TAKANO, Takako

写真a

Affiliation

Faculty of Letters, Arts and Sciences, School of Culture, Media and Society

Job title

Professor(without tenure)

Concurrent Post 【 display / non-display

  • Affiliated organization   Global Education Center

Education 【 display / non-display

  •  
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    2005

    University of Edinbrugh   Graduate School, Division of Humanities and Social Sciences   Outdoor Environmental & Sustainability Education  

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    2000

    University fof Cambridge   Graduate School, Division of Environmental Science   The Environment and Development  

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    1989

    Waseda University   Graduate School, Division of Politics   Political Science  

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    1989

    Waseda University   Graduate School, Division of Politics   Political Science  

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    1986

    Waseda University   Faculty of Literature   Sociology  

Degree 【 display / non-display

  • University of Edinburgh   PhD

  • University of Cambridge   M.Phil

  • Waseda University   MA

Research Experience 【 display / non-display

  • 2017.04
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    Waseda University   Faculty of Letters, arts and Sicences   Professor

  • 2016.04
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    2017.03

    東京農工大学

  • 2013.04
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    2017.03

    Waseda University   Center for International Education   Professor

  • 2016.04
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    Rikkyo University   Service Learning Center   Visiting Professor

  • 2016.04
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    Rikkyo University   Service Learning Center   Visiting Professor

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Professional Memberships 【 display / non-display

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    Rikkyo Intercultural Communication Society

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    Japan Outdoor Education Society

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    Royal Geographycal Society

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    Japanese Society of Environmental Education

 

Research Areas 【 display / non-display

  • Sociology

  • Education

  • Geography

Research Interests 【 display / non-display

  • Outdoor/environmental/sustainability education, community development, experiential learning, social anthropology, sociology, geography, environmental sociology

Papers 【 display / non-display

  • Challenges and possibilities for re-wilding education policy in Japan

    Yuko Oguri, Takako Takano

    Policy Futures in Education   19 ( 3 ) 339 - 357  2021.04  [Refereed]

     View Summary

    This paper discusses human relationships with the natural world in Japanese educational policy. Based on two case studies, we argue that policy must recognize the cultural and spiritual ties that people in Japan have fostered in order to live well, which this paper considers to be part of “re-wilding education policy.” We briefly review the history of educational policy in Japan and identify its core features before clarifying the existing power structure between national and local governments regarding such policy. We also describe the characteristics of the Japanese education system, which stem partly from tensions between central and local governments due to the interpretation of legal frameworks. Through two case studies—situated in a traditional farming community in a mountainous area, and a community on a group of remote islands—this paper focuses on educational practices derived not from the dominant education policy but from local realities. These two cases allow us to demonstrate effective efforts made in these communities to rebuild traditional human–nature relationships on a small scale based on the everyday lives of the inhabitants. We conclude that any successful re-wilding of education policy in Japan will depend on the central government’s release of power, recognition of the unique features of diverse localities in Japan, and support for spontaneous activities emerging in local communities.

    DOI

  • How experiences transform over time: A retrospective study on place-based education in Micronesia and the Philippines

    Takako Takano

    Journal of Adventure Education and Outdoor Learning     1 - 12  2020.11  [Refereed]

    DOI

  • What future/s for outdoor and environmental education in a world that has contended with COVID-19?

    John Quay, Tonia Gray, Glyn Thomas, Sandy Allen-Craig, Morten Asfeldt, Soren Andkjaer, Simon Beames, Marg Cosgriff, Janet Dyment, Pete Higgins, Susanna Ho, Mark Leather, Denise Mitten, Marcus Morse, James Neill, Chris North, Rowena Passy, Kirsti Pedersen-Gurholt, Scott Polley, Alistair Stewart, Takako Takano, Sue Waite, Dorothy Foley

    Journal of Outdoor and Environmental Education   23   93 - 117  2020  [Refereed]  [Invited]

  • Exploring the benefits of combined outdoor adventure education and dual-immersion short-term study abroad experiences

    Morten Asfeldt, Takako Takano

      32 ( 2 ) 12 - 33  2020  [Refereed]

  • Culture, Role in Outdoor Learning

    TAKANO Takako

    Encyclopedia of Teacher Education    2019  [Refereed]  [Invited]

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Books and Other Publications 【 display / non-display

  • 地域から探るレジリエンスな暮らしーミクロネシアで出会う新しい価値観

    古川柳蔵;生田博子( Part: Contributor, 第6章、pp105-124)

    筑波書房  2021.07

  • PBE(地域に根ざした教育)

    髙野孝子(p.127)

    『事典 持続可能な社会と教育』 一般社団法人日本環境教育学会(編)  2020

  • 「サステナビリティに関する教育の倫理的側面」『クライメート・チェンジ―新たな環境倫理の探求と対話―』

    吉川成美( Part: Contributor)

    清水弘文堂書房  2018.10

  • 「Live Well よく生きる」『見えてきた「場の教育」 Place-Based Education』

    高野孝子( Part: Edit)

    エコプラス  2018.03

  • ‘Seeking a Way Beyond Gender: A Case from a Personal Story’, "The Palgrave International Handbook of Women and Outdoor Learning"

    Gray, T, Mitten, D( Part: Contributor)

    Palgrave  2018.01

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Misc 【 display / non-display

  • 持続可能な社会とは何か〜農山漁村の役割を考える〜(前編)

    髙野孝子

    町村週報3071号 H31.2.25     2 - 4  2019.02  [Invited]

  • 持続可能な社会づくりを目指す「地域に根ざした環境教育」モデル構築事業 調査報告書

    高野孝子

       2013.03  [Refereed]

  • 「地域に根ざした環境教育プロジェクト 2011-12年度の展開」

    高野孝子

    国際シンポジウム報告書「地域に根ざす試み」の可能性と課題     22 - 27  2013.03  [Refereed]

  • 山里の生物多様性保全・教育プロジェクト活動報告

    高野孝子

        1 - 32  2013.03  [Refereed]

  • 自分を見つめ直す旅:地球体験チャレンジ〜ヤップ島プログラムから見えること

    高野孝子

    観光科学   ( 4 ) 73 - 80  2012.10  [Refereed]

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Awards 【 display / non-display

  • Dragonfly Award

    2019   Great Lakes Stewardship Initiative  

    Winner: TAKANO, Takako

  • The Butterfly Award

    2018   The International Camping Fellowship  

    Winner: TAKANO TAKAKO

  • 春期早稲田大学ティーチングアワード

    2016   早稲田大学  

    Winner: 髙野孝子

Research Projects 【 display / non-display

  • 持続可能な社会作りを目指す「地域に根ざした環境教育」モデルの構築

    Project Year :

    2011
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  • 中山間地に残る伝統的知識による地域活性化に関する調査研究

    Project Year :

    2011
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  • 「社会教育による地域の教育力強化プロジェクト」における実証的共同研究

    Project Year :

    2011
     
     
     

  • Relationships between education and career choice as well as influential elements of belongings to homeland. Commissioned by Niigata Prefectural Government

    Project Year :

    2009
     
     
     

  • 野外での自然と異文化体験の長期的影響

    Project Year :

    2008
     
     
     

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Presentations 【 display / non-display

  • Invitation to Place-based education: Exploration of environmental education for sustainable society

    Presentation date: 2012.11

  • Experiential activities for youth to correspond with current issues: searching for sustainable society

    Presentation date: 2011.07

  • The educational aspects of the Japanese farming villages

    Presentation date: 2011.07

  • The educational elements of the Japanese countryside

    5th International Outdoor Education Research Conference 2011: Research in "friluftsliv" and outdoor education: Different places, critical perspectives and new possibilities! Denmark 

    Presentation date: 2011.07

  • Gaining ecological understanding through life elements of wilderness expedition

    Wilderness Educational Expeditions: International Perspectives and Practices, Hosted by Augustana Campus, University of Alberta, CANADA 

    Presentation date: 2010.06

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Specific Research 【 display / non-display

  • COVID-19禍におけるオンライン授業の考察―大学生の視点から

    2020  

     View Summary

    本調査では、2020年、早稲田大学において筆者が担当した前期4つと後期3つの授業において、履修生らに任意・無記名のアンケートを実施し、特殊な社会状況下でのオンライン授業は学生たちにはどのような経験となったのかを分析した。前期4つの授業、アンケート回答者総数202名の結果から、ライブ配信での授業では半数以上が何らかのトラブルを経験していたことがわかった。「交流と主体的な姿勢を必要とするもの」が学びに貢献したという見方が見える。ライブ配信で小グループでの話し合い、LMS上であっても人とやり取りがあること、主体的なアクションを伴うもの、が学びにつながると評価されている。回答からは、物理的な関わりが制限されることのストレスと不安、その中でオンライン上での関わりや対話の価値についても示されていた。

  • 農村地域での遊びを通した異世代交流によるコミュニティづくり

    2020  

     View Summary

    本研究は、高齢化率43%の福井県池田町で、小中学生が年配者から昔遊びを教えてもらいながら2泊3日をキャンプで過ごし、地域意識の変化を検証するものとした。コロナウィルス感染拡大の影響で、実施内容が縮小され、収集データは十二分とは言えない。限定的な結果ではあるが、参加した11人の子どもたちからは、町や事業を行った地区に関する新たな発見があったことが語られ、地域の人たちへの感謝の思いも発せられた。愛着とアイデンティティにつながる可能性が見える。地域の人たちからは、彼ら同士の交流につながり、自身が学ぶことや気づくことがあったことが語られ、改めて互いの関係を深めることとなったことがうかがえる。

  • グローバル化に置ける「地域に根ざした教育」の可能性と課題ー少数民族の事例から

    2019  

     View Summary

    「グローバル化における『地域に根ざした教育(PBE)』の可能性と課題ー少数民族の事例からと」いう大きな研究課題の第一ステップとして、PBEの取り組み事例が多い北米の状況の把握を、本研究課題のフィールドとなるアラスカ州での調査の下準備として行なった。ミシガン州にて開催された「PBE会議」では、ハワイを含む全米各地、カナダ、ドイツから、教育や行政関係者ら355人が集い、発表には小中高生たちも加わった。川の汚染の問題で知られるフリントの学校を廻り、実践を元に課題について議論した。他の州から参加した研究者らと意見交換をし、特にミシガン州でのPBEの広がりについて知ることになった。

  • 過疎農村の中学生による昔遊び調査と地域づくりの関わり

    2019  

     View Summary

    Gathering traditional children’s games and community buildingThis study stemmed from an interest how traditional knowledge, memories and experiences held by older generations can contribute to nurturing people and communities. A group of junior-high school students in Ikeda-cho, Fukui Prefecture, where residents over 65 years old comprise 43% of the total population, interviewed elders supported by university students regarding plays and games which those elders used to do in their childhood.From several writing questionnaires and reports together with interviews, it appeared that the project contributed to the students’ confidence, self-awareness, and academic skills as well as knowledge about their own town and new relationship with people. Many were inspired by not only the plays themselves but also the way of life and how the town was like before.In addition, the research revealed that the junior-high students do not communicate with adults even in the same area and that they are very concerned about making friends with someone new.Further investigation is required how to support the youth’s sound development under the current situation through communication with different generations in town.

  • 海外島嶼地域で実施された教育プログラムの長期的影響の研究

    2017  

     View Summary

    Long-term changes of the influence from educational programmes on islands overseasThis study looks at perceived influence and its changes over time by educational programme participants who took part in between 1992 and 2016 on islands in Micronesia and Philippines. This is a qualitative and quantitative mixed study, and analysed 129 responses, whose ages at the respective programme range from 9 and 28 years old, in addition to 36 and 43 observers. About 97% of respondents said the participation in the programme was ‘significant’, and 94% said the experiences link to current lifestyle or activities. Most mentioned the continuation of the influences and transformation as an extension of the influence throughout the time. The analysis shows that their learning became part of their values, and led to their attitudes and choices which are linked to sustainability. The programme elements to lead to the impact are perceived as a self-conducted group life close to nature supported by kind and knowledgeable local islanders. Time to think and try again as well as to talk and share, and appropriate questions are also recognised to be important for the learning to be generated.

 

Syllabus 【 display / non-display

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Committee Memberships 【 display / non-display

  • 2013
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    日本環境教育学会理事(国際交流委員会委員長 2013から)

  • 2011.04
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    千代田区地球温暖化対策推進懇談会委員(2011.4から)

  • 2011.03
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    中央教育審議会スポーツ・青少年分科会委員(2011.3-13.3)

  • 2011
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    日本環境教育学会  理事・国際交流委員長

  • 2011
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    Japanese Society of Environmental Education  Chair of JSOEE International Communication Committee

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Social Activities 【 display / non-display

  • ともしび vol. 126

    2013.02
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  • 新潟日報 本紙連載

    2013.01
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  • テレビ朝日「いきなり!黄金伝説」

    2012.12
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  • 新潟日報夕刊一面連載

    2012.06
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  • 本:元気が出る日本人100人のことば

    2012.04
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