{"id":2390,"date":"2018-03-29T16:26:05","date_gmt":"2018-03-29T07:26:05","guid":{"rendered":"http:\/\/www-archive.cseas.kyoto-u.ac.jp\/www\/2021-en\/?page_id=2390"},"modified":"2020-04-06T16:56:01","modified_gmt":"2020-04-06T07:56:01","slug":"iizuka-noriko","status":"publish","type":"page","link":"http:\/\/www-archive.cseas.kyoto-u.ac.jp\/www\/2021-en\/about\/staff-page\/iizuka-noriko\/","title":{"rendered":"IIZUKA Noriko"},"content":{"rendered":"
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IIZUKA Noriko<\/h1>\n
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<\/i><\/strong> noriko <\/i> cseas.kyoto-u.ac.jp<\/p>\n

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Research Departments\u30fbPosition<\/h2>\n

Environmental Coexistence\u30fbAffiliated Researcher<\/p>\n

Area<\/h2>\n

Social innovation, environmental education, area studies<\/p>\n

Research Interests \/ Keywords<\/h2>\n

\u30fbReconstruction of local communities by performance
\n\u30fbCommunity understanding by \u201dlearning community\u201d in performance
\n\u30fbCultural Plurarity and Environmental Education\n<\/p>\n<\/p><\/div>\n<\/div>\n

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\n <\/i> Research<\/a>\n <\/div>\n
\n <\/i> Publications\uff08Researchmap\uff09<\/a>\n <\/div>\n
\n <\/i> KAKEN page<\/a>\n <\/div>\n<\/p><\/div>\n
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Overview<\/h3>\n<\/p>\n\n\n\n\n\n\n
Reconstruction of local communities by performance<\/th>\n<\/tr>\n
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\n Re-representing their own traditional culture and symbols through theater and stage performances, and reorganizing communities by example of the indigenous community, Cordyriera district in the Philippines and Tak River Tringit in British Columbia, Canada Conduct a survey. In what relationship are they practiced with outsiders, and how such practices are positioned in their lives and as educational activities for the next generation? In a globalizing world, research is conducted on how environmental views supported by mutual assistance, shared natural resources, sharing symbols, etc. are recaptured by performance to affect the community.<\/p>\n<\/td>\n<\/tr>\n

Community understanding by \u201dlearning community\u201d in performance<\/th>\n<\/tr>\n
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\n Japanese citizens and children will work together with researchers and performers to \u201creplay\u201d using their performances as a community that consists of diverse factors such as culture, society and economic activities. From the view point of social constitution that \u201cthe reality is created in the relationship\u201d, \u201cthe community of learning\u201d reconstructs the \u201cregional community\u201d, the effect and significance of the learner\u2019s meaning to other areas, We will also explore the learning methodology. And we will consider empirically the continuous and discontinuous of the understanding of \u201carea\u201d.<\/p>\n<\/td>\n<\/tr>\n

Cultural Plurarity and Environmental Education<\/th>\n<\/tr>\n
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\n Conduct practical joint research that recaptures environmental education not from institutional frameworks such as international treaties, but from the pluralism of the work of diverse regional communities. Specifically, the methodology and significance of environmental education \u201cunderstanding as one\u2019s own experience\u201d the pluralism of deep relationships between people living in various regions such as Native Canadians, African hunter-gatherers, Mongolian nomads, etc. Work in collaboration with other researchers and performers.<\/p>\n<\/td>\n<\/tr>\n<\/table>\n

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Research funds<\/h3>\n<\/p>\n\n\n\n
Type<\/th>\nTheme<\/th>\nPeriod<\/th>\n<\/tr>\n
Grant-in-Aid for Scientific Research (C)<\/td>\n\u6301\u7d9a\u53ef\u80fd\u6027\u3092\u57fa\u8ef8\u3068\u3057\u305f\u7570\u751f\u614b\u7cfb\u6bd4\u8f03\u306b\u3088\u308b\u300c\u5730\u57df\u306e\u77e5\u300d\u30e2\u30b8\u30e5\u30fc\u30eb\u5316\u3068\u516c\u6559\u80b2\u3078\u306e\u5fdc\u7528<\/a><\/td>\n2017 \u2013 2019<\/td>\n<\/tr>\n
Grant-in-Aid for Scientific Research (A)<\/td>\nComparative area dynamics on the disturbance and conservation of eco-resources in Asian maritime world through inner Eurasian continent<\/a><\/td>\n2016 \u2013 2019<\/td>\n<\/tr>\n<\/table>\n

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