日本語 English
| 開講年度/ Academic YearAcademic Year |
20252025 |
| 科目設置学部/ CollegeCollege |
社会学部/College of SociologyCollege of Sociology |
| 科目コード等/ Course CodeCourse Code |
DK307/DK307DK307 |
| テーマ・サブタイトル等/ Theme・SubtitleTheme・Subtitle |
Refugees, migrants and stateless perons |
| 授業形態/ Class FormatClass Format |
対面（全回対面）/Face to face (all classes are face-to-face)Face to face (all classes are face-to-face) |
| 授業形態（補足事項）/ Class Format (Supplementary Items)Class Format (Supplementary Items) |
|
| 授業形式/ Class StyleCampus |
講義/LectureLecture |
| 校地/ CampusCampus |
池袋/IkebukuroIkebukuro |
| 学期/ SemesterSemester |
春学期/Spring SemesterSpring Semester |
| 曜日時限・教室/ DayPeriod・RoomDayPeriod・Room |
月4/Mon.4 Mon.4 ログインして教室を表示する（Log in to view the classrooms.） |
| 単位/ CreditsCredits |
22 |
| 科目ナンバリング/ Course NumberCourse Number |
SOX2411 |
| 使用言語/ LanguageLanguage |
英語/EnglishEnglish |
| 履修登録方法/ Class Registration MethodClass Registration Method |
抽選登録/Lottery RegistrationLottery Registration（定員：10人/ Capacity：10） |
| 配当年次/ Assigned YearAssigned Year |
配当年次は開講学部のR Guideに掲載している科目表で確認してください。配当年次は開講学部のR Guideに掲載している科目表で確認してください。 |
| 先修規定/ Prerequisite RegulationsPrerequisite Regulations |
|
| 他学部履修可否/ Acceptance of Other CollegesAcceptance of Other Colleges |
履修登録システムの『他学部・他研究科履修不許可科目一覧』で確認してください。 |
| 履修中止可否/ Course CancellationCourse Cancellation |
〇（履修中止可/ Eligible for cancellation） |
| オンライン授業60単位制限対象科目/ Online Classes Subject to 60-Credit Upper LimitOnline Classes Subject to 60-Credit Upper Limit |
|
| 学位授与方針との関連/ Relationship with Degree PolicyRelationship with Degree Policy |
各授業科目は、学部・研究科の定める学位授与方針（DP）や教育課程編成の方針（CP）に基づき、カリキュラム上に配置されています。詳細はカリキュラム・マップで確認することができます。 |
| 備考/ NotesNotes |
2016年度以降入学者適用．English skills of around IELTS 6.0 are required. |
This course has three objectives.
By the end of the term, you should be able to
(1) gain basic knowledge about persons who are labelled as stateless, refugees and migrants, and the international society's basic frameworks to support them.
(2) explain critically about these lables and solutions, which have been formulated by the international society and form your own opinions what need to be done and think about what you can do.
(3) improve research skills and presentation skills including logical thinking.
As shown below, we will examine the labels including refugees, asylum seekers, migrants, stateless persons and those with undetermined nationality, and the roles of some key UN organizations. We will study not only the legal definitions but also the reasons why they were made, how and by whom they were formulated, expanded or used in a very restricted manner. We will see what kind of solutions are supposed to be provided to such people by the international society, and the realities. Some of them have found their own ways to manage the difficult situations. We will also pay attention to the rapid development of the biometric/AI technologies for registration. It creates both opportunities and risks. Considering the ambiguities of the labels, very limited access to the solutions and different situations for those under the same label, we need to ask what the label of nationals really means to such persons. We also consider what the solutions mean to the persons who are labeled and those who label them. Based on what you learn, please think about what you and young people can do to change the situations if a change is necessary.
I will explain basic information about the legal definitions or solutions formulated by the international society, and then the students conduct their own research to examine the realities against the international framework. In the class discussions, we try to analyze the situations from different positions.
This course is highly participatory. You are required to (1) read the key materials explained by the lecturer or presenters before the class, so that you can actively participate in the discussions (2) find a piece of news relevant to the topic of the week and share it with your classmates and read those posted by others. They can be used as examples in the discussions. (3) conduct research and do two presentations (depending on the number of participants, the number might change) and answer to all the questions from your classmates in writing if you cannot answer right away (4) improve your presentation materials after your presentation reflecting feedback from the class, and (5) write a term paper.
I will share my experiences from the fields in a total of eight countries while working mainly for UNICEF, UNHCR, UNTAC and JICA when appropriate. You are encouraged to share your own experiences as well if relevant to the topic.
The contents and the order might be revised according to the number of students and their interests.
| 1 | Ice break. Getting to know each other, Explanation about the objectives and deciding together about the class rules. Explanation about the presentation. We watch a video together about the overall ref. situation in 2024, and have a mini discussion. |
| 2 | Making a plan for presentations. Watch video and a mini lecture about the refugee definition by the Refugee Convention & the Ref. Protocol as well as expanded definitions in two regions, plus supplementary protection. Q and A. |
| 3 | Solutions: (1) Three durable solutions by the Refugee Convention, (2) development of "endurable solutions" by the refugees themselves. |
| 4 | Solutions (3) The complementary pathways under the Global compact on refugees. (4) Social integration of refugees. |
| 5 | Refugees and Japan/ or a selected country |
| 6 | Absence of the definition of migrants under the international law, and the definition by the IOM, definition. The roles of IOM, ILO and other major UN organizations. Selected issues: remittances, brain drain & brain circulation, social integration |
| 7 | Labor migration from and to Japan. Statistics and key issues including fear about the crimes by foreigners. |
| 8 | About the country of the guest speaker's country of origin. |
| 9 | Guest speaker's talk followed by Q and A. |
| 10 | Explanation about the term paper. |
| 11 | Meanings of the birth registration as a part of civil registration, roles of WHO and UNICEF, and ID for development initiated by the World Bank, esp the uses of bio-technologies and artificial intelligence. |
| 12 | Statelessness and undetermined nationality, the roles of UNHCR. Beyond # i belong campaign including ID for all within the SDGs, and those who would rather like to remain stateless. |
| 13 | Multiple nationality, including international marriages, multi-identities, nationality for sale. |
| 14 | Conclusion: what does all these labels mean to whom? And, what is the solution for whom? |
板書 /Writing on the Board
スライド（パワーポイント等）の使用 /Slides (PowerPoint, etc.)
上記以外の視聴覚教材の使用 /Audiovisual Materials Other than Those Listed Above
個人発表 /Individual Presentations
グループ発表 /Group Presentations
ディスカッション・ディベート /Discussion/Debate
実技・実習・実験 /Practicum/Experiments/Practical Training
学内の教室外施設の利用 /Use of On-Campus Facilities Outside the Classroom
校外実習・フィールドワーク /Field Work
上記いずれも用いない予定 /None of the above
You are required to watch a short video or read a few pages as instructed by the lecturer before the class. It will take about 15-20 minutes. You will need a few minutes to find a piece of news article to share with other students every week and need a few minutes to read each article posted by others every week (You can decide how many news articles to read per week when you set your own objectives). For your presentation, you will probably need several hours to read the materials, prepare your presentation materials and practice your speech.
| 種類 (Kind) | 割合 (%) | 基準 (Criteria) |
|---|---|---|
| 平常点 (In-class Points) | 100 |
News posting and mini news presentation (2 minutes)(10%) Presentation(s)(35%) Participation in the discussions and feedback to the presenters(20%) Final Report(35%) |
| 備考 (Notes) | ||
| You are expected to attend all the classes and participate in the discussions. If you miss more than 4 classes, you will not be able to get a credit. | ||
| その他 (Others) | |||||
|---|---|---|---|---|---|
| We use mostly UN agencies' reports, the government publications and NGO reports and some academic articles. TED talks and other audio visual materials would also be utilized. They are available on the internet. If not, I will provide a copy in the class. In the case of Japan, materials are available on the HPs of 難民支援協会、全国難民弁護団連絡会議、移住連等. |
| No | 著者名 (Author/Editor) | 書籍名 (Title) | 出版社 (Publisher) | 出版年 (Date) | ISBN/ISSN |
|---|---|---|---|---|---|
| 1 | Betts Alexander and Paul Cllier | Refuge: Tranforming a Broken Refugee System | Penguin | 2018 | 9780141984704 |
| 2 | Hathaways James | The rights of Refugees under the INternational Law | Cambridge Univeristy Press | 2021 | 9781108810913 |
| 3 | Edwards Alice | Nationality and Statelessness Under International Law | Cambridge University Press | 2016 | 9781316601136 |
| 4 | Ilsen About, James Brown and Gayle Lonergan | Identification and Registration Practices in Transnational Perspectives | Palgrave Mcmillan | 2013 | 9781349346431 |
| 5 | Tenday Bloom and David Cale | Understanding Statelessness | Routledge | 2018 | 9780367138608 |
| 6 | Robin Cohen | Routledge handbook of Diaspora Studies | Routeldge | 2020 | 9780367659844 |
| 7 | Zygmunt Berman | Commuinuty | Polity | 2013 | 13 9780745626345 |
| その他 (Others) | |||||
| The books by Betts, Hathaway (partically) and Berman are transalated into Japanese. | |||||
English language skills. Some materials are available in Japanese as well.
PC. We will discuss and decide if we will form a SNS group or use our class page to share a piece of news every week.
I plan to invite a migrant or a refugee in Japan in one of our classes so that the students will have an opportunity to actually meet and talk with the person. (the date might be changed depending on the schedule).
You are expected to participate actively in the class discussions. You are required to set your own objectives in SMART way(I will explain in the class) apart from what I want you to understand. You need to monitor your own progress and evaluate your achievements by yourself according the indicators which you set by yourself. I will give my feedback in the class. We utilize Canvas LMS for you to submit of your presentation materials, your term paper, your SMART objectives etc. and for me to share materials. In the classroom, I use both PowerPoint, white/black board and audio visual materials. Depending on the nationalities of students or their interests, we might choose another country instead of Japan. I will reduce theories and use more audiovisual and examples.
This course has three objectives.
By the end of the term, you should be able to
(1) gain basic knowledge about persons who are labelled as stateless, refugees and migrants, and the international society's basic frameworks to support them.
(2) explain critically about these lables and solutions, which have been formulated by the international society and form your own opinions what need to be done and think about what you can do.
(3) improve research skills and presentation skills including logical thinking.
As shown below, we will examine the labels including refugees, asylum seekers, migrants, stateless persons and those with undetermined nationality, and the roles of some key UN organizations. We will study not only the legal definitions but also the reasons why they were made, how and by whom they were formulated, expanded or used in a very restricted manner. We will see what kind of solutions are supposed to be provided to such people by the international society, and the realities. Some of them have found their own ways to manage the difficult situations. We will also pay attention to the rapid development of the biometric/AI technologies for registration. It creates both opportunities and risks. Considering the ambiguities of the labels, very limited access to the solutions and different situations for those under the same label, we need to ask what the label of nationals really means to such persons. We also consider what the solutions mean to the persons who are labeled and those who label them. Based on what you learn, please think about what you and young people can do to change the situations if a change is necessary.
I will explain basic information about the legal definitions or solutions formulated by the international society, and then the students conduct their own research to examine the realities against the international framework. In the class discussions, we try to analyze the situations from different positions.
This course is highly participatory. You are required to (1) read the key materials explained by the lecturer or presenters before the class, so that you can actively participate in the discussions (2) find a piece of news relevant to the topic of the week and share it with your classmates and read those posted by others. They can be used as examples in the discussions. (3) conduct research and do two presentations (depending on the number of participants, the number might change) and answer to all the questions from your classmates in writing if you cannot answer right away (4) improve your presentation materials after your presentation reflecting feedback from the class, and (5) write a term paper.
I will share my experiences from the fields in a total of eight countries while working mainly for UNICEF, UNHCR, UNTAC and JICA when appropriate. You are encouraged to share your own experiences as well if relevant to the topic.
The contents and the order might be revised according to the number of students and their interests.
| 1 | Ice break. Getting to know each other, Explanation about the objectives and deciding together about the class rules. Explanation about the presentation. We watch a video together about the overall ref. situation in 2024, and have a mini discussion. |
| 2 | Making a plan for presentations. Watch video and a mini lecture about the refugee definition by the Refugee Convention & the Ref. Protocol as well as expanded definitions in two regions, plus supplementary protection. Q and A. |
| 3 | Solutions: (1) Three durable solutions by the Refugee Convention, (2) development of "endurable solutions" by the refugees themselves. |
| 4 | Solutions (3) The complementary pathways under the Global compact on refugees. (4) Social integration of refugees. |
| 5 | Refugees and Japan/ or a selected country |
| 6 | Absence of the definition of migrants under the international law, and the definition by the IOM, definition. The roles of IOM, ILO and other major UN organizations. Selected issues: remittances, brain drain & brain circulation, social integration |
| 7 | Labor migration from and to Japan. Statistics and key issues including fear about the crimes by foreigners. |
| 8 | About the country of the guest speaker's country of origin. |
| 9 | Guest speaker's talk followed by Q and A. |
| 10 | Explanation about the term paper. |
| 11 | Meanings of the birth registration as a part of civil registration, roles of WHO and UNICEF, and ID for development initiated by the World Bank, esp the uses of bio-technologies and artificial intelligence. |
| 12 | Statelessness and undetermined nationality, the roles of UNHCR. Beyond # i belong campaign including ID for all within the SDGs, and those who would rather like to remain stateless. |
| 13 | Multiple nationality, including international marriages, multi-identities, nationality for sale. |
| 14 | Conclusion: what does all these labels mean to whom? And, what is the solution for whom? |
板書 /Writing on the Board
スライド（パワーポイント等）の使用 /Slides (PowerPoint, etc.)
上記以外の視聴覚教材の使用 /Audiovisual Materials Other than Those Listed Above
個人発表 /Individual Presentations
グループ発表 /Group Presentations
ディスカッション・ディベート /Discussion/Debate
実技・実習・実験 /Practicum/Experiments/Practical Training
学内の教室外施設の利用 /Use of On-Campus Facilities Outside the Classroom
校外実習・フィールドワーク /Field Work
上記いずれも用いない予定 /None of the above
You are required to watch a short video or read a few pages as instructed by the lecturer before the class. It will take about 15-20 minutes. You will need a few minutes to find a piece of news article to share with other students every week and need a few minutes to read each article posted by others every week (You can decide how many news articles to read per week when you set your own objectives). For your presentation, you will probably need several hours to read the materials, prepare your presentation materials and practice your speech.
| 種類 (Kind) | 割合 (%) | 基準 (Criteria) |
|---|---|---|
| 平常点 (In-class Points) | 100 |
News posting and mini news presentation (2 minutes)(10%) Presentation(s)(35%) Participation in the discussions and feedback to the presenters(20%) Final Report(35%) |
| 備考 (Notes) | ||
| You are expected to attend all the classes and participate in the discussions. If you miss more than 4 classes, you will not be able to get a credit. | ||
| その他 (Others) | |||||
|---|---|---|---|---|---|
| We use mostly UN agencies' reports, the government publications and NGO reports and some academic articles. TED talks and other audio visual materials would also be utilized. They are available on the internet. If not, I will provide a copy in the class. In the case of Japan, materials are available on the HPs of 難民支援協会、全国難民弁護団連絡会議、移住連等. |
| No | 著者名 (Author/Editor) | 書籍名 (Title) | 出版社 (Publisher) | 出版年 (Date) | ISBN/ISSN |
|---|---|---|---|---|---|
| 1 | Betts Alexander and Paul Cllier | Refuge: Tranforming a Broken Refugee System | Penguin | 2018 | 9780141984704 |
| 2 | Hathaways James | The rights of Refugees under the INternational Law | Cambridge Univeristy Press | 2021 | 9781108810913 |
| 3 | Edwards Alice | Nationality and Statelessness Under International Law | Cambridge University Press | 2016 | 9781316601136 |
| 4 | Ilsen About, James Brown and Gayle Lonergan | Identification and Registration Practices in Transnational Perspectives | Palgrave Mcmillan | 2013 | 9781349346431 |
| 5 | Tenday Bloom and David Cale | Understanding Statelessness | Routledge | 2018 | 9780367138608 |
| 6 | Robin Cohen | Routledge handbook of Diaspora Studies | Routeldge | 2020 | 9780367659844 |
| 7 | Zygmunt Berman | Commuinuty | Polity | 2013 | 13 9780745626345 |
| その他 (Others) | |||||
| The books by Betts, Hathaway (partically) and Berman are transalated into Japanese. | |||||
English language skills. Some materials are available in Japanese as well.
PC. We will discuss and decide if we will form a SNS group or use our class page to share a piece of news every week.
I plan to invite a migrant or a refugee in Japan in one of our classes so that the students will have an opportunity to actually meet and talk with the person. (the date might be changed depending on the schedule).
You are expected to participate actively in the class discussions. You are required to set your own objectives in SMART way(I will explain in the class) apart from what I want you to understand. You need to monitor your own progress and evaluate your achievements by yourself according the indicators which you set by yourself. I will give my feedback in the class. We utilize Canvas LMS for you to submit of your presentation materials, your term paper, your SMART objectives etc. and for me to share materials. In the classroom, I use both PowerPoint, white/black board and audio visual materials. Depending on the nationalities of students or their interests, we might choose another country instead of Japan. I will reduce theories and use more audiovisual and examples.