Roles of Social Education Coordinator in Community Building after 3.11 Great East Japan Earthquake 


As an institutional groundwork for local community participation in school management, local school collaborative activities are being developed, which were positioned in the 2017 revision of the Social Education Law. This study focuses on Minamisoma City, which has promoted the "Community School Collaborative Activity Project" with great effort, and clarifies what role "coordinators" play in the process of connecting schools and communities. Since the earthquake, Minamisoma City in Fukushima Prefecture, an area affected by the Great East Japan Earthquake and the Fukushima nuclear power plant accident, has been facing the issue of how to revitalize the local community, which has been fragmented and destroyed by the evacuation of local residents from the city. In the Odaka area, which is in the "evacuation-designated zone," the city has been supporting the return of children who evacuated from the city and rebuilding the local community by providing "after-school children's classes" to link schools and the local community. In FY2022, the "Regional School Collaboration Headquarters" was established at three model elementary schools, including Odaka Elementary School's "After-School Children's Classroom," and under the guidance of the regional coordinator, hands-on activities, local learning, and learning support are being implemented on a community-wide basis. What have the coordinators done to address the more difficult task of rebuilding relationships among those who have returned to their communities after the earthquake and tsunami? What competencies have been required and what has been done to enhance these competencies? We will explore the specifics.

Author Information
Sun Dongmei, Tohoku University, Japan

Paper Information
Conference: IICE2023
Stream: Adult

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Posted by James Alexander Gordon