2018 Fiscal Year Final Research Report
From a Collaborative Case Study Database to a Cross-Border Legal Clinic: Japan's contribution to environmental law education in Asia
| Project/Area Number |
16K13334
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| Research Category |
Grant-in-Aid for Challenging Exploratory Research
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| Allocation Type | Multi-year Fund |
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| Research Field |
New fields of law
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| Research Institution | The University of Tokyo (2017-2018)
Meiji Gakuin University (2016) |
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Principal Investigator |
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| Project Period (FY) |
2016-04-01 – 2019-03-31
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| Keywords | Environmental Studies / Critical Env. Law / STS / Earth System Governance / Anthropocene concept / Case-based education / Earth Jurisprudence / Curriculum design |
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| Outline of Final Research Achievements |
How might we train the new generation of environmental learners in Japan? Initially focused on the possibility to develop clinical legal education at the regional level, this research evolved towards a more challenging reflection on the potential of multi- and interdisciplinary teaching and learning frameworks for environmental legal education in the context of the Anthropocene. Adopting a reflexive approach, it interweaves my own biography (i.e. a professional move from the Law Faculty to the Graduate School of Arts and Sciences) with analysis of how non-monodisciplinary international frameworks, cross-campus collaborative platforms and new communities of inquiry can provide a vantage point for progressively reshaping the edges of environmental legal education. It identifies es the practical and theoretical conditions under which integrated syllabi and innovative case-based pedagogies contribute to the development of environmental legal studies in "post-Fukushima Japan".
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| Free Research Field |
Environmental Legal Studies
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| Academic Significance and Societal Importance of the Research Achievements |
Drawing on complementary fields of knowledge, my research explains how a set of cross-listed courses established for Japanese and “International” students enrolled in different tracks help turn the classroom into a new space of inquiry (see PDF file).
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