governance interventions in the light of a new socio-ecological situation. Through interactive lectures, classroom discussions based upon pre-assigned readings, oral presentations, and the elaboration of a joint mini-project, students not only assess the (mostly unsuccessful and ineffective) regulatory interventions used thus far to mediate the human-environment interface; they also examine the possibility to develop counter-narratives and alternative institutional practices, by drawing on most recent critical legal approaches as well as sociocultural traditions that have been marginalised within international environmental law.

This course explores the role of law and governance in mediating the human-environment interface. It focuses on the Anthropocene as it confronts law and governance scholars with a unique challenge concerning the need to question, and ultimately re-imagine, international environmental law and governance interventions in the light of a new socio-ecological situation. Through interactive lectures, classroom discussions based upon pre-assigned readings, oral presentations, and the elaboration of a joint mini-project, students not only assess the (mostly unsuccessful and ineffective) regulatory interventions used thus far to mediate the human-environment interface; they also examine the possibility to develop counter-narratives and alternative institutional practices, by drawing on most recent critical legal approaches as well as sociocultural traditions that have been marginalised within international environmental law.