<Citizen power nurtured from Okinawa> 9 Learn the right to solve the "black bite"

Kiri Gakudai skit through self-objective view

A joint project between Ryukyu Shimpo and Okinawa Christian University, which introduces classes that foster the ability to participate in society, "Citizenship Fostered from Okinawa." This month, the class of Associate Professor Naomi Tamaki of the same university, who learned about the rights that many high school and university students in the prefecture experience to be protected because they are students, and thought about how to get out of the "black part-time job" that is incompatible with schoolwork. Introducing.

"Who has a part-time job experience?" "Who thinks that part-time work and academics are compatible?" At the call of Associate Professor Tamaki, the students look down at her smartphone. The bar graph on the screen shows the growth, and the student's "now" is projected through the app. At Doshisha University, I have been taking time to think about what a part-time job should be at the new entrance orientation for three years. As a result, Associate Professor Tamaki feels that "almost all students now know the word" black bite "and more students have the knowledge to protect themselves." However, in the classroom on that day, 94% of the students answered that they had "experienced part-time work", while only 24% answered that they "have" the knowledge to protect themselves with part-time work. In the class, he explained the harsh reality that young people are squeezed, such as the university entrance rate and minimum wage are lower in the prefecture than in the whole country, and there are many young people, especially female non-regular workers. After learning legal working styles by giving concrete examples such as "How many minutes is the working time included in the part-time job?" And "Should I pay for the plate that was broken during the part-time job?" We discussed their "black experience" in each group and made it into a skit of about 3 minutes. "I went to work at 3:00 pm, but because the substitute was absent, I stood at the store for 17 hours until 8:00 the next morning." "I was hired daily, but I wasn't paid for four days." The students sympathized with the stage where reality and rigor were mixed, and applauded. Hinata Wataguchi (21) said, "Students are thought to be able to go around the site without themselves, but by learning, I realized that it is an easy-to-use" piece "for the company," said Jonathan Takara (21). ) Said, "If it is treated as a piece, I will divide it and refuse the request," and acquired an objective viewpoint through the class. Classes were held in two classes for two consecutive weeks. The second pillar is to think about solutions based on rights. While referring to the Universal Declaration of Human Rights, I thought about how to escape from the "black" state, and "improved" the skit of the previous week to the solution version. The student role, who couldn't say back to his boss last week, insisted that he couldn't extend his work because he had a plan, and said, "I recorded what I said now. I'll take it to the consultation desk." He also mentioned that he would use outside power for unreasonable responses. The classroom was filled with enthusiasm, with cheers from the students in the audience saying "Oh" and "Cool" in a dignified dialogue that transcended the prepared scenario. Mitsunori Kaneshiro (20) said, "I'm defeated that I don't have the knowledge. I was able to argue with confidence by learning." I can share it. I think this week I thought about the solution has grown from last week. " Associate Professor Tamaki said to the transformation of the students, "Young people really have power. I want to create a place to bring out that power so that students can take a step toward problem solving."

Effective for improving student resolution Associate Professor Naomi Tamaki

Although not serious, the university was worried about the fact that there were many students who were late or fell asleep and could not give assignments. Behind that was a part-time job. According to the survey, most of the students worked part-time for tuition, study abroad, and living expenses, and long-time part-time work put pressure on their lives and school. The students are serious and kind, and even if they are asked to do something and they don't like it, they can't refuse. But students have the right to study as a student in addition to the right to be a worker. In class, in the light of their rights, they are able to verbalize their dissatisfaction and doubts and take a step toward solving them. Even if it is a black bite objectively, it is often the case that the person himself is not aware of it. She creates and plays skits based on her own experience, and by watching the works of her colleagues, she has an objective perspective and realizes that the reality that she thought was "ordinary" is strange. This active learning method is very effective for discovering one's own problems, utilizing knowledge with a sense of ownership, thinking about solutions, and fostering independent students. In the prefecture, part-time work has already started from high school students. I want you to adopt it even in high school.

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