2011年3月31日発行 - 大阪大学 人間科学部 国際交流室

2011年3月31日発行
大阪大学大学院人間科学研究科・人間科学部国際交流室ニュースレター
No.10
Interview with Associate Professor
Beverley Anne Yamamoto
社会環境学　博士前期 2 年
トリシア　アビゲイル　サントス　フェルミン
Tricia Abigail Santos Fermin
Sociology - M2
On December 14, 2010, Associate Professor Beverley Anne
Yamamoto kindly took time from her normally hectic schedule
to talk about her academic career and life in Japan. As her
Teaching Assistant and thesis advisee for the past two years, I
was particularly thrilled to be given the opportunity to know
more about her various achievements and inspiring outlook in
life. The following are excerpts from the interview.
TF: How did you become interested in gender and sexuality as
a field of research?
BY: It traces right back to when I was an undergraduate student.
In my university Anne Oakley was one of the professors.
Although I did not directly take her classes, I was influenced
by her ideas. My personal supervisor and my dissertation
adviser was her husband, Robin Oakley. I already had the input
from Prof. Oakley’s lectures, and also he really encouraged
my dissertation work on feminist fiction. I was a Sociology
and Social Policy student, but I chose to do a sociology of
literature approach to looking at feminist literature. I wrote
about the difference between feminist writing that used fantasy
and feminist writing that used reality, to look at how female
authors could imagine more equitable gender roles. And that
was quite radical in my university at that time. A lot of the
other professors didn’t think that it was that academic, but
Robin and Anne Oakley really stood by me. So the experience
of doing that dissertation in particular helped. Also, there was
quite a strong feminist activism at that time in England, and I
was involved in those issues. Bedford College was formerly a
women’s college within London University. It was the first that
allowed women in. They had Fawcett Library, which, at that
time, held the biggest collection on women in Britain. Now this
collection has been moved to the Women’s Library, which is
BACKGROUND
Associate Professor Yamamoto in Brief
Born in London, United Kingdom
Came to Japan in February 1987
Family: Husband and 2 children
Education:
Undergraduate: London University, Bedford College,
Faculty of Social Science
Postgraduate Studies: Faculty of Education, University
of Nottingham
Faculty of Social Science, University of Sheffield
Highest Degree: Ph.D. (East Asian Studies)
Work History (includes):
・ Honorary Visiting Fellow, School of East Asian
Studies, University of Sheffield
・ Visiting Professor, College of Asia-Pacific Studies,
Ritsumeikan Asia-Pacific University
・ Visiting Scholar, Graduate School of Humanities and
Society, Tokyo University
Research Interests:
Sexuality and Gender Studies in Japan, International
Marriage, Gender and Memory
in the London Metropolitan University. The university itself
had a strong status in terms of promoting women’s education.
We had fantastic library facilities. So, while those kernels of
interest had already been there, I really worked on them when I
was an undergraduate.
1
TF: After that, what other sort of issues did you research
about?
BY: I did a postgraduate diploma in Education. I was very
much involved in drama, using drama as a means of getting
across social issues. Then I carried on working in Theatre and
Education both as a writer and actor. I wrote and performed
at a community level in plays. One play I wrote, that was
produced by the Nottingham Playhouse Roundabout Company,
was about women, violence and pacifism directly linked with
a lot of issues that were high profile at that time. I was very
active there in the Theatre and Education field. That was before
I came into academia as an academic. I like social issues and
feminist issues.
Since coming back to doing postgraduate work, my PhD
looked at how the issue of youth sexuality, particularly female
youth sexuality, has really been looked at in Japan. I did two
things at once with that. On the one hand, I was interested
in what the young women were actually doing in terms of
their sexuality, what meaning they assigned to the sexual
domain. But I was even more interested in what the gatekeeper
generation—those who could control access to reproductive
and sexual health clinics, those who control sexual education
in school—made of what young women were doing. And so,
I did a big analysis over 30 years of all the literature that was
out there on youth and sexuality, women and adolescence,
pregnancy, and abortion. The title of that was “The Gendered
Analysis of Teenage Pregnancy Problem in Japan.” And then I
built on that.
The next big thing I worked on was to create a course for
the University of Sheffield’s School of East Asian Studies, a
30-credit module that lasted over six months, under the title
“Social Science Readings.” I wanted to do something on
gender, but I wanted it to be different from what I have done
so far. And what I’ve done before reflected a lot of the research
that came out of my PhD, so it was the intersection of gender
and sexuality. And the issue that came out on the forefront of
that time, in 1999, was the comfort women issue. It was of
interest to me because it dealt with sexuality and gender, but it
had a new element that I had not looked at before, which was
2
nationalism. So that started me on a new track. I looked at the
literature that was coming out of Japan, and ended up using
Prof. Chizuko Ueno’s Nashonarizumu to Gendaa. I built a
course on that, and it opened up a new area for me. I actually
came into direct contact with Prof. Chizuko Ueno and ended
up translating the whole book for her, as a result of working
on that module. And that became this other area that I think is
reflected in the research that I am doing now with Prof. Muta
and Prof. Kimura on Gender and Conflict, and Gender and
War Memory. So, I built on its links between gender, sexuality
and the nation entering into ideas of nationalism then brings
imaginings of self and gendered imaginings of self, and how
Japan and the Japanese imagine themselves as a nation and the
role of patriarchy within this. That brought me to recent studies
about ideas and discourses on multiculturalism and a project on
international marriage and children of international marriage.
Again, I am interested in the gender and sexuality aspects of
that. But I’m also interested in educational strategies of the
parental generation, and how that has impacts on identity of
the children. I now think of patriarchy, gender and sexuality
as absolutely intertwined and cannot research one without the
other. It makes me wonder whether I should look at my own
country through that lens as well, whether it would profitable
or not. But in the Japanese context, it is very profitable to use
those lenses.
TF: As a social science student, I am often reminded by my
professors that a person’s social location has a big impact on
the outcome of one’s research project. Can you share with us
any experiences that you found interesting or challenging as
a result of being a British, female scholar researching about
gender issues in Japan?
BY: I think as a non-Japanese researcher and as a woman,
you’ve got to go to research areas where that’s an advantage
and not a disadvantage, if possible. Gender and sexuality are
areas where it’s a huge advantage not to be Japanese and to be
female. I think the perception is that I won’t be judgmental,
and also the fact that I’m outside the society means it’s easier
for people to talk about issues. And I think with sexuality,
it’s still enormously difficult for people to talk about these
issues. But for some reason, my location as a female who’s
not Japanese here, and the fact that I can speak Japanese
fluently enough means that I am told things that might not be
talked about if I was Japanese. I think that has its advantage,
but I also think it puts a huge responsibility on me about
confidentiality and how I use that information. In the research
on international marriage, it often helps enormously that I’m
in an international marriage. People know that I’m going to
understand what they’ll be talking about and that I’ve been
there. But on the other side, being too close to your research
brings issues, and also being worried about using people
who are part of my support network as respondents, for me,
is a very uncomfortable issue. So I think that embeddedness,
because I’ve lived so long in Japan, and because I’m embedded
in a community, that brings you advantages in terms of doing
your research. But it also means sometimes it’s harder to get
the outsider perspective. It also means that it has an emotional
level of how I understand these things, because I live it, and I
can’t just go home and turn off Japan. It’s still there when I go
home.
TF: You’ve been teaching Gender Studies courses in English
for several years now. Since sex and gender are social
categories often left unquestioned in everyday life, I’m curious
to know what kind of difficulties you face when teaching
this subject to those who do not have any gender studies
background. And how do you deal with them?
BY: I think you’ve been in classes where you’ve TA-ed for
me when we’ve had students who come from quite biological
backgrounds, who see gender as hard-wiring and could not get
out of that model. But they will move eventually. The thing
you’ll notice when I teach gender is I start from intersex, which
is biological. So I start from that biological beginning, because
I think starting from there already starts to disturb people’s neat
dimorphic ideas that there are “only” men and women. And by
starting with that disruption on the biological side, I think that
leaves a little doorway open to then move to the social. But
you’ll always get some students who are wedded to the rigidity
of those concepts. So rather than start from transgender or from
today, start from an anthropological point of view. Start there
and move to what is more contentious. If you can get them
accepting things in class, then they might start thinking outside
the class. My main aim anyway is not to teach students facts
but for them to become critical thinkers, to get students to think
broadly about who they are and how they live their lives. I also
think that today’s young people who come to Japan are very
interested in this whole popular culture. They’re so interested
in that, and if you start from there, you’ve got their attention.
What they’re interested in is the stuff that they’re directly
coming to terms with: their own reality and, particularly for the
international students, making sense of the Japan that they see
around them, because Japan is so interesting, especially from
the gender-bending point of view.
affluence. They don’t always have the hunger to be upwardly
socially mobile, to make a difference. The idea behind G30
is to totally stimulate the higher education environment, and
it was done through picking in the first phase 13 universities.
There’s meant to be a second phase, but that’s disappeared.
And so, my role here is in the Human Sciences Program, but I’m
also involved in the central university level as well, because we
have an International College which oversees all G30 related
activities. I’m on the Kyoumuiinkai, which is the Teaching
Committee. But here, I’ve got responsibilities for almost
everything (laughs), along with Prof. Hirasawa, in curriculum
design, recruitment of students and academic staff, overseeing
the quality of the program, and overall vision of the program,
and I’m sure a lot of other things as well. It’s a lot of different
hats to be wearing at one time.
TF: Between teaching, research and administrative duties,
you’ve got so much on your plate. Do you have any other goals
you wish to achieve in the future?
BY: One big goal is to make more research time. I’ve done
a lot of research over the last 5 years, thanks to Osaka
University, and been involved in a lot of different projects. So,
I’ve got an awful lot of data that needs proper output. I would
like some time to write. I love writing. That’s one. Also, I’d
want to try and regain some work-life balance. My family is
always coming out second best. They always end up having to
wait. Just slightly getting a better balance there, and trying to
get a life outside the university, is another goal. You get sucked
in because a lot of what you’re doing is exciting and fun and
meaningful. But I think you also need to make sure your own
personal batteries don’t go down to zero. I’m not particularly
a career-minded person. I like to do what I feel is meaningful
at the time. So, as long as I feel that what I’m doing is making
a difference and in an important way, that I’m still engaging
students particularly, what I’m giving is meaningful to students,
then I am happy. I don’t have big career objectives, just to
continue being in a position where I can do what I do best.
TF: The G30 Program is your newest responsibility, right?
What is G30 and what sort of role do you play in this program?
BY: Both the Japanese Government and the Ministry of
Education’s aims for G30 is to greatly increase the number of
international students here, and to make Japanese universities
competitive with the rest of the world. There was this worry
about Japan passing—that graduate students are going
to America, the UK, Australia and they’re not coming to
Japan, and not in the numbers that they want. Then, there’s
demographics. Increasingly, the country will have to rely on
non-Japanese labor, particularly at a skilled level. So, nurturing
this future labor force through education is a pretty good way
of doing this. Also, Japanese students have been raised in
3
グローニンゲンでの体験
My experience in Groningen
社会学科目　学部 3 年
内藤　朝子
Asako Naito
Sociology, Modern Thought and Anthropology - B3
2010年8月に私はグローニンゲン大学でのサマープロ
グラムに参加しました。その中で体験できてよかったと
私が思うことを紹介します。
まずはじめに風景についてです。グローニンゲンでは
多くの人が古い建物を改装して住んでおり、ヨーロッパ
らしい家が残っています。一方、アムステルダム近郊に
は、日本ではあまり見られないような現代建築があり、
私はその違いに驚きました。
次に現地の方や留学生との交流についてです。今回の
プログラムでは現地の学生が、私たちとの交流の機会を
設けてくれました。そして彼らは映画館やレストランと
いった様々な場所に私たちを案内してくれました。また、
現地の方の家に行くというイベントもあり、素敵な家で
ホームパーティーも体験しました。こういった、観光旅
行ではあまり訪れることのない場所に行けたことは私に
とってとてもよい経験になりました。
また、留学生同士の交流のために行われるESNプログ
ラムでは、15人ほどのグループに分かれ、グループの中
で色々な国からきた留学生と交流しました。私のグルー
プの留学生の出身国は、ドイツ、アメリカ、中国、エチ
オピア、ハンガリーなど様々で本当に驚きました。ESN
プログラムではそれぞれの国のことを話したり、親睦を
深めるための簡単なゲームをしたりと楽しい時間を過ご
しました。私は英語を流暢には話せませんでしたが、
「話
したい！」という意思が伝わったのか、十分に会話でき
ました。
このプログラムの中で、私は
「話す意思さえあれば、
たどたどしい英語でもコミュニケーションがとれる」と
いうことを学ぶことができ、英語を話すことや人とコ
ミュニケーションをとることに対して、これまでより積
極的な姿勢をもつことができるようになりました。
最後になりますが、この場をかりてお世話になった
方々にお礼を申し上げたいと思います。大阪大学の山本
先生、流川さん、現地でサポートしてくださった弘津先
生、中山さん、そしてグローニンゲン大学のユーディー
ンさん、シュミット先生、ドハティ先生、本当にありが
とうございました。
4
In August 2010, I participated in the summer program at the
University of Groningen to improve my English skills. In this
essay, I introduce my good experiences.
First, I will describe the landscape of the Netherlands. In
Groningen, historic architecture still remains along the streets
because many people reuse them as their home or shop. On the
other hand, in a big city such as Amsterdam, there is a lot of
contemporary architecture, which we rarely see in Japan. I was
absolutely amazed to see the various architectures.
Next, I describe interaction with local people and foreign
students. In this program, students at the University of
Groningen provided opportunities for me to interact with other
foreign students. They took us to places like restaurants and
the movie theater. I was surprised at the size of a meal in a
restaurant because it was very large for me.
We also had the opportunity to visit the Dijkstra family
house, where we enjoyed playing games and having a party.
We ate meatball and mustard soup, which are famous local
foods. They were very delicious and I loved them. Going to
many places which we could not visit on a conducted tour was
a very good experience.
In addition, we connected with a lot of international students
in the ESN program. The ESN program is an event held for
foreign students to make friends. Many students from various
countries come to the University of Groningen. For example,
in my group, there were students from Germany, USA, China,
Ethiopia, Hungary, Italy, and so on. In this program I talked
with them about each country and played games so that we
could get acquainted with one another. I could not speak
English fluently but I could communicate well with my group
members.
In this program, I learned that we could communicate in
broken English as long as we were willing to make the effort to
do so. Thanks to this experience, I have become positive about
speaking English and communicating with other people.
Lastly, I would like to take this opportunity to say thank you
for the support I received from the following people: Professor
Beverley Yamamoto and Ms. Nagarekawa at Osaka University
and Professor Hirotsu, Ms. Nakayama, Ms. Jodien, Professor
Shmidt, and Professor Doherty at the University of Groningen.
It really was so good of you to help us.
夢さえ持っていれば
If you have a dream…!!!
教育学科目　学部 3 年
安 テイテイ
An Tingting
Education - B3
「私も交換留学に行けるかなぁ…」と思ったことありま
せんか。私なら、国際交流室に問い合わせてみたらとア
ドバイスします。阪大の正規生
（国費留学生は除きます）
であれば、誰にでも行くチャンスがあります。
私は正規学部生として中国から日本に留学し、大阪大
学の人間科学部に入学しました。一回生の時に交換留学
の説明会に参加する前には、私も交換留学に行けること
は夢にも思いませんでした。留学生センター (現：国際教
育交流センター )の瀬戸山先生から、阪大には大学間協
定の交換留学以外に、部局間協定の交換留学もあるとい
う情報を入手しました。さっそく人間科学部にある国際
交流室に問い合わせてみたら、当時担当であった山本先
生が親切に相談に乗ってくれました。山本先生と流川さ
んが留学の申請からビザの申請までフルサポートしてく
れました。奨学金も受けることができ、金銭面もかなり
助かりました。
私は日本人ではないため、ビザ取るのにとても苦労し
ました。国籍によってオンライン申請ができないことが
あり、私の場合は書類申請でした。申請資料なども違う
ため、早めに申請を出すことをお勧めします。私は中国
国籍なので、TOEFL以外にIELTSの受験も求められました。
2010年の２月にやっとビザが降りて、オーストラリア
のアデレードに出発できました。舌足らずな英語と全く
新しい世界は無論私にとっては大きな挑戦でした。住ま
いはすんなりと見つかりましたが、英語の会話能力は一
夜の努力で上達するわけではありません。友達が一人も
おらず、最初にはとても寂しいものでした。下手な英語
で人と話すのが怖くて、聴き取れなかったらどうしよう
ととても不安でした。現地との人と接触する機会を自ら
I am a regular student studying Clinical Psychology in the
School of Human Sciences at Osaka University. I had never
thought that I could have a chance to go to another country to
study until I participated in an orientation for the Exchange
Program of Osaka University. The idea of a studying abroad
experience arose rapidly in my mind. I had great eagerness to
fly to an English speaking country to broaden my experience
in a new academic environment and different culture. As an
international student, I wondered if I was qualified to apply for
the exchange program. I got the confirmation immediately from
the International Student Center, presently called the Center
for International Education and Exchange (CIEE). Moreover,
I got the information that there was also an exchange program
between departments in addition to a university level
exchange program. I consulted with the Office of International
Exchange (OIE) of the School of Human Sciences. I conveyed
my intention to Dr. Beverley Yamamoto and Ms. Fuyuko
Nagarekawa, and they gave me a lot of valuable advice and
support. Because of my nationality, I had to take both TOEFL
and IELTS tests to receive the necessary approvals from
Adelaide University to obtain my visa to go to Australia. I
would like to remind you that if you are not Japanese, the
criteria and applications for a visa might be different. So it
is very important to check the application list for a visa in
advance. Another major factor that permitted me to go to
Australia was that there was a fund offered for one exchange
student to attend Adelaide University. It gave me significant
financial support and made my life in Adelaide much easier.
At the beginning of February 2010, I could finally step
into the land of Australia. At that moment I felt a huge relief,
considering the complicated procedures involved with going
abroad. However, it was just the start of another big challenge.
I had to face a world which convinced me I was a stranger. It
was the feeling that a baby first has when they come into the
world; full of curiosity, fascination, and challenges. While
I found accommodation and settled down quickly, I could
not speak fluent English, nor did I have a close friend in the
beginning. Fortunately, I could communicate in Chinese with
students from China, Singapore, and Malaysia, and in Japanese
with students from Japan.
I would like to comment upon some of my experiences
in coping with the language and culture shock. Firstly,
putting away preconceived ideas and traditional ways of
communicating and trying to smile is the first and important
5
避けようとしていました。言語の壁はもちろん大きかっ
たですが、それよりも心の中の壁が遥かに大きかったこ
とに後で気づきました。
「英語が完璧に喋れないのが当
然だ」
、
「言語はただのツールなので、完璧な英語が喋れ
なくても、意味が伝わればいい」と思えるようになって、
まず自分の心の壁を越えられるようになりました。その
後、友達がどんどん増えて、生活にも慣れて、異国での
勉強生活を楽しむことができました。将来のために、心
理学の専門英語の基礎を固めることはもちろん、そこで
出会った友達や現地で経験したことは私にとって何より
も貴重な財産となりました。
私の留学の心得として、以下の四点にまとめました。
第一に、自分から積極的に心を開いて、まず一歩を踏み
出してみること。恥ずかしがらずに何でも聞くこと。第
二に、分らない時には、分らないまま流すのではなく、
それを正直に相手に伝えること。第三に、
困難な事に遭っ
た時に、一人で悩まずに、助けを求めること。第四に、
常に笑顔で人と接すること。
留学は決して楽しいことばかりではありません。でも、
留学から経験できたこと、学んだことは一生にわたって、
人の価値観や人生観などに影響するので、その価値は取
り替えられないものです。
step of communication. This is a good start to helping shape
an amicable relationship with others. The best way to learn
a language and accustom yourself to a different culture is by
exposing yourself to the local language, environment, and
bringing yourself into contact with local people as much as
possible. For example, I had never talked with the cashier at
the market which I went to often, but then I learned that they
say ‘have a good day’ instead of ‘goodbye’. I had never talked
with the staff at the post office on campus and then got a gift
of a long distance telephone card. I went to the international
center to ask lots of questions and I met a staff member who
became my close friend. After that we often travelled and
enjoyed having dinner together.
Secondly, when you encounter problems, don’t forget to ask
someone around you for help even if you are not sure if they
are the right person. You might get more information than you
expected. Don’t hesitate to ask anything, it is not a shame that
you don’t know a word or a custom. Just take help for granted
but don’t forget to ask.
Lastly and most importantly, you should be active and
positive. Seek help until someone comes to help. The fact is
that no one will try to help you unless they know that you need
help. So tell people that you need help. Say hello to others
before they say hello to you. Ask people to speak slowly if you
cannot follow them and tell them directly and honestly when
you can’t understand.
The five months I spent in Australia was one of the most
rewarding periods in my whole life. It was full of impressions
and appreciations. I learned a lot and changed a lot. English,
as the fundamental academic language in psychology, which
I learnt for my future academic research, was as important as
the lovely friends I met there. Both of these had great positive
influence on me. They were undoubtedly invaluable for me
both internally and externally.
Have a dream! If you only have a 1% chance to win, then
may you put in 100 times the effort. If you don’t even try, then
you will lose that 1%.
また、人間科学部／人間科学研究科では、大阪大学が協定を結んでいる大学以外にも、独自にリンネ大学（スウェーデン王国）
、
アデレード大学（オーストラリア連邦）、デュッセルドルフ大学（ドイツ連邦共和国）
、南デンマーク大学（デンマーク王国）等
の大学と協定を学部間で結んでおり、交換留学が可能です。詳しい募集要項、交換留学が可能な協定大学等については、以下の
ホームページで確認してみてください。
http://www.isc.osaka-u.ac.jp/
人間科学研究科国際交流室では、
「阪大生のための海外留学ガイドブック」等も配布しています。正規の交換留学以外にも、休み
期間を利用して参加できる短期の留学派遣制度等もありますので、海外留学に興味のある方は、ぜひ国際交流室 ( 本館 220 号室，
tel : 06-6879-4038，e-mail : [email protected]）へ相談に来てください。
6
留学で見つけた自分自身
I found out what
I want to do in Canada
行動学科目　学部 4 年
増谷　恵梨子
Eriko Masutani
Behavioral Sciences - B4
私 は2008年8月 か ら2009年4月 にか け て、 大 阪 大 学 が
参加していた
「日加戦略的留学生派遣プログラム」の交換
留学生として、カナダのマニトバ州にある、University
Of Winnipeg (UW)に8 ヶ月間留学しました。留学のきかっ
けは、新しい環境で生活し日本にはないものを見て、自
分を世界のなかに投げ込みたいと思ったからです。
UWには世界各地からの留学生が集まっていましたが、
私はヨーロッパ人留学生のグループと一緒に行動するこ
とが多くありました。カナダは多文化主義国家というイ
メージがありますが、実はその中で住み分けがあり、例
えばアジア人グループとヨーロッパ人グループはあまり
関わることがなかったのです。ヨーロッパ人留学生は、
当然のことですが、自国文化を誇り、大学のことやパー
ティ、生活習慣のことまでたくさん私に教えてくれます。
その一方で、彼らは自分たちにとって地図の隅の地域で
あるアジアや日本の話題にはいまいち興味を持っていま
せんでした。
そんな彼らに日本にあるいいものを見てもらいたいと
思い、あることをきっかけにヨーロッパ人の友人らと韓
国や他の日本の友人らを私の部屋に招きました。日本料
理屋に行って、梅酒を準備して、かっぱえびせんを食べ、
J-POPをBGMに社会問題や宗教、恋愛の話で非常に盛り上
がり、朝日がのぼるまで語り合ったのです。彼らは、話
すと意外と面白いやん！とお互いに思ったらしく、事あ
るごとに互いに招きあうようになりました。ドイツ人の
友人はアジア料理も気に入ったらしく、近くのアジア系
I studied at the University of Winnipeg (UW) in Canada for
8 months, from August 2008 to April 2009. What made me
fly to the coldest place I had ever been to was that I wanted to
experience life outside of Japan and see something I had never
seen before.
Students from all over the world gathered at UW. In
particular, I was often around many European friends. Japanese
people often believe Canada is a multicultural country and
that everyone lives together, however, people make their
own groups and different groups live in different places. For
instance, Asian groups and European groups rarely mix. My
European friends told me lots of interesting things about
Europe, involving such things about their universities, parties,
lifestyle, and how they meet people in Europe. However, from
my observation they did not seem to be interested in Asia or
Japan.
Because I wanted them to learn about my country a little,
I prepared a small event night. I invited my European and
Asian friends to my room. We enjoyed Japanese food, plum
wine, and kappa-ebisen (Japanese snack). We also talked about
society, religion, and love. We also listened to various J-POP.
The discussion was quite interesting and we had a really good
time. My friends found it interesting to be with each other that
night. One of my European friends loved Asian food and had
asked me to invite my Asian friends. I was very happy to know
that my European friends were not just interested in my Asian
identity because they were not familiar with it. I found out that
it is a pleasure of mine to introduce good things to others that I
also enjoy in my life.
I would say my life in Canada led me to the way I am now. I
discovered that in Canada I like to introduce Japanese culture
to people who do not know about it, and I found a way to use
this interest after I came back to Japan.
レストランに行こうとしきりに誘ってくるようになりま
した。私にとっても、
「アジア」
「日本」という自分のア
イデンティティに興味を持ってもらったことは非常に喜
ばしいことでした。この経験をきっかけに、私はもっと
日本やアジアの面白いモノや人を知ってもらいたいと強
く思うようになったのです。
留学前は自分の将来像を想像できなかった私が、カナ
ダでのこの経験をもとに自分の思いを再発見し、それが
その後の就職活動を含めた進路選択の軸となりました。
もしカナダでのこれらの経験がなければ、私はおそらく
全く違った道を辿っていたのだと思います。
7
留学のススメ
Why Not? Studying Abroad
教育環境学　博士前期 2 年
（ヘルシンキ大学　応用科学学部）
山本　房代
Fusayo Yamamoto
Educational Environment - M2
(Faculty of Behavioral Sciences, University of Helsinki)
MOI ！（モイ！）こんにちは！現在フィンランドのヘル
MOI! (Finnish greeting)
シンキ大学・応用科学学部・教師教育学科に留学中の山本
Hi! My name is Fusayo Yamamoto and I am studying at
房代と申します。阪大では、人間科学部・人間科学研究
the Department of Teacher Education, Faculty of Behavioral
科の修士過程に在籍、休学中の身分です。今回は、皆さ
Sciences at the University of Helsinki in Finland. I am a
んに私の留学生活についてお話したいと思います。こち
らに留学して、現在1年と半年を迎えました。フィンラ
ンドへは、4年前にも1年間ボランティアとして滞在した
visiting student from the Graduate School of Human Sciences
at Osaka University.
経験があり、
「外国へ行く」というよりは、
「故郷へ帰る」
Today, I would like to tell you about my university life in
という心境で二度目の長期滞在をスタートさせました。
Helsinki. I’ve been living in Finland for one and a half years as
しかし、ホームステイをさせてもらっていたボランティ
a student. I was also here for one year as a volunteer four years
ア時代とは異なり、学生としての生活は良くも悪くも“自
ago, so coming to Finland felt more like “coming home” than
分次第”である、ということをひしひしと実感すること
“going abroad” when I started this second long-term stay here.
となりました。それは、私自身の留学の経路とも関係し
My life as a student is unlike my volunteer experience since I
ていると思うのですが、既述したとおり、私は阪大を休
used to live with a host family. When you live as a student you
学し、ヘルシンキへは
「Visiting Student（研究生のよ
うな立場）
」として在籍しています。したがって、単位取
得義務などはなく、自分のとりたい講義やゼミを選んで
聴講しています。このような自由が利く反面、指導教官
are more self-reliant, for better or for worse. This is also linked
to the fact that I organized my exchange myself and didn't go
through an official program. As mentioned above, I have taken
探しや調査先へのコンタクトなどは情報が少ない中、独
time off from my school in Japan, and my status is a “visiting
自に取り組まなければなりませんでした。研究室に行け
research student" in Helsinki. I didn't join a specific program
ば必ず誰かがアドバイスをくれた、そんな日本での環境
in Helsinki, so I have been able to choose my courses quite
とのちがいに戸惑うことも多かったです。現在は日本の
freely. However, I had to find a supervisor and research field by
研究室の仲間にも助けられながら、こちらでの研究を自
myself, even though I had little local information. The situation
分のペースで進めています。
is quite different to Japan, where I always had someone to give
me some advice in the seminar room, so the situation here has
been perplexing at times. It was a difficult beginning; however,
I’ve managed to organize my research with the help of my
seminar classmate in Japan.
My research field is Finnish junior high school, specifically
part-time special education. I have been visiting a Finnish local
junior high school constantly and have had a great time. I have
experienced a lot of cultural differences between Japanese and
Finnish schools, admired the pupils’ behavior, and attended a
social gathering of teachers. These experiences mean more to
me than the research. In addition to my university experience
in the field, I have really enjoyed the experience of being in
8
さて、私の研究はフィンランドの中学校を調査フィー
ルドとし、中でも特別支援教育に注目したものです。詳
しい研究内容はここでは述べませんが、昨年度は約半年
間現地の中学校に定期的に訪問し、現地の学校の様子を
調査しました。日本の学校との違いに驚かされたり、生
徒たちの行動に心打たれたり、先生方との交流会に参加
させていただいたりと、単なる調査とは言えない、沢山
の経験をさせてもらいました。大学以外に、このような
出会い・経験のフィールドがあったことは本当に幸せな
ことだと思います。今年もまた同じ学校に調査に伺う予
定です。
もちろん、大学でも多くの出会いがありました。一つ
は、海外からの留学生たちとの出会いです。世界各国か
ら留学生が集まってくるので、授業はとても国際色豊か。
a Finnish junior high school. I’m planning to visit the same
教育を学ぶもの同士、未来の教育について語ったり、教
junior high school this semester for additional research.
育制度のちがいについて議論をしたりしています。日本
の校則の厳しさや生徒が掃除をするという習慣には驚く
留学生が多いです。また、フィンランド人で同じ興味を
Of course, there were many new experiences in the university
as well. One was to meet the international students. Since the
持つ友人もできました。フィンランドの人々は、
少しシャ
students came from all around the world, the class was very
イですが親切で温かい心の持ち主です。そんな特徴から
cosmopolitan, but because we all had the same vocation of
か、彼らといると日本人といるような感覚に陥るので不
education, we discussed the future of education, differences in
思議です。
our educational systems, and debated all kinds of educational
フィンランドでの滞在も残り半年となりましたが、泣
topics; this was extremely interesting. The habit of cleaning
いても笑っても
“自分次第”の留学生活をより実りあるも
and the rigors of school roles in the Japanese education system
のにするべく、明日もまた頑張ります。
surprised the other students. I have also gotten to know some
※ 教師教育学科のホームページに留学生インタビューと
して私の記事も掲載されました。
フィンランドの大学生活について話しているので、そ
ちらもよかったら参照してみて下さい。
Finnish students. Finnish people are kind and warm hearted
but a little shy. These Finnish personality traits are also found
in Japanese people and sometimes I feel like I'm with Japanese
people when I'm with Finns. I hope to make the most of the
http://www.helsinki.fi/teachereducation/studying/
remaining six months that I have of living and studying here in
interviews/interview3.html
Finland.
9
Our Learning from Academic Writing and
Presentation Skills Seminar
人間開発学　博士前期 1 年
オユンバータル　インドラ
Oyunbaatar Indra
ノロブ　ツァガーンチョローン
Norov Tsagaanchuluun
シンパチャン　ソムマイ
Shingphachanh Sommay
バダルチ　バイガリ
Badarch Baigal
タヤラット　ウォンウィライホン
Thayarath Vonevilayhong
Human Development Studies - M1
Every year Osaka University offers its students various
courses during summer vacation, so called ‘summer intensive
courses’. At the beginning we couldn’t really realize what
‘intensive’ would mean. However, the course of Academic
Writing and Presentation Skills Seminar offered by the
Graduate School of Human Sciences, coordinated by Prof.
Beverley Yamamoto, made us aware of how a one-week course
can be intensive in its real meaning.
Our involvement in this course has been a great learning
experience. When we, the students from Mongolia and Lao
PDR in the International Collaboration Division under the
Japanese Grant Aid for Human Resource Development
Scholarship (JDS) program, applied for this course before our
summer holiday, we didn’t know what to expect. We had some
experiences in taking similar classes before. Some of us even
had a little confidence in taking the course. However, from
the first day of the course we realized that most of us lacked
practice in academic writing and presentation skills. Thus,
we tried our best to learn and practice every single word from
our professors and classmates. The seminar consisted of two
sessions, academic writing and presentation skills.
Dr. Rowena Murray was our teacher for academic writing.
Starting from her first lecture, we got the impression of how
extraordinary she was in her academic field. Along with this,
she had rich experience in teaching such courses both for
students and professors. Hence, she encouraged us all the
time that we, graduate students who are in the early stages our
studies, often lack confidence in writing. On the first day she
suggested us to write 100 words about our research without
thinking about the grammar and structure. Surprisingly, after
writing we grasped that our work was actually quite good and
would benefit from support for the next step. On the second day
10
when she let us write a letter to the journal editor, we were like,
‘Oh no, that’s too much for us! We are just first year master`s
students.’ But you have to do your homework, right? So what
happened is that again we were able to write a reasonable
letter to the journal editor of our interest, concerning our
research, with the help of the example she provided us. We also
practiced ‘free’ and ‘generative’ writing, which were also good
exercises for us to improve our writing skills. At the end of this
session we were able to write about our own research proposals
using various verbs and expressions that are commonly used
in academic fields. This was one part of the intensive course,
which could alter us greatly.
The session of presentation skills was divided into two groups
depending on our interest and experience. The group led by Dr.
Ann Mayeda, impressed us a lot too. Her lecture made us have
more and more enthusiasm for learning about presentation
skills. We learned very simple tasks about presentation skills
to sophisticated ones. There were around 15 students in her
class. One time we were all very nervous and worrisome about
the toughest task of the intensive course, which was to give a
10 minute presentation on our research proposal. Thankfully
because of Dr. Mayeda, we were all confident and gave the
presentation. The entire class had prepared and practiced for
the presentation regularly during the classes. Simultaneously,
while preparing for the presentation, we also enjoyed the time
through sharing experiences and exchanging opinions. As a
result, we all finished the assignment successfully.
The other group for presentation skills was instructed by
Dr. Jeremiah Mock. He worked with the students who were
studying in their second year of master’s or Ph.D. courses.
The last day of the course we visited his class and observed
his students’ presentations. It was very impressive. Both
the students and the instructor were sincere as they were
presenting without power point slides and notes. The content,
timing, audience awareness, eye contact, mimics, and gestures
were all given a lot of attention during their presentations. We
understood that it is also a good session if you are willing to
present in an academic conference.
学術セミナー：
This intensive course gave us a lot of experience and also
encouraged us to keep studying about academic writing and
presentation skills as it combines both theory and practice. We
would like to emphasize that our first summer holiday at Osaka
University was productive and fruitful. Our acknowledgments
are to all those who were engaged in organizing this program.
Thanks to them, we could broaden our horizons of knowledge
about academic writing and presentation skills. We highly
recommend students to take this course. Do not hesitate and do
not miss the opportunity to broaden your knowledge.
論文発表のためのガイドライン
Academic seminar on
publication in English
2011年2月22日に国際企画推進本部との共催で、文系
の大学院生ならびに教員を対象に、学術セミナー「英文
による論文発表のための実践的ガイドライン」を開催し
ました。定員を上回る参加者人数のなか、講師としてお
招きしたシンガポール国立大学
（NUS）出版責任者である
Dr. Paul H. Kratoskaから論文・著書発表のノウハウや
論文・著書発表のため学術出版社へアプローチする方法
などの講演がありました。現在、英語による論文を作成
中であったり、近い将来、英語論文の執筆を考えている
参加者らからは大変有益な講演であったという評価を受
けました。
（国際交流室　上田博司）
In collaboration with the Office for International Planning
and Programs, OIE organized an academic seminar on
“Publishing In English-language Academic Journals: Some
Practical Guidelines” on February 22, 2011. This seminar was
basically arranged for graduate students and faculty members
in the area of humanities. Dr. Paul H. Kratoska, guest speaker,
Managing Director of the National University of Singapore
(NUS) Press, gave a lecture on the conceptualization and
submission of English-language journal articles. He provided
useful tips to identify common mistakes that reduce the
chances that a manuscript will be accepted.
(Hiroshi Ueda, OIE)
11
It’s Alright to be Yourself
社会環境学　博士前期　2 年
エステラ　チェウング
Estella Cheung
Sociology - M2
First encounters
If you’ve ever studied or worked abroad in the past, think
back to the feeling you got when you attended your first class
or meeting. During that first encounter, how did you feel being
in the midst of people with a different culture and background;
people that had a different skin color and hair texture to
yours? Most of us would have felt a mixture of excitement,
nervousness, and anxiety. In this short article I’m going to
share some of my first time experiences at the Graduate School
of Human Sciences.
Entering graduate school
It’s hard to imagine that I’ve been a student of the Graduate
School of Human Sciences for 2 years. If someone had asked
me some years ago where I would want to be in 5 years, it’s
highly unlikely that I would have replied, “I want to attend
graduate school in Japan”. I just never pictured myself getting
a full time graduate education in Japan. But here I am.
I entered Osaka University, Graduate School of Human
Sciences in April, 2009. There were interviews after the
Graduate School of Human Sciences Masters entrance
examinations in February, 2009. This was part of the screening
procedure. I can remember how my stomach churned with
butterflies while waiting for my name to be called for the
interview. I had doubts about if I was eligible enough to secure
a place in graduate school for a few reasons. First of all, my
Japanese level was pretty low and I wasn’t sure if I was able to
understand classes that were taught in Japanese. Secondly, my
undergraduate degree major was not sociology, which meant
my understanding of the subject of sociology was very basic.
The one word encouragement, “Ganbatte”
People have different ways of dealing with the challenges of
being in a new environment. I dealt with my new environment
during the first year in graduate school by keeping to myself
most of the time, which is something I regret. It wasn’t until
my second year that I began to have more confidence and
become more adventurous. I became the first one to walk up
to someone and introduce myself, instead of being a ‘scaredycat’. I began to practice speaking my Japanese more even
though I made some mistakes. I began to be myself more;
something I was afraid to do before because I didn’t know how
others would respond to my ‘un-Japanese-like’ behavior and
character.
Eventually, I found out that you are able to learn well and
make the most of your potential when you are confident about
yourself first. When you accept that you are an individual,
people will begin to accept you too. And I think this is how we
should always think of ourselves, as individuals that are free to
be creative, free to learn whichever way we feel comfortable,
and free to express ourselves without being afraid of how the
world might view us.
12
But there is one Japanese word that stands out. From day
one when I arrived in Japan I heard the word “ganbatte”.
Everybody was using it, and it seemed like a word you would
also use to tell someone you care about them. During my two
years in graduate school, every time someone said this word
to me, it always lifted me up and gave me motivation to keep
on going. In Papua New Guinea, where I come from, you have
family and close friends to hug you, and that is motivation and
encouragement. But in Japan, where hugs are reserved for your
family or close friends, the word “ganbatte” is all it takes for
me to get up on my feet, dust myself off, and say “I'm going to
give it another go”.
Why is individualism important?
Although people are different in many ways, I think adapting
to your new environment quickly will make your transition
go by much faster and much smoother. So individualism
is important for you as a person because you need to be
comfortable with who you are first. I think that when you are
comfortable with who you are you’ll find yourself ready to
learn and participate actively in class or in the company of
others who don’t share the same culture as you. And when you
accept yourself as an individual, you feel free to express your
thoughts and ideas without holding back. Who knows, others
might be able to learn from your ideas too and I think learning
from one another is what learning is all about.
If we allow the feeling of being ‘different’ and ‘foreign’
overwhelm us, this will only be an impediment to our
individual progress and learning. In a competitive academic
environment, choosing to put aside your ‘foreignness’ (and in
my case, my afro hair), I'm sure you can reach your highest
potential in anything you set your heart and mind to.
Even if others might see you as different because of your
hair type, your cultural background or nationality, they’re
individuals too; we all are. So don’t be afraid.
Sayonara ( さよなら ) Japan!
地域研究　博士後期 3 年
ムハマド　アラ　ウディン
Muhammad Ala Uddin
Area Studies - D3
I have been in Japan for more than three years (since October
2007) and it has passed very quickly. If everything goes well I
am going to leave Osaka for my home country of Bangladesh
at the end of March 2011. There are many things I will not ever
forget, even if I do not visit Japan again in the future. I cannot
read or write nor can I speak in Japanese; nonetheless, I did not
face any big problem here during my stay. This is because of
the helpful Japanese people; they did their best to make my life
pleasurable. In this chance (OIE bulletin), I would like to talk
about a few such unforgettable events.
University or extended family: Hopefully I will graduate in
March 2011. Osaka University provided me what I needed,
whenever I needed it. Here one can fulfill his academic motives
until he is satisfied since there is no limitation of updated books
and journals, as well as Xerox facilities. I got a taste of many
international scholars through the regular seminars/workshops
I attended. Oftentimes I needed other people's help, whether
it was academically related or for personal matters. And I was
given help, whether that was from professors, officials, or other
students. I found them very cordial and enthusiastic in making
my living comfortable. The Office of International Exchange
(OIE) especially did a lot for me, just unthinkable. Thus I got
the university as my second home, where I was always in a
good mood.
Living with pleasure: Apart from the university campus, there
are many places and events where one may find expatriate life
more than bearable. The beauty of cherry blossoms (sakura,
さくら ), Japanese maple (momiji, 紅葉 ), and many festivals
(matsuri, 祭 ) were indeed amusing to my family and I (I do
not want to mention the terrible summer although the winter
was incredible!). The colorful Christmas is among the attractive
festivals observed in Japan. Here, hardworking people love to
enjoy their leisure time, and go out to make them fit for work
again. In the workplace, the Japanese are very professional;
although seemingly informal while talking, they are very
formal in dealings, especially about timing.
Pains and faith in treatment: Healthcare is one of the best
things in Japan. I heard a lot about Japanese medical facilities.
I am lucky to have experienced this. With pleasure, I may
mention that my baby girl (Nora) was born here in Takatsuki
city on the 12th of November 2010. I saw how the doctor and
nurses tried their best to ease the difficulties. They made us
confident that “we have no worries since we are here”. Now
my baby and wife are in good health (genki).
Living with Japanese: There are many things in my mind
that I would like to say, but it is actually a difficult task to
select only a few to actually speak about. During my living, I
enjoyed the utility services in everyday life such as electricity,
gas, water supply, transportation, and postal service. I should
mention here that in my home country, power outages or load
shedding is a part of our everyday life, which is what I did not
have to experience in Japan. Here electricity is the constant
company of everyday life. I took a print out just before my
presentation and submission about what I will miss when
I return to Bangladesh. Japanese sense of timing is widely
known, even senseless; the bus and train both maintain this.
One day I asked a Bangladeshi, “after how many stops should
I get off the train to get to ‘X’ station”, he replied, “after 13
minutes”. Even street buses maintain such strict schedules.
Really crazy!
Sometimes misunderstandings arise in the course of
communication with Japanese people because of their language
and thought. I got emails from some of my Japanese friends/
contacts who often use will for present action. For example, we
[Non-Japanese] usually write “I am sending you . . .” or “I sent
you . . .” (herewith), but they [Japanese] use “I will send you . . .”.
Reading this (I will send…) I first thought he/she would send
me [it] later; but I found that the file/information was actually
included in the mail I was looking at (either below or in an
attached file). I experienced this many times. In an office,
if the office staff say “please come around 15:00 to get this
document”, it is implied that even at 14:00 one may be able
to get it. Later I realized that the Japanese people make a very
short distance between future and present; they bring the future
into the present time because they can foresee things very
well. Their future is within their imagination and organization,
and that is why they are well developed, not only in terms of
science and technology but also with strong morals, which is
lacking in many developing countries.
Since I have a word restriction, I should stop somewhere;
lastly, I would like to express my thanks to Japan and her
peoples ( 日本人 ), for the company, pleasures, and rewards.
13
新しい世界への挑戦
The challenge to new land
特別聴講生
（昌原大学　産業デザイン学部 3 年）
徐　銀哲（ソ　ウンチョル）
Seo Euncheol
Special Auditor
(Industrial Design, Chanhwon National University - B3)
私は韓国から大学の交換留学で来ました。以前から日
本の文化に興味を持っていましたので自然に留学にも興
味を持ちました。しかし、私が交換留学する日本の学校
で大阪大学を選んだとき、私には二つの心配事がありま
した。ひとつは私の韓国の大学での専門はデザインです
が、大阪大学にはデザイン学部がなかったことです。二
つ目は大阪大学とは初めての学生交流になるため、奨学
金の申し込みができないということでした。でも、私は
この交換留学のチャンスをのがすと日本の大学に通う機
会はないと思いました。それで専門分野は少し違っても
経験してみようと思い、また時給の高い日本で大学の勉
強に支障がないよう、バイトをしながら生活費を工面し
ようと決めました。すなわち挑戦をしてみようと決めた
のです。
日本に来た最初の一ヶ月は何もかも珍しく、韓国では
ほとんど会えなかった外国人留学生達とたくさん会うこ
とができました。テキストや授業で学んだ英語や日本語
を実際に活用することができました。会ったことのない
他の国の人には違和感を持っていましたが、実際会って
みれば誰とも仲良くなれると思いました。仲良くなろう
と近づけばみんな笑顔で答えてくれました。おそらく最
初はみんな同じ気持ちだと思います。
大阪大学での授業は社会学、心理学などを日本人学生
と一緒に受けました。最初は発音がわからない部分が多
かったです。やはり内容は難しかったけど時間が経つほ
どどんどん聞こえるようになりました。
来日最初に本当に頼りになったのがホストファミリー
でした。週末には夕食を一緒にしながらいろんな話をし
ました。また温泉に一緒に行ったり泊まりに行ったり
しながら日本の生活を感じることができました。また
チューターを紹介されて、困ることがあったら助けを求
めることができたし、人間科学部の国際交流室の方々に
もたくさん助けられました。
日本での今までの生活で珍しいものを多く見たり、い
ろんな人に出会ったりしました。日本で留学生として生
活した経験の中で今まで以上に考えも広くなったと思う
し、韓国をもっと客観的に見ることもできたと思います。
この一学期は私にとって本当に貴重な経験でした。大
阪大学で会った親切な方々に感謝しております。
14
I am an international exchange student from South Korea. I
have been interested in Japanese culture, which is connected
with my interest in abroad study. But when I decided to study
in Japan, there were two problems. First, I had been studying
visual communication design in South Korea, but there is no
such subject at Osaka University. Second, I couldn’t apply for
a scholarship because there hadn`t been any exchange students
between Changwon National University and Osaka University
before. But if I lost this chance, there would be no way to study
at a Japanese university. So even though my major changed,
I decided to go to Osaka University. Having a part time job,
I thought I could support myself and I would take it as a
challenge.
Everything in Japan looked wonderful to me for the first
month and I met many foreigners whom I could never have
met in South Korea. I could finally use the Japanese that I had
only studied before in textbooks. Before meeting foreigners, I
had different feelings about them, but now I am familiar with
the diverse foreign cultures. Maybe everyone has the same
perception.
I had sociology, psychology, and other classes with Japanese
students at Osaka University. At the beginning I couldn’t
understand what the professors were saying, but now classes
have become more understandable than before, although some
classes are still difficult for me.
At first I was dependent on my host family. On the weekend
we had dinner together and we talked about many things.
One day, we went to the spa, so I could know about Japanese
culture and life. I was introduced to my tutor who was always
very helpful and I was supported by the Office of International
Exchange whenever I needed help.
So far, I have seen a lot of wonderful things and have met
many foreigners. In Japan I can broaden my way of thinking
and I am becoming more positive and rational in seeing Korean
culture and lifestyle.
The semester in Japan was very precious and important to
me. I am thankful to many people who treated me in a friendly
way at Osaka University.
充実した留学生生活
First Steps at Osaka University
特別聴講学生
（ハインリッヒ・ハイネ大学デュッセルドルフ
人間科学研究現代日本学科目　修士 2 年）
カイ　マツィオフスキー
Kai Macyowsky
Special Auditor
(Graduate School of Human Sciences-Modern Japan
Heinrich-Heine University, Dusseldorf - M2)
私はドイツのデュッセルドルフ大学の大学院生で、現
在、特別聴講学生として大阪大学の人間科学研究科に留
学しています。ドイツの大学では現代日本学を専攻とし
て日本語、日本の文化と社会について勉強をしています。
大阪大学に留学しようと思ったのは、日本の大学の授業
を受ける為だけではなく、ここで修士論文の為の研究を
したかったからです。修士論文のテーマは
「留学に関す
るアイデンティティーの変化」
です。
人間科学研究科の特別聴講学生として教育学科目から
社会学科目までどんな授業でも受けることができます。
授業内容はデュッセルドルフ大学での受講科目と関連性
があることから、主に社会学の授業を受けています。今
学期は
「思いやり格差」
、
「日本の福祉社会」
、
「ジェンダー」
等についての授業を受けています。テーマだけでなく先
生方の教え方も面白いので、勉強にやりがいを感じてい
ます。日本語の識字と言語能力を高める為に専門の授業
以外に日本語の授業も受けています。オンラインテスト
を受けることによって、自分の日本語能力に最も合うレ
ベルが分かるようになり、日本語プログラムから自分に
必要な科目が選べます。
大阪大学の３つのキャンパスのうちから２つのキャン
パスで授業を受けています。日本語の授業は豊中キャン
パスであり、専門の授業は吹田キャンパスで開講されて
います。普段は授業の吹田キャンパスの図書館に行って、
個室で宿題や修士論文の為の研究をします。何か質問か
問題がある時は国際交流室に立ち寄ります。
平日は勉強の為によく大学に通いますが、週末は部活
の為に大学に行くことが多いです。音楽とベースを弾く
ことは私の趣味で、最近音楽サークルに入りました。す
ぐに友達ができて、暇な時は彼らと過ごしています。
大阪に来てまだ３ヶ月しか経っていませんが、残りの
留学で過ごせる時間を楽しみにしています。この留学の
１年は私にとって楽しく実り多い１年になると思います。
I’m currently a regular exchange student at the Graduate
School of Human Sciences. The university in which I’m
registered at is Heinrich-Heine in Düsseldorf, Germany. My
major is Modern Japan, so I’m studying the Japanese language
as well as the Japanese culture and society. I’m not only here
to take regular classes, but also to do research work for my
master’s thesis, which is about student exchange and the effects
of it on students` identities.
As a special auditor of the Graduate School of Human
Sciences, I’m able to choose between a wide variety of classes,
from the subjects of educational science to social science.
Because of the correspondence to my classes at Heinrich-Heine
University, I decided to take sociology classes. This semester
I’m taking courses about omoiyari kakusa -differences of
considerateness in the Japanese society, the Japanese welfare
society, and gender, for example. So far I’m enjoying my
classes because of the interesting topics and the teachers who
are able to explain these topics in an interesting way. Besides
those courses I’m also taking Japanese classes in order to
improve my writing skills for term papers and my speaking
skills for presentations. After taking an online test you will
know which of the courses are suitable for your Japanese
proficiency. This way it is easier to find just what you need.
My classes take place at two of the three campuses of Osaka
University. The Japanese classes take place at the Toyonaka
campus and all the others at the Suita campus. On some days
I’ve got several hours of free time between my courses, and
instead of going home, I go to the library and do my homework
or do some research for my master’s thesis. If I have any
questions or problems I stop by the Office of International
Exchange.
Besides my study time at the university I also spend a part of
my leisure time engaging in club activities. Recently I joined a
music club because music and playing the bass are my hobbies.
There I was already able to make some friends and enjoy a lot
of my leisure time with them.
It’s just a couple of months since I came here but I’m looking
forward to the rest of my stay. I think this year of exchange
will be a very productive and fun one.
15
ジンカで新しい国際交流サークルが誕生！
New International Community in Human Sciences!
文章 : 行動学科目　学部 4 年　増谷　恵梨子
Text: Eriko Masutani, Behavioral Sciences - B4
イラスト : 教育学科目　学部 4 年　奥村　智美　Illustration: Tomomi Okumura, Education - B4
昨年の秋、人間科学部で学生による新しい試みが始ま
りました。
海外でそれぞれ貴重な経験をしてきた留学経験者、国
際交流に興味がある人、英語をもっと話して上達する機
会がほしい人、せっかく日本に来たのでもっと日本人と
関わりたい留学生。それぞれの思いが集まって、学生に
よる国際交流コミュニティが誕生しました。
2010年の年末には、コミュニティ誕生後最初の大きな
イベント、
”Bye Bye 2010 Party”
を開催しました。国際
交流室の方々にもご協力を頂き、30人以上の留学生や日
本人学生が集い、軽食を囲んで交流ゲームを楽しみまし
た。実際にこのパーティで新しい友達ができ、その後の
交流にもつながるきっかけとなった人もいるようです。
様々な方からのサポートを頂いた結果、このような
イベントを開催することができましたが、当初は小さな
グループの活動でしかありませんでした。最初のランチ
ミーティングに集まったのは日本人と中国人留学生の数
人だけでした。毎週昼休みに集まってアイデアを出し合
ううちに面白い企画が持ち上がり、人数もだんだん増え
てきました。現在では、
英語や日本語が飛び交うミーティ
ングになることもあります。
16
A new student group was created last autumn named
“International Community for FUN! from JINKA”. Many
new students to Japan who were studying abroad that wanted
to improve their English skills but rarely met new people, got
together to make an action in this community.
We hosted the first big event with support from the Office
of International Exchange, called “Bye Bye 2010 Party” in
December 2010. More than 30 students came to the party,
met new people, had some snacks, and played games. Some
made new friends and others found it fun to have international
communication within the party, which were both our aims for
the event.
In the beginning, however, our group was quite small. A
few Japanese and Chinese students came to the first lunch
meeting. The members discussed their ideas for creating more
communication between international and Japanese students,
and improving current situations in which there are few
chances for them to meet. Lunch meetings were held every
week and then more members became involved in the new
projects. Our group has grown and sometimes has meetings in
both Japanese and English.
Our projects are not only international events, they also
involve creating a website and a blog, in order to share
information and reports from students studying abroad at
the time. Its contents are going to broaden from studying to
volunteering abroad and internships to tips of life in another
country. We also want to make contents for international
students who are interested in attending Osaka University in
the future.
交流パーティのほかにも、留学や海外ボランティアな
どのための情報共有や、留学中の学生からの現地リポー
トを掲載ができるウェブサイトやブログの作成にも取り
組んでいます。現在は調整中ですが、留学に限らず様々
な形での海外経験に興味がある人に生の情報を提供でき
る場を作っていく予定です。さらに、将来的には大阪大
学に来る留学生への情報提供の場にもできればと考えて
います。
2011年度から留学生対象のコースが開設され、さら
に人間科学部は国際化していきます。大学から与えられ
る機会だけでなく、学生の立場から、この環境を最大限
に生かし、またより多くの自
己成長のチャンスを得られる
キャンパスづくりをしていき
たい。その想いを実現するきっ
かけとなる活動を、これから
も続けていきたいと思います。
まだ私たちのコミュニティは
生まれたばかりで、より多く
のアイデアや協力を必要とし
ています。今後の多くの皆様
のご参加をお待ちしています。
Facebook Group: “International Community for FUN!
from JINKA”
で検索
Twitter: @funfromjinka
A new course will begin for students from overseas in
Human Sciences this year, which will make our campus more
international. This is a big chance for students who want new
experiences or want to improve their international skills. It
will also encourage international understanding and allow
students to find out what they can do to promote this, not only
in Japan but in the world. Our group hopes that our projects
make campus life more meaningful and fruitful through our
activities. And importantly, you are always welcome to join our
group!
Access us:
Facebook Group: Search “International Community for FUN!
from JINKA”
Twitter: @funfromjinka
17
日蘭学生会議という挑戦
My Quest for a Student Conference
社会学科目　学部 3 年
瀧本　裕美子
Yumiko Takimoto
Sociology, Modern Thought and Anthropology - B3
日蘭学生会議、それは私にとって大きな挑戦でした。
この会議は2009年の秋、同じ人間科学部の久保田彩さん、
田中璃理子さんとともに発足させたものです。私がこの
ような活動をするきっかけとなったのは、2008年の夏に
参加したグローニンゲン短期訪問プログラムでした。約
1 ヵ月の生活の中で、思ったように英語が話せず落ち込
むこともありましたが、帰国する頃には
「海外の学生と議
論できるようになりたい」
と思うようになっていました。
そして昨年の春、グローニンゲン大学から15名の学生
を招き、文学部、法学部、外国語学部、理学部、工学部
から大阪大学の学部生、大学院生に参加してもらい、念
願の第一回日蘭学生会議を大阪大学で開催することが
できました。メインテーマは”Education, the insight
into the bright future”
。教育制度、教育格差、道徳教
育と政教分離について、それぞれのグループが準備して
きたプレゼンテーションをもとに熱いディスカッション
が行われました。
その中でも私が印象に残ったのは、教育制度の議論で
した。日本よりはカリキュラムが自由なオランダでは、
暗記よりもディスカッションやプレゼンテーション能力
が重視されています。日本ではそれがいい政策だと報道
されることが多いですが、グローニンゲン大学のある学
生は少し違った意見を持っていました。
「大学入学前に多
くの知識が暗記できているわけではないので、大学での
専門的な授業で行われるディスカッションの際に内容が
充実しないことがある。日本の制度とオランダの制度を
うまく合わせることができればいいのにね」
と。
この瞬間、私は
「あぁ、この会議やってよかった！」と
思いました。
「生」
の声を聞き、議論を重ねてゆく。それは
直接会ってしかできないことです。たしかに、会議の準
備、特にプレゼンテーションを作るのにはお互い苦労しま
した。しかし、それをしたからこそディスカッションの場、
お互いに刺激し合える場ができたのだと思います。
会議後グローニンゲン大学側のリーダーから
「来年はぜ
ひグローニンゲンで会議をしよう！」
と言ってもらえたこ
とは涙が出るほどうれしかったです。
そして私の、私たちの挑戦は第二回日蘭学生会議に向
けて、今も続いています。
最後になりましたが、いつも私たちの活動をサポート
してくださっている先生方、本当にありがとうございます。
18
The Japan-the Netherlands Student Conference was the
biggest challenge for me. In the autumn of 2009, Ms. Sayaka
Kubota, Ms. Ririko Tanaka, and I set up a committee of
the Japan-the Netherlands Student Conference (JNSC).
An experience of the summer program at the University of
Groningen in 2008 led me to this project. I spent almost one
month in the Netherlands, and at the end of the program, I
started to think, “I want to have discussions with students of
the Netherlands and Japan.”
My dream to hold the first JNSC finally came true last spring.
We invited 15 students from the University of Groningen as
well as students belonging to various faculties and research
centers of Osaka University. The main theme was “Education,
the Insight into the Bright Future.” We discussed how
education and society should develop in the future, based
on the following topics: education system, education and
economic gaps, moral education, and the separation of religion
and politics.
The most impressive discussion for me was the one on
“education system”. In the Netherlands, curriculums of
schools are more flexible than those in Japan, so teachers in
the Netherlands can give a lesson without feeling the pressure
of following curriculums. Furthermore, Dutch people think
highly of presentation and discussion skills rather than
memorizing skills. Such an education style has been praised
in the Japanese media these days, and introduced as a method
to solve educational issues of Japan. However, one of the
Groningen students said, “This is why many Dutch students
faced difficulties after entering universities. I realized so many
students lacked information and knowledge. They could not do
high-quality discussions.” It was a big surprise for me because
I had never heard such an opinion in Japan. When I heard his
words, I knew that this conference was successful. It is only
“face-to-face exchange” that gives you a real voice and deep
mutual understanding.
After the conference, the student leader on the Groningen
side said to me, “This was a great conference. Let’s keep in
touch and hold the second conference! We’ll invite you to
Groningen next time!” My challenge still continues.
I would like to thank everyone who has supported me and
JNSC.
中国における国際交流事業への参加について
Missions to China in 2010
关于在中国参加的国际交流事业
グローバル人間学　地域研究　准教授
大谷　順子
Junko Otani
Associate Professor, Area Studies, Global Human Sciences
2010年2月に大阪大学上海教育研究センターが開設されました。上海運営支援ＷＧ委員会が設立されその委員としての活
動の一環として行った秋の中国出張について報告します。
9月20-21日に第1回北京大学―大阪大学学術交流デーが、北京大学において開催されました。初日の午前の部は西尾章治
郎理事・副学長と辻毅一郎理事･副学長の講演があり、午後は専門ごとの分科会に別れ、私は、社会学･人類学の教員らと話
し合いました。北京大学のみならず中国の大学は海外とのトップレベルとの大学との交流を積極的に推し進めており、その
ための施設として会議場や5星クラスのホテルが大学キャンパスに建設されており、日本の大学環境や投資予算の差を感じ
る機会でもありました。
10月21日は、上海市衡山賓館において上海教育研究センター開所式が挙行されました。鷲田総長、辻理事・副学長をはじ
めとする教職員、中国の大学間・部局間交流協定校、在上海日本関係機関、企業関係者、同窓会会員など約130名が出席しま
した。大谷は開所式の司会進行役と、祝賀会での総長付き通訳の役割でした。第2部の講演会では、石川真由美先生が司会
進行役をされました。学生にも受け付け、通訳、会場案内として手伝ってもらい楽しいなごやかな雰囲気の中、挙行されま
した。この開所式を機に、阪大の4つめの海外拠点として、本格的な活動を行うことになります。
翌22日は、第15回大阪大学・上海交通大学学術交流セミナーに出席し、午後は、鷲田総長らは上海市内にある同済大学に
おいて、大学間学術交流協定及び学生交流覚書の調印式に臨まれ、これにも同行しました。これにより中国の大学との10番
目の協定が成立したことになります。
引き続き、23-24日は、上海東亜展覧館を会場に開催された中国国際教育展に、25日は、中国国内に在る日本の大学の拠
点が合同で開催する日本留学説明会が上海交通大学を会場として開催され、本学のブースを出展し大谷も学生や保護者らの
問い合わせに対応しました。
Osaka University opened its Shanghai Center for Educational
and Research in February 2010, as the fourth overseas center.
The Shanghai Center opening ceremony was celebrated at
Shanghai Hengshan Hotel on October, 21, 2010. Students
also supported the event as interpreters, receptionists, and
escorts, who had contributed to the successful management
of the event and its pleasant atmosphere. As a member of the
Shanghai management support WG committee, I participated
in various activities such as the first Beijing University-Osaka
University scientific exchange day held at Beijing University in
September 2010, the 15th Osaka University-Shanghai JiaoTong
University scientific exchange seminar, the signing ceremony
of the scientific exchange agreement between Osaka University
and Dongji University in Shanghai, as well as the China
International Educational Exhibition in the following days.
大阪大学于2010年2月创建了大阪大学上海教育研究中
心。我来对该活动的一环，也就是今年秋天我去中国出差
时的相关情况做一下汇报。
9月20-21日，在北京大学召开了第一届北京大学・大阪
大学学术交流会。在第一天上午的活动中有西尾章治郎理
事,副校长和辻毅一郎理事和副校长的讲演。
10月21日，在上海市衡山宾馆举行了上海教育研究中心
开始办公的仪式。很多学生也作为接待处人员、翻译、场
内引导等协助参与了各种工作。整个仪式都处于一种愉快
祥和的气氛之中。
在第二天的22日，鹫田校长等校领导出席了大阪大学・
上海交通大学学术交流研讨会。下午，也出席了在位于上
海市内的同济大学举行的大学间学术交流协定及学生交流
备忘录的签字仪式。
接下来的23-24日，以上海东亚展览馆为会场召开了中
国国际教育展, 25号中国国内的日本大学各据点在上海交
通大学联合召开了日本留学说明会。
19
Osaka University Forum 2010 in Groningen
“Globalization and Conflict:
Entanglement between Local and Cosmopolitan Orientations”
GCOE プログラム「コンフリクトの人文学国際研究教育拠点」　特任助教
酒井　朋子
Tomoko Sakai
Specially Appointed Assistant Professor, Global COE Program
"A Research Base for Conflict Studies in the Humanities"
Osaka University has annually held an overseas event
under the title of “Osaka University Forums” since the
2001/2002 academic year, in an attempt to globally publicize
the university’s latest research outcomes and academic
achievements. This year, the eleventh Osaka University Forum
was organized by the Osaka University Global COE (Center of
Excellence) Program, “A Research Base for Conflict Studies
in the Humanities” and Osaka University Global Collaboration
Center (GLOCOL), in cooperation with and at the University
of Groningen, the Netherlands, from September 28th to
30th, 2010, with the theme of “Globalization and Conflict:
Entanglement between Local and Cosmopolitan Orientations.”
The Global COE program started in July 2007, based mainly
on the Graduate School of Human Sciences, but also involving
academic staff from a number of other areas of the university,
together reaching the achievements of the university’s 21st
Century COE Program, “Interface Studies in the Humanities”
(2002-2007). The other organizer, GLOCOL, is a research
center that was established in 2007 and has conducted crossdisciplinary research on international cooperation and
multiculturalism, as well as promoted international cooperation
activities based on the experience gained through its research
and educational projects.
The main objectives of Osaka University Forum this year was
to publicize to Europe the cream of the research conducted in
these two academic institutions, and to open up a new space of
international academic dialogue on globalization and conflict.
The forum invited a number of world-leading scholars from
within the Netherlands as well as from Germany, Belgium, the
UK, the USA, and Ireland, to collaborate in exciting discussion.
Doctoral students and early-career researchers related to the
Graduate Schools of Human Sciences and the Graduate School
of Letters at Osaka University, also presented their projects to
gain the valuable experience of making their research works
known in an international arena. The forum was divided into
five main panels: 1) ‘Humanitarianism and Its Discontent:
Global Discourse and Local Realities’; 2) ‘Humanities, Art and
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Global Politics’; 3) ‘Local Conflict and Global Connections’; 4)
‘Gender Matters: The Politics of Nationalized War Memory’;
and 5) ‘Globalization, Nation-State and Human Security’. Each
panel consisted of 6-8 speakers both from within and outside
Osaka University, who engaged in general discussions at the
end. In addition to these panels, a documentary film produced
by one of the early-career researchers in the Graduate School
of Human Sciences, featuring her ethnographic work, screened
twice during the period of the forum, which attracted many of
the forum attendants.
The forum had a reception at the end of the first and second
days, hosted by Osaka University on the first evening, then
by the University of Groningen on the second. This is where
the attendants exchanged academic discussion in an informal
manner that covered a continuation of topics from the day’s
presentations while enjoying food and refreshments and
expanding and renewing their human/research network.
Overall, this forum was a valuable case in which the
cooperation and co-work between the two organizing
institutions went successfully to bring a rich result. Those
who took a significant coordinating role from the side of the
University of Groningen, were Dr. Joost Herman, Associate
Professor at the Faculty of Arts, Ms. Jodien Houwers from
the Office of the University International Relations, and Mr.
Peter Kamphof, a Master’s student in the Faculty of Arts. The
contribution by the staff of Groningen Center for Education
and Research at Osaka University, included Professor
Yoshihiko Hirotsu and Ms. Tomomi Nakayama, who also gave
their substantial efforts.
The process of jointly preparing the event encouraged the
academic ties between the two universities to be strengthened.
Two months after the forum, Dr. J. Herman visited Osaka
University to exchange opinions with the GLOCOL staff
members and give guest lectures in the GLOCOL seminar and
GCOE seminar. It is expected that the cooperative links will be
further deepened in the future.
G30 Human Sciences English Program Update.
グローバル 30 人間科学コース　助教
ドン　バイサウス
Don Bysouth
Assistant Professor, G30 Human Sciences Program
Greetings from the G30 Human Sciences program team
at Osaka University! Here we would like to give you a brief
update on the development of our new undergraduate Human
Sciences Degree program that will begin in October 2011,
which offers an all-English degree in Human Sciences with
two major: Contemporary Japan and Global Citizenship.
We have recently completed hiring six assistant professors
for the program who come from Germany, Australia, India,
Russia, China, and the United Kingdom. We are delighted to
be able to have professors from around the world participate
in our program. The new professors have a wide range of
experience in human science areas, including sociology, social
psychology, Japanese studies, anthropology, education, law,
history, and economics. In addition these professors bring
with them considerable experience working at universities,
research institutions, NGOs, and in private sector roles around
the world. We are excited to be able to provide students with
truly international perspectives on contemporary social science
issues and topics of both a global and local nature.
Dr. Islam (Combined Chemistry-Biology Program, left) and Dr. Bysouth (Human
Sciences Program, right) at JUMP Japan Educational Seminar in New Delhi
We are also in the process of interviewing students living in
Canada, China including Hong Kong, Thailand, Korea, Japan,
the United States. We are very excited by the possibilities that
come with having such a diverse mix of both students and
academic staff.
While the program will begin for new Human Sciences
degree students in October, we have taken the initiative to make
available from April 2011 some of our more advanced Human
Sciences undergraduate courses to interested Osaka University
students. Courses being offered include Peace and Conflict
Studies, Introduction to Social Psychology, Anthropology of
Education, Presentation Skills, Media Sociology, and Japan
in the World. So, if you are interested in undertaking some
exciting new courses taught in English please don’t hesitate to
get in touch to find out more!
Recently, as part of the JUMP (Japanese Universities for
Motivated People) promotional activities for the Global 30
Project, representatives from Osaka University travelled to
India (New Delhi and Bangalore) and Thailand (Bangkok) to
promote Osaka University G30 degree programs. Associate
Professor Chiaki Okada and Assistant Professor Don Bysouth
attended to provide information and answer questions about the
new Human Science course and other courses taught in English
offered by Osaka University, and general questions about
student life in Japan.
Dr. Okada (Human Sciences Program, right) at JUMP Japan Educational
Seminar in Bangkok
The events were well attended by prospective students
interested in undertaking undergraduate and postgraduate
degree programs (taught in English) offered by Osaka
University. In addition to undertaking promotion and
recruitment activities, staff also engaged with colleagues
working at a number of other G30 universities to discuss and
explore further ways in which we could develop and promote
Japanese higher education to potential international students.
If you have any inquiries about the new Human Sciences
degree, or are interested in taking any of the individual courses
that will be offered, please feel free to get in touch! We look
forward to talking with you about our exciting new courses and
degree program!
Contact: G30 English Programs Office
School of Human Sciences, Osaka University
E-mail: [email protected]
URL: http://g30.hus.osaka-u.ac.jp
Tel & Fax: +81-6-6879-4035
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OIE の活動報告
Activity Report from OIE
2010年に国際交流室前任の山本先生ならびに流川さん
にかわり、中川室長のもと、上田室員と池内事務補佐員
が担当することになりました。国際交流室のウェブペー
ジのリニューアルも行いました。留学生の支援や留学相
談等は随時行っていますが、2010年度に開催された数々
の活動や行事のいくつかをご紹介します。
（国際交流室　上田博司）
Dr. Hiroshi Ueda and Ms. Keiko Ikeuchi arrived at the Office
of International Exchange (OIE) in 2010 replacing of Dr.
Beverley Anne Yamamoto and Ms. Fuyuko Nagarekawa who
have both moved to the Global 30 office in Human Sciences.
Including a web page renewal of OIE, several activities of OIE
during the fiscal year 2010 will be introduced here.
(Hiroshi Ueda, OIE)
新入留学生オリエンテーションとティー・パーティー
Orientation and tea party for newly arrived international students
4月に新/現留学生31名を対象に、4月9日恒例のオリ
エンテーションを行ないました。その後のティー・パー
ティーでは日本人学生も加わり、入学間もない留学生た
ちは、同様の日本に来て間もない留学生達や日本人学生、
教職員達と打ち解けていました。
An annual orientation was held
for 31 newly arrived and current
international students at Human
Sciences. A tea party was arranged
for ice-breaking purposes, to
enhance active communication
between international students,
Japanese students, and faculty
members.
留学オリエンテーション
7月8日、 人 科 の 学 部 生、 大
学院生を対象に、留学オリエン
テーションを開催しました。留
学に関する簡単な説明の後、海
外の大学院に留学経験のある人
科の院生２名のプレゼンテー
ションがあり、15名の参加者か
らは研究や日常生活に関する
様々な質問がありました。個人
レベルで感じた問題点などにつ
いても報告がありました。
人科オープンキャンパス
暑さ厳しい8月18日、人間科学部においてオープンキャ
ンパスが開かれました。全国から集まってきた1,300人
以上の高校生を対象に多くの模擬授業がおこなわれたな
か、国際交流室では大学における国際交流・交換留学の
紹介を行いました。70名余りの参加者は、海外留学経験
者である人科の学生達から留学準備や留学中の体験など
の話を熱心に聞き入っていました。授業後も質疑は続き、
多くの高校生が大学に入ってからの海外留学を早くから
考えていることがうかがえました。
Orientation of overseas education for Human Sciences students
An orientation of overseas
education for undergraduate and
graduate students was held on
July 8. This was arranged for
Human Sciences students. Mr.
Yuji Uenoyama and Mr. Yuki
Yamamori, graduate students,
presented and shared their personal
experience for the preparation
and study overseas with 15
participants.
Open campus – Human Sciences
On Wednesday, August 18, 2010, the School of Human
Sciences organized an open campus event and invited highschool students and others from all over the country who were
interested in studying at Osaka University. The OIE offered a
class to briefly introduce the opportunity of studying abroad
during university life. Mr. Ryo Eto and Ms. Eriko Masutani,
who are undergraduate students, successfully introduced their
experience of overseas studies, which drew in the attention of
participants.
Let’s study at Osaka University
大阪大学留学プログラム総合説明会
（バンコク）
9月4日、タイ王国バンコクにおいて、大阪大学バンコ
ク教育研究センター主催の大阪大学留学プログラム総合
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In cooperation with related departments and faculty staff,
the Bangkok Center for Education and Research, one of Osaka
University's overseas centers, organized the Explanatory
Session for Study Programs of Osaka University, called “Let’s
Study at Osaka University”. The session was held in Bangkok
on Saturday, September 4. As the first explanatory session for
study abroad programs of Osaka University, mock lessons
説明会が開催されました。鷲田大学総長をはじめ、各部
局からの参加にまじって留学生が比較的多い人科も参加
しました。大学紹介のビデオを流した後、人科の紹介と
「人口の高齢化」をテーマにした模擬授業を行いました。
参加者の中からは学際的にみた高齢社会への取り組みが
今後益々重要になってくるだろうという認識を共有する
ことができました。大阪大学への留学説明会では地元の
高校生や保護者らが大勢参加し、部局ごとに留学に関す
る説明を受けました。人科のブースでも大阪大学に留学
経験のあるタイ人の通訳サポートを受けながら、G30や
その他の留学に関わる多くの質問に対応しました。また、
スカイプを使った本学で勉強中のタイ人留学生とのトー
クが企画されました。夕方には同窓会が開催され、タイ
人高校生やタイ在住の日本人学生らが参加しました。
were conducted in the session in addition to the introduction of
the university by the President. The School of Human Sciences
gave a short lecture on “population aging”. Discussions with
Thai students studying at Osaka University were conducted
through Skype. Information and program explanation
sessions were provided at respective booths on the site. Osaka
University’s alumni gathering was held in the evening.
新入留学生オリエンテーション
10月に新たに来日した留学生３名を対象に個別にオリ
エンテーションを行ないました。
Orientation for newly arrived international students
チューターオリエンテーションと懇親パーティー
An individual orientation was provided to three newly arrived
international students at Human Sciences.
チューターオリエンテーションとランチタイム親睦会
を10月29日にユメンヌホールで開催しました。新しく人
科に来た留学生とそのチューター学生がチューター制度
を理解してうまくコミュニケーションをとれるよう、ま
た留学生や日本人学生が一堂に集まって交流を深めるこ
とができるような機会が提供できました。その後の懇親
パーティーは人科以外の留学生や教職員の参加もあり、
軽食を取りながら終始アットホームな和やかな雰囲気で
行われました。
Tutor orientation and lunchtime get together
OIE organized a tutor orientation for newly arrived
international students and arranged a lunchtime get together
thereafter by inviting other international students, Japanese
students, and faculty members of Human Sciences. The
orientation was aimed to increase mutual understanding of the
tutoring system between new international students and tutors.
Participants enjoyed a light meal during the lunchtime get
together.
Year-end party at Minerva
On Friday evening, March 4th, 2011, an annual year-end
party was held at Restaurant Minerva. A lot of participants international students and their families, Japanese students, and
faculty staff including Professor Tomoeda, Dean of Human
Sciences - enjoyed games, delicious foods and drinks, and
conversations with other participants.
Year-end　パーティー
2011年3月4日、銀杏会館のレストラン
「ミネルバ」にお
いて、2010年度最後のパーティーを開催しました。例年
同様、多くの留学生とその家族、日本人学生、友枝研究
科長をはじめとする教職員の参加がありました。美味し
い料理に舌鼓を打ちながらゲームなどのイベントを通じ
て大いに盛り上がりました。
耐震工事にともなう国際交流室オフィスの移動について
Temporary OIE office move in 2011
国際交流室は2011年度の人科における耐震工事に
ともない部屋を移動しますので、ご利用の方はご注意
ください。
OIE office will be temporarily moving to a new location
during the renovation period for the earthquake-resistant
re-construction of the Human Sciences building in 2011.
Please check our home page for updated information.
23
国際交流室の
ウェブページリニューアル
国際交流室は2011年2月にエンドユーザーが必要な情
報をこれまで以上に簡単に入手することができるよう、
使いやすいウェブページのリニューアルを行ないまし
た。これからも引き続きアップデート等を行ないながら
有益な情報を皆さんに提供していく予定です。引き続き、
ユーザーの皆さんからのご意見やご提案をお待ちしてお
ります。
ウェブサイト：
Renewed OIE
homepage just arrived!
OIE just renewed its home page recently. It contains more
useful information for international and Japanese students and
also for any users who are interested in obtaining necessary
information. We try to keep it updated and modified to respond
to a variety of needs from users and have made it userfriendly. Please have a look and feel free to contact us for any
suggestions.
Websites :
大阪 大学人間科学研究科・人間科学部
(www.hus.osaka-u.ac.jp/)
School/Graduate School of Human Sciences, Osaka University
(www.hus.osaka-u.ac.jp/english/)
国際交流室
Office of International Exchange(OIE)
(oie.hus.osaka-u.ac.jp/english/)
(oie.hus.osaka-u.ac.jp/)
編集･発行 :
大阪大学大学院人間科学研究科･人間科学部
国際交流室
（中川敏 教授･上田博司 講師･池内圭子 事務補佐員）
〒565-0871　吹田市山田丘１−２
（ T e l & F a x ）０６−６８７９−４０３８
Editors and Publisher:
Office of International Exchange
School / Graduate School of Human Sciences
Osaka University
(Dr. Satoshi Nakagawa, Professor ; Dr. Hiroshi Ueda, Associate Professor ;
Ms. Keiko Ikeuchi, Administrative Assistant)
Address : 1-2 Yamadaoka, Suita, Osaka 565-0871 JAPAN
Tel & Fax : +81-6-6879-4038
OIE Bulletin（国際交流室ニュースレター）は留学生、一般在学生、国内外の研究者、国際交流に関わる教職員の自由な情報・意見交換の場となることを意図して
つくられています。内容は必ずしも大阪大学大学院人間科学研究科・人間科学部の公式見解を示すものではありません。
24