in Japanese

Eiji Tsuda

Ph.D.

Professor

University of Kobe

Faculty of Human Development

Faculty of Global Human Sciences

Graduate School of Cultural Studies and Human Sciences

3-11 Tsurukabuto Nada-ku Kobe 657-8501 Japan

TEL/FAX: +81-78-803-7828

E-mail: zda@kobe-u.ac.jp


Central Interests

*Mutualism theory of adult and community education.

*Inclusive lifelong community living of people with disabilities.

*Self-advocacy movement for persons with intellectual disability, especially on the facilitation and the system.


Admission Policy

*Foreign graduate students who are interested in such keywords are welcome. Keywords: inclusive society, community education, informal education, disability studies, expression of people with disabilities.

*English speaking students are welcome, but will be asked to study Japanese.

*Korean students are especially welcome, but are necessary to speak in either English or Japanese frequently.

*Follow the web site below to apply.

http://www.h.kobe-u.ac.jp/en/node/1556


Recent Activities

*Participatory action research for promoting inclusive community by managing an inclusive setting in a community center.

*Participatory action research on the self-advocacy group in a community.

*Collaborative research with Korean Nazarene University on students with disabilities in higher education.


Works available in English

*Eiji Tsuda & John G. Smith, Defining and organizing self-advocate centered groups: implications of survey research on self-advocacy groups in Japan, Disability & Society, Vol.19, No.6, Oct. 2004, pp.627-646

*Eiji Tsuda, Japanese culture and the philosophy of self-advocacy: the importance of interdependence in community living, British Journal of Learning Disabilities, Volume 34, Number 3, September 2006, pp.151-156

*Eiji Tsuda and Takako Ueto, Pardox of intimacy in Japan, in Rohhss Chapman et al. (ed.), Sexuality and Relationships in the Lives of People with Intellectual Disabilities, Jessica Kingsley Publishers , Oct. 2014, pp.99-107

*Eiji Tsuda, Community-based after-school care programs in Japan: potential of nonformal education for children and residents, in Kaori H. Okano (ed.), Nonformal Education and Civil Society in Japan, Routledge, 2016, pp.53-70


Titles and Summaries of Some Articles

*The Possiblity of Theoretical Frameworks of Basic Education of People with Disabilities Leading towards Inclusive Society

in The Journal of the ASBEL, No.1, 2017, pp.36-48

According to UNESCO, the concept of basic education is now connected to lifelong education which aims for a society of citizens who collaborate to resolve social problems rather than pursue private well-being. Then how about basic education of people with disabilities? The diversity of the theoretical frameworks reflects the reality of people with disabilities in society and supports the development of practices in basic education for people with disabilities. It was once thought as a tool to develop the abilities of individuals with disabilities till they are able to adapt to mainstream society, but now it has to be a tool to help citizens both with and without disabilities to solve issues, espectally ones related to disability. To look at the notion of basic education of people with disabilities, the change of the concept of disability should be reexamined. It has been transformed internationally from a concept based on an individual or medical model of disability to that based on a social model of disability. This transformation indicates that society rather than individuals with disabilities must change to solve disability issues. Thus basic education of people with disabilities now should be seen as a tool to change the relationship between people with disabilities and those without, in order to resolve social issues together. From this perspective, this paper focuses the practices of the independent living program and the self-advocacy as advanced cases of the basic education of people with disabilities. Though these practices have been neglected by educational discourse, their endeavor needs to be reevaluated as a means to forming on inclusive society through basic education of people with disabilities.

*The meaning of informal support towards 'open publicness' in the gap-widening society

in The Journal of the Study of Lifelong Learning and Adult Education, No.10, 2017

This article tries to propose discussion on practical issues in social education in Japan in relation with post-capitalism society in which social inclusion is essential to reduce or prevent gap-widening in society. The proposals are based on the result of a survey to demonstrate the relations among informal support, formal welfare service and vulnerability of individuals. The results of the survey show that informal support can be scarcely seen in community other than in nuclear family. Also it shows that the less informal support, the more individuals are vulnerable and that modern notion of independence tends to reduce using formal welfare services to result in bringing vulnerability to individuals. The practical issues and also theoretical issues in social education are discussed through these results of survey, to change the forms of private and public and also the modern notion of independence.

*Informal Learning of Children and Adults in After School Care Program in Privat Sector: A Case Study Based on Episode Description

in Bulletin of Graduate School of Human Development and Envitonment, Kobe University, Vol.7, No.2, 2014, pp.113-124

*Implication of Inclusion Concept on Socio-Education and Service Learning

in Japan Academic Association of Socio-education and Service Learning, Vol.23, 2014, pp.27-35.

*Revealing the Power of Place in Informal Education Practice

in Japan Academic Association of Socio-education and Service Learning, Vol.19, 2012, pp.34-43.

*Employment of People with Disabilities and Issues beyond Employment

in the Japan Society for the Study of Adult Education ed., Empowerment at Workplace, Studies in Adult Education and Community Education, No.57, 2013, pp.44-55.

In this article, we discuss this book's theme, which is Empowerment at Workplace, specifically from the perspective of employing people with disabilities. People with disabilities, who have been so long excluded from employment, are now excluded from empowerment at the workplace. As a majority of those with disabilities are still excluded, we should assert lack of readiness for their employment caused by their environments and society's belief about disability-even though we have witnessed effective development of employing people with disabilities, led by national policy. Therefore, we explain the positive effect of the national policy 'from welfare to employment' on one hand and the issues beyond employment on the other. As a consequence of this article's discussion, we reconfirmed the important practice of essentially mutual work, in which members of a diverse workforce community recognize the existence of all its other members. Such a perspective inspires reflection on ablism and excessive meritocracy and also on alternative values resistant to the oppressive values of a highly capitalistic society.

*The Implication for Gender Learning of Disability Perspective

in the Japan Society for the Study of Adult Education ed., Gender Equality and Adult Education, Studies in Adult Education, No.45, 2001, pp.218-229.

The purpose of this paper is to clarify how gender learning develops when it encounters the disability perspective. There have been in the past conflicts and cooporation between feminist and disability movements. What feminism gained in this encounter is a critical perspective on ablism. Gender learning remains uncritical of ablism if it aims only at equity of rights for men and women under the status quo. The disability movement has pointed out the ablism implied by feminism in the case of eugenics, care and ignorance of disabled women in the feminist discourse. This paper considers each of these themes in terms of their empowering possibilities for gender learning. In order to have the power to reform society, gender learning has to be better at integrating perspectives on ablism, ageism, racism and so on, because each oppression is but one aspect of the same controlling power structure. The area in which two or more different oppressions overlap is not a 'double disadvantage' which represents the notion that each problem is exceptional, but reveals the nature of the power structure.

*Fundamental Perspective on Self-advocacy Group Advisor Activities

in Bulletin of the faculty of Human Development, Vol.10, No.2, March 2003, pp.91-106.

This article tries to clarify the issues on advisor activities of self-advocacy groups, while reflecting the fundamental problems of self-advocacy which are thought to be mainly caused by the discrepancy between authorized idea and meaning in practice of self-advocacy.
Fundamental problems of self-advocacy are defined as follows and are considered. 1)Conflict between self-determination and supporting self-determination. 2)Conflict between authorized purpose of self-advocacy and meaning of self-advocacy given by self-advocates. 3)Conflict between modernism in self-advocacy and emergence in practice of the power to overcome the modernism. The thesis of this article is that discrepancy between authorized idea and meaning in practice sublated by relational transformation between self-advocates and advisors.
The positivistic research on self-advocacy in Japan was implemented in September 2001 with the help of Inclusion Japan. The questionnaires were distributed to 130 self-advocacy groups in Japan. The respondents were 628 self-advocates and 122 advisors. Analyzing the results, how groups are self-advocate-centered were examined in relation with the attribution of advisors and the contents of advisor activities.
As for the attribution of advisors, the lowest scores were made when advisors were parents of self-advocates, and citizens the next. As for the contents of advisor activities, the list was made as follows. A) Activities that put priority on self-advocates' pace. a. Basic support on self-determination (to make self-advocates do what they can do by themselves, to provide diverse information, and to help understanding how to advance meeting.) b. Individual support when needed (to help speaking up, to help understanding what is going on in the meeting, and to encourage self-advocates.) B) Activities that put priority on advisors' pace (uninhibited speaking of advisors, and support to advance meeting).
Then lastly the concrete idea of self-advocate-centered was discussed again and necessity to research on collaboration between self-advocates and advisors was insisted while introducing a case which is a project named Remembering with Dignity executed mainly by Advocating Change Together in St.Paul, Minnesota.

*Transformation between Self-Advocates and Advisors in Self-Advocacy Groups

in Bulletin of the faculty of Human Development, Vol.10, No.1, November 2002, pp.67-81.


Self-advocacy is an activity which is run by groups of adults with learning difficulties. It is recently getting difficult for the research on learning activities for and of adults with learning difficulties to ignore self-advocacy movement. There are, nevertheless, only several literatures which positivistically analyze the self-advocacy practice. In this paper, in order to analyze to strengthen the practice, a hypothesis is deduced by the idea of self-advocacy and by the theory of self-development. The deduced hypothesis is that there should be a process of self-advocacy group such as; 1. most of the authority is at the first step possessed by advisors of self-advocacy groups, 2. the authority to speak up and decide is shifted from advisors to self-advocates, 3. conflict between advisors and self-advocates occurs because of the power shift, 4. self-advocate-centered-group is established by surmounting the conflict. To underpin the hypothesis, positivistic research is attempted. The questionnaires were constructed by a research group in which 2 self-advocates were the members, and were distributed by mail to 130 self-advocacy groups. The valid cases returned are 628 from self-advocates and 122 from advisors. The result reveals that there certainly happens the power shift from advisors to self-advocates, and that the conflict between advisors and self-advocates hardly occurs. Also some factors to make self-advocates subjective in the groups are found, among which the modality of advice by advisors, the self-advocates' expectation of advisors, the contents of activities and the attribute of advisors are defined as important factors.

*The Implication which the Perspective on Disability gives to Gender Learning
in The Japan Society for the Study of Adult Education ed., Gender Equity and Adult Education, 2001, pp.218-229

The purpose in this paper is to clarify how gender learning develops when it encounters the perspective on disability. There are in the past some conflicts and corporation between feminism and disability movement. What the feminism has got in this encounter is the critical perspective on ablism. The gender learning possibly remain uncritical about ablism if it aims only at equity that women should have the same rights as men in the status quo. Disability movement has pointed out the ablism that feminism implied in the case of eugenics, care and ignorance of disabled women in the feminism discourse. These three themes are in this paper individually considered for their empowering possibilities of gender learning. In order to have the power for social reform, gender learning has to be more fertile integrating the perspective on ablism, ageism, racism and so on, because the power structure which controls each oppression is an assembly of pieces of small power structures. The area in which two or more different oppression cross over is not 'double disadvantage' which represents the notion that the problem is exceptional, but the essential points which reveals the inclusive perspective on power structure.

*The Meanings of gDisability Culturesh for the Mutualism Theory of Adult Education

in Bulletin of the faculty of Human Development, Vol.7No.2, March 2000, pp.87-100.

It is the object in this paper to discuss the empowering function of Disability Cultures, for the purpose of constructing the mutualism theory of adult education. We here discuss and construct the concept of Disability Cultures which allows to be the base for the transcendence of the dualism of disability/non-disability, and for the mutualism between disabled and non-disabled. The discourse of Multiculturalism is the main context for this discussion and construction. We present as a result the concept of Disability Cultures as below.
1. Disability Cultures give recognition to people with disabilities and constitute the basic lifestyle, by means of controlling the process of production and consumption of needs of people with disabilities.
2. Disability Cultures are the organized creative activities of people with disabilities.
3. Disability Cultures are the unique cultures standing in contrast of Non-disability Culture.
4. Disability Cultures are compound cultures that contain the Non-disability Culture, and that contain various cultures inside.
5. Disability Cultures recognize the diversity and foster people with disabilities to be the subject.
6. Disability Cultures are the armamentarium for the resistance to draw Non-disability Culture into acknowledgment of and reflection on gablenessh.
7. Disability Cultures are the armamentarium for the emancipation from the non-disability illusion.

*Networking Activities of Self-help Groups for Families of People with Learning Difficulties

in Ningen Kagaku Kenkyu, Vol.8No.1, December 2000, pp.46-56

Two models are so far insisted in disability studies; the individual model and the social model. The social model is said to be characterized by social oppression theory, social problem, social action, self-help, affirmation, collective identity, rights, choice, social change and so on, while the individual model is characterized by personal tragedy theory, personal problem, medicalisation, professional dominance, care, individual adaptation and so on. Families of people with learning difficulties have been seed plots of individual model, and the self-help groups for them have also tended to support the model. The self-help groups for them, however, have been gradually changed by internal and external pressures. The purpose of this paper is to give account of the process of their change. The schemes of this analysis for self-help group are the exclusive activity orientation model and the networking activity orientation model.

*Functions and Problems on Community Education for People with Mental Retardation Run by Public Entity

in Bulletin of the faculty of Human Development, Vol.8No.1, September 2000, pp.69-88.

The purpose of this paper is to analyze the community education practices for people with mental retardation run by public entity, and to make their functions and limitations clear. The Classes for Youth with Disabilities run by autonomies are the main field in this paper. The programs and the volunteers of these classes are analyzed. The functions on the community education with mental retardation are set as below.
1) the function of adaptation, which includes the additional service of school education, discovering and dissolving the problems which rises from daily life, expanding the field of activities and extending the interests and the hobbies of people with mental retardation.
2) the function to organize the system to promote the quality of life, which includes education on welfare, education for the parents of people with mental retardation, organizing non-profit organizations and so on.

*Theoretical Approach on Group Supporting Learner's Self-direction

in Bulletin of the Japan Society for the Study of Adult Education, No.33, 1997, pp.75-84

Most learning theories today is founded on the notion of self-direction. To examine this notion, though, requires inevitably reflection on gselfhandgself-directionh. Many theories so far is tend to posit a view of self that is quite one-dimensional and that self-direction is performed without the help of others.

This article, in contrast, tries to clarify the complexity of the self and the difficulty of self-direction, so as to arrive at a fuller picture of nature. The analysis, then, finds that groups can reveal the hidden complexity of self and the hidden difficulty in self-direction.

The frame of this analysis is the concentrated vs. dispersed function of decision making, and the exclusive vs. open character of group. The optimal condition of group, in terms of supporting learner's self-direction, is dispersed and open. This article concludes with an analysis of the nature of this dispersed and open group.

*The Meaning and the Problems of Adult Education in Japan on the Process of Modernization

in Adult Education and Librarianship, No.19, 1995, pp.23-32

We are finally in recent years able to talk about community welfare with reality, though very late as compared to other advanced countries. The effect of the community welfare is not only on the sphere of social security. The wave of the community welfare requires the change of common images of the human and the society which have supported so-called modernization. -Or in reverse, this change of the images their selves require the realization of the community welfare.

In this paper, by making this change the theme, I'm trying to inquire into both the nature of adult education as a part of the modernizing project in Japan and the images of adult education in the future. I will be able to point out that the biggest symbol of the change also in the sphere of adult education is the meaning transformation of the words self-reliance, self-direction or symbiosis. I dare have to start with the historical reflection of so-called mentally retarded people who had been eliminated and at the same time protected, and who are finally gradually being permitted in these days to act by their self-direction in their own community.

*Daily Life and Adult Education Research -Theorizing Process of Participatory Research-

in Bulletin of the Japan Society for the Study of Adult Education, No.30, 1994, pp.96-105

Participatory Research has come up to the stage of international discussion since early 70's. It has been advocated under the process of developing The Third World. The role of adult education in development has been questioned. The discussion about Participatory Research has proposed a number of important problems on adult education research. This paper tries to develop the discussion and to illuminate the relation between research knowledge and daily life. The main point to study is what nature of research tends to support people's knowledge. We of course know what it is the person acting in daily life who has the responsibility to make sphere which is very pragmatic and in which therefore the direct contact to daily life is necessary. Discussing about this sphere has great importance from the viewpoint not only of research methodology, but also of adult education practice. This is because what we have to be most concerned with is how we should act as subjects to construct objectivity, not only as role players of researcher, educator, or learner.

*The Extension of "Learning" Concept in Theory and Policy of Lifelong Education in Japan

in Adult Education and Librarianship, No.18, 1994, pp.55-64

'Learning' concept in political documents etc. recently has extended its meaning to non-intentional learning, and includes volunteer activities, hobbies and even leisure times. The concept, once starts extending, seems to expand endlessly to mean almost every human activities. This article tries to clarify the contexts and meanings of its expansion. The contexts are defined as such: 1) penetration of individualism idea, 2) changing of our life styles, 3) regarding learning as consumer goods, 4) pursuing unique policies by each local authority, 5) legitimatization of welfare states' policy. The meaning of the concept extension are to infinitely privatize every sphere of life. What we have to pursue is to extend the 'learning' concept in order to develop cooperative activities without stratifying life spheres, not only to grasp dynamic consciousness of human beings.