You are now a student at the University of Tokyo. People tell you it’s the best university in Japan. At the same time, if you mean to make your way in the wider world not limited to Japan, you know you still have a long way to go. What this course tries to do is to provide the student with an intellectual framework, or a basic skill-set, that would allow them to maximise the effect of an education in this university, when applying it to a career in the wider world. The knowledge that you acquire from your specialised courses, while important, will only be one part of what you are expected to learn at (a top) university. You will be required to be able to explain how you, as an individual, connect and contextualise the knowledge acquired (separately) in the different courses you have chosen to study. Moreover, if your background is going to include study at the University of Tokyo, it would be difficult for others not to assume that that context would have something to do with a profound understanding of Japan and its place in the world. This course tries to provide the opportunity to build up such a context that could be presented in a convincing manner.

This course explores the visions and historical processes that shaped the political, economic, and legal principles, policies, and practices of a transnational order in East Asia from the mid-nineteenth century to the mid-twentieth. Its focus will be on the trans-Pacific interactions between the United States, Japan, the Philippines, and China, but always with the rest of East Asia in mind. The discussions will delve into the interplay of law, politics, and economics during the period covered. Through these discussions, this class will explore new ways of understanding the historical developments whereby a coherent transnational order was formed in East Asia. The aim will be to overcome the limitations of the two prevalent narratives regarding East Asian history. The first, known as the “Western Impact” model, looks at modern East Asian history in the context of how each society reacted to Western powers attempting to dominate the area through trade and colonization. The second approach has traditionally been presented as an antithesis to the first, focusing on the internal logic of East Asian societies, and modernization in these societies is explained by referring primarily to domestic political dynamics, avoiding overemphasis on influence from the West. By grounding our analyses on the development of a transnational order among East Asian societies on one hand, but focusing on trans-Pacific interactions on the other, our objective will be to re-assess not just the history of East Asian societies, but the history of the US, and its role in the shaping of a global order that remains crucially important to this day.

This course explores the visions and historical processes that shaped the political, economic, and legal principles, policies, and practices of a transnational order in East Asia from the mid-nineteenth century to the mid-twentieth. Its focus will be on the trans-Pacific interactions between the United States, Japan, the Philippines, and China, but always with the rest of East Asia in mind. The discussions will delve into the interplay of law, politics, and economics during the period covered. Through these discussions, this class will explore new ways of understanding the historical developments whereby a coherent transnational order was formed in East Asia. The aim will be to overcome the limitations of the two prevalent narratives regarding East Asian history. The first, known as the “Western Impact” model, looks at modern East Asian history in the context of how each society reacted to Western powers attempting to dominate the area through trade and colonization. The second approach has traditionally been presented as an antithesis to the first, focusing on the internal logic of East Asian societies, and modernization in these societies is explained by referring primarily to domestic political dynamics, avoiding overemphasis on influence from the West. By grounding our analyses on the development of a transnational order among East Asian societies on one hand, but focusing on trans-Pacific interactions on the other, our objective will be to re-assess not just the history of East Asian societies, but the history of the US, and its role in the shaping of a global order that remains crucially important to this day.

In this seven sessions seminar, we will focus on how to conduct ethnographic fieldwork and how to create and circulate ethnographic narratives during health emergencies and disasters. For the purpose of the course, we will consider narratives in a broad sense, encompassing texts, videos, stills (such as photographs, digitally generated art, paintings), to reflect on the meanings and the possibilities offered through “bearing witness” in contexts of health emergencies and disasters – and the ethical stances such work calls for both in the fieldwork and beyond it. In our seven-week exercise, we will put women and women’s perspectives and needs in the center of our analysis. To facilitate the conversation, the bibliography will prioritize the instructor's academic and visual production. · The English language is not the first language for all of us, I suppose (and Professor Diniz is still learning basic Japanese), so empathy and a good sense of humor are recommended to create a safe space for all the participants. Students are welcomed to suggest class dynamics that better fit to the group. About the instructor Debora Diniz is a Brazilian anthropologist, professor at the University of Brasilia (Brazil). She is also a visiting scholar at the Law Faculty, University of Toronto (Canada). Diniz is a member of the High-Level Advisory Group for the Gender and Health Hub coordinated by the United Nations University International Institute for Global Health (UNU-IIGH), and she is a member of the WHO working group to develop intersectional gender lens to research ethics. Diniz’s 2016 book “Zika: from Brazilian backlands to global threat” was awarded the Brazilian Health Sciences Jabuti Prize and has since been translated into English and Japanese. Her ethnographic films have won more than 90 awards, and have been exhibited at festivals, prisons, universities and schools, hospitals and labs, courts, and churches in more than 35 countries. Due to her rights-based response to the effects of the Zika epidemic in Brazil, she was nominated as one of 100 Global Thinkers by Foreign Policy Magazine. In 2020, she won the prestigious Dan David prize, a lifetime achievement recognition for her contributions to gender justice and the Global Health Ethics Leadership (University of Oxford, UK). In 2024, she was granted an honorary degree by the Social Sciences Department of the University of Ottawa. She was a visiting scholar in universities in Canada, France, Germany, Japan and USA; and served in several international boards, currently serving at the Witness board. · To know more about how Diniz explores her intersecting work between anthropology and women’s rights and health emergencies, read: Bähre, Erik; Diniz, Debora. Women's rights and misogyny in Brazil: an interview with Debora Diniz. Anthropology Today, 36(2), 17-20. With the remote collaboration of: Arbel Griner is a Brazilian anthropologist, currently associate research scholar at the Center for Health and Wellbeing, Princeton University. Griner is a member of the Brazilian research team working on the aftermath of the Zika epidemic and Covid-19 pandemic in Brazil.

In this seven sessions seminar, we will focus on how to conduct ethnographic fieldwork and how to create and circulate ethnographic narratives during health emergencies and disasters. For the purpose of the course, we will consider narratives in a broad sense, encompassing texts, videos, stills (such as photographs, digitally generated art, paintings), to reflect on the meanings and the possibilities offered through “bearing witness” in contexts of health emergencies and disasters – and the ethical stances such work calls for both in the fieldwork and beyond it. In our seven-week exercise, we will put women and women’s perspectives and needs in the center of our analysis. To facilitate the conversation, the bibliography will prioritize the instructor's academic and visual production. · The English language is not the first language for all of us, I suppose (and Professor Diniz is still learning basic Japanese), so empathy and a good sense of humor are recommended to create a safe space for all the participants. Students are welcomed to suggest class dynamics that better fit to the group. About the instructor Debora Diniz is a Brazilian anthropologist, professor at the University of Brasilia (Brazil). She is also a visiting scholar at the Law Faculty, University of Toronto (Canada). Diniz is a member of the High-Level Advisory Group for the Gender and Health Hub coordinated by the United Nations University International Institute for Global Health (UNU-IIGH), and she is a member of the WHO working group to develop intersectional gender lens to research ethics. Diniz’s 2016 book “Zika: from Brazilian backlands to global threat” was awarded the Brazilian Health Sciences Jabuti Prize and has since been translated into English and Japanese. Her ethnographic films have won more than 90 awards, and have been exhibited at festivals, prisons, universities and schools, hospitals and labs, courts, and churches in more than 35 countries. Due to her rights-based response to the effects of the Zika epidemic in Brazil, she was nominated as one of 100 Global Thinkers by Foreign Policy Magazine. In 2020, she won the prestigious Dan David prize, a lifetime achievement recognition for her contributions to gender justice and the Global Health Ethics Leadership (University of Oxford, UK). In 2024, she was granted an honorary degree by the Social Sciences Department of the University of Ottawa. She was a visiting scholar in universities in Canada, France, Germany, Japan and USA; and served in several international boards, currently serving at the Witness board. · To know more about how Diniz explores her intersecting work between anthropology and women’s rights and health emergencies, read: Bähre, Erik; Diniz, Debora. Women's rights and misogyny in Brazil: an interview with Debora Diniz. Anthropology Today, 36(2), 17-20. With the remote collaboration of: Arbel Griner is a Brazilian anthropologist, currently associate research scholar at the Center for Health and Wellbeing, Princeton University. Griner is a member of the Brazilian research team working on the aftermath of the Zika epidemic and Covid-19 pandemic in Brazil.

This course is a collaboration between Uppsala University, SINReM and the University of Tokyo. It will focus on how global industrial companies manage issues related to economic, environmental and social sustainability. Based on a flipped classroom philosophy with Problem-Based Learning (PBL) elements, it includes case assignments, individual assignments and active participation in the seminars. The involved teachers and students have different backgrounds and competences. The Uppsala based teachers are mainly interested in issues related to sustainability, technology and ethics, while the Tokyo based teachers have unique competences in chemistry, law, and pedagogy. The UU students are from the Master Programme in Industrial Management and Innovation with a special interest in issues related to business and technology. The UTokyo students are latter year undergraduate students in Environmental Sciences. The SINReM students are from the Master Program in Sustainable and Innovative Natural Resource Management. We hope that these diverse backgrounds and competences can enhance students' experience of and learning from the cases which forms the basis for this course. Upon completing the course, students are expected to be able to * describe how sustainability (economic, social, environmental) is manifested and portrayed in global industrial companies, * describe how sustainability work is managed in global industrial companies, 
 * describe in detail the management of sustainability work in companies in one particular technology-intensive industry over the past ten years, 
 * discuss and reflect upon sustainability issues, and how they are managed, in a range of technology-intensive industries, 
 * plan and execute a project aimed at collecting, systematizing and analyzing information about how sustainability work is managed in global industrial companies, by means of annual reports, sustainability reports, and other sources, and
apply relevant theories from industrial engineering and management, as well as sustainability and environmental sciences to analyze the companies as above.

This course is a collaboration between Uppsala University, SINReM and the University of Tokyo. It will focus on how global industrial companies manage issues related to economic, environmental and social sustainability. Based on a flipped classroom philosophy with Problem-Based Learning (PBL) elements, it includes case assignments, individual assignments and active participation in the seminars. The involved teachers and students have different backgrounds and competences. The Uppsala based teachers are mainly interested in issues related to sustainability, technology and ethics, while the Tokyo based teachers have unique competences in chemistry, law, and pedagogy. The UU students are from the Master Programme in Industrial Management and Innovation with a special interest in issues related to business and technology. The UTokyo students are latter year undergraduate students in Environmental Sciences. The SINReM students are from the Master Program in Sustainable and Innovative Natural Resource Management. We hope that these diverse backgrounds and competences can enhance students' experience of and learning from the cases which forms the basis for this course. Upon completing the course, students are expected to be able to * describe how sustainability (economic, social, environmental) is manifested and portrayed in global industrial companies, * describe how sustainability work is managed in global industrial companies, 
 * describe in detail the management of sustainability work in companies in one particular technology-intensive industry over the past ten years, 
 * discuss and reflect upon sustainability issues, and how they are managed, in a range of technology-intensive industries, 
 * plan and execute a project aimed at collecting, systematizing and analyzing information about how sustainability work is managed in global industrial companies, by means of annual reports, sustainability reports, and other sources, and
apply relevant theories from industrial engineering and management, as well as sustainability and environmental sciences to analyze the companies as above.

This course will focus on the dynamics of cultural representations in contemporary society through the lens of museums. The instructor's geographic focus is Hawai'i but the class will spend considerable amount of time talking about cultural representations of and in Japan. The class combines readings with exploring some visits to actual sites to enhance awareness and understanding of the narratives embedded in museum representations. Particular attention will be paid to the dynamics of representations of race and gender.

This course will focus on the dynamics of cultural representations in contemporary society through the lens of museums. The instructor's geographic focus is Hawai'i but the class will spend considerable amount of time talking about cultural representations of and in Japan. The class combines readings with exploring some visits to actual sites to enhance awareness and understanding of the narratives embedded in museum representations. Particular attention will be paid to the dynamics of representations of race and gender.

This course explores the role of law and governance in the Anthropocene understood as an unprecedented socio-ecological configuration. Through interactive lectures, classroom discussions based upon pre-assigned readings, as well as case- or problem-based mini projects focusing on how to unmake and remake International Environmental Law in specific contexts, students not only critically assess the effectiveness of regulatory interventions used thus far to mediate the human-environment interface; they also examine the potential of counter-narratives and alternative institutional practices by drawing on most recent critical approaches as well as sociocultural traditions that have been marginalised within international environmental law.