Report on Feb. 2012 Monthly Meeting; An Extraordinary Journey: Film Screening of “The Grandpa from Brazil”

In an event co-sponsored by SIETAR and Osaka JALT, about 40 people gathered in Takatsuki on February 12, 2012 for a film screening of “A Grandpa from Brazil” and a question-and-answer session with the director, Nanako Kurihara.

         The documentary introduces us to Ken’ichi Konno, born in Suita, Osaka, who emigrated to Brazil in 1931 at the age of 19. After more than 70 years there, he was very much at home in Brazil. However, since 1992, he made an arduous 26-hour flight alone to Japan each year. The film focuses on the journey Konno made in 2004 when he was 92 years old.

         Some of the places he visits in this film–his former school in Tokyo, the Japanese Overseas Migration Museum in Yokohama, the Kobe Emigration Center–are connected with his past. We get glimpses of the harsh economic conditions and government policies that led to his emigration to Brazil, and the “past sufferings” that Konno had experienced. His trip, however, has less to do with nostalgia and more with his concern about the fate of the Japanese-Brazilian migrant workers who have come in large numbers to Japan since the 1990s. While Konno is happy and at peace in Brazil, he recognizes that the first and second generations of immigrants of any new country will struggle greatly. From his own experiences as an immigrant in Brazil, Konno feels the pain and understands the hopes and problems of his friends who work long hours to earn money in Japan and who hope someday to return to live in Brazil where life is more enjoyable. He listens to their stories, gives advice and cares deeply about their children. 

         There is one family that Konno always visits in Hiroshima. They seem to be only distantly related to him, but the two boys, Fabio and Douglas, welcome him as their very own great-grandfather. Konno visits their schools, talks to their teachers and pointedly asks if the boys or other Brazilian children at school are experiencing problems such as bullying. Foreign children are not subject to compulsory education in Japan, and many Japanese-Brazilian children do not attend or drop out of Japanese schools altogether for various reasons, including bullying. Konno worries that Brazilian children, without a proper education and without language skills, will not be able to fit in and have a good life in either Japan or Brazil. We get the feeling that if Fabio and Douglas speak Japanese fluently and seem happy and well-adjusted to their life in Japan, it is perhaps in part thanks to the efforts of their “grandpa” who keeps in touch with their family, and visits them, their teachers and schools every year.

          Following the film screening, the director Kurihara answered a wide variety of questions. She gave more details about Konno who had dealt with chickens, corn, and auto parts, changed jobs ten times, lost everything at one point in his life and took 30 years to become successful again. He and his large family (six children, 14 grandchildren and five great-grandchildren) had been able to see this film when it was screened in Brazil before he passed away in 2009, and the Japanese Brazilians laughed hard and long about how the Japanese government had said emigrants would become wealthy in a few years. Kurihara talked about the lack of a national policy about the education of foreign children, something that had even shocked a few people in the audience. At present, because of the economic downturn, there are fewer Brazilians in Japan than the 312,000 who were in Japan at the time the film was made, but the number who left Japan is smaller than the number who have continued to stay, and Kurihara is concerned how Japanese society seems to know so little about the lives of so many people who live in their midst.

         Kurihara, who has a doctorate in Performance Arts from the New York University, also answered many questions about herself. Although she was studying dance, she started her first film project due to the influence of a very good friend and Japanese feminist. That film, “Ripples of Change” (with the Japanese title “Looking for Fumiko”), about the feminist movement in Japan, went on to win awards. Her current project involves working with a percussion workshop for local Brazilian and Japanese children in Shiga, and documenting the workshop’s progress and performances.

         For those who are interested in having their own DVD of “A Grandpa from Brazil” (available with Japanese and Portuguese or with English subtitles), please check Kurihara’s website at http://nanakokurihara.com. She and Stephen Dalton, a teacher at Osaka Gakuin University, are also developing a study guide for interactive use in classes, and they welcome feedback and comments.

         Kurihara says she misses Konno-san very much, but his story resonates at many different levels with our own journeys through life, and her film makes him come alive as the grandpa we all wish we had and the wise senior we would like to become.

Linda Arai

SIETAR Japan Kansai Chapter February Meeting, 2012 ” THE GRANDPA FROM BRAZIL”

A Grandpa from Brazil

The film, The Grandpa from Brazil, documents the life of Mr. Kenichi Konno, the son of a rice dealer in Suita who emigrated to Brazil at the age of 19 in 1931. Konno went abroad in search of a decent job, and he vowed to return only after achieving success. He worked very hard for decades, changing jobs at least 10 times. Sixty years after leaving Japan he began making annual trips back to Japan staying for a month at a time in order to check on Japanese-Brazilians who had emigrated in the opposite direction. The number of Japanese-Brazilians increased significantly after 1990 when the Japanese government allowed legal entry for people of Japanese descent (Nikkei) up to the 3rd generation. Konno was very concerned about the many difficulties that these Japanese-Brazilians face in Japan. He made these trips over a period of 15 years, and he has helped many people in the process.
This film follows this extraordinary ordinary man as he retraces his journey through the streets of Tokyo and Kansai, recounting his life in Brazil, and discovering more about the actual situation of Japanese Brazilians. This heartfelt documentary explores issues of migration, ethnicity, family and global citizenship.

After the film there will be a time to meet and ask questions to the filmmaker, Nanako Kurihara. Kurihara first met Konno when she was 19 while accompanying her father on a business trip to Brazil. She said, “I was impressed with his [Konno’s] intellectual, charismatic appeal and insatiable curiosity for everything that’s happening around the world.” The film is in Japanese and English, subtitles are provided.

 

Japan Times review in English
http://search.japantimes.co.jp/cgi-bin/nn20081022f2.html

More info in Japanese
 http://nanakokurihara.com/documentaries/

Profile of the presentor:
Nanako Kurihara
A graduate of Waseda University and an award-winning Japanese producer/director. Her first film, Ripples of Change (1993), about the Japanese women’s movement in the 1970s, was shown internationally and was broadcast in the United States and Australia. Kurihara holds a PhD in Performance Studies from New York University.

Report on Sept. 2011 Monthly Meeting: “Organising “Kokusai Kouryu” Events that Work” by Stephen Ryan

Keys to Successful Cultural Experience Programs

 

“Organising “Kokusai Kouryu” Events that Work” was the title of Stephen Ryan’s presentation on September 25, 2011, for SIETAR Kansai. Ryan began by asking the audience how they would translate “kokusai kouryu” into English. While people came up with various suggestions, such as, interaction, exchange, communication, relations and friendship, Ryan said he had similarly struggled with this translation, but none of them fit what he was trying to do at his school. After working with various exchange programs, he has finally come upon a translation which, although rather long, he thinks is much more accurate: “people from different backgrounds getting along together well.”

              Ryan described the cultural experience program that has been developed at his school. After witnessing many kokusai kouryu events in Japan, where people visiting from another country were the guests of honor at schools or official events, Ryan noticed that these affairs were rather stiff and no one seemed to be interacting happily with anyone else. Only when there was an unplanned, often spontaneous event where chairs and tables were moved aside and students suggested their own games or tried to show other students the dance from their country, did happy faces and communication– despite the lack of a common language–clearly take place. This was more like the kokusai kouryu he wanted to encourage.

At his school, a large number of students say they want to study abroad, however, their language ability, or sometimes their idea of their language ability, deters them from this goal. It is precisely for this type of student that short-term programs to the Philippines, Thailand and Australia were organized. Ryan tried to make sure that when his students went abroad, they would have as much contact as possible with people who were similar in age. Once in the new country, rather than focusing upon language study, these programs concentrate on experience and culture.

Ryan asked the SIETAR Kansai audience to think back of their very first time going to another country. Undoubtedly there were feelings of wonder and excitement of experiencing many new sights, smells, and sounds. At the same time, there must have been times of being disoriented, confused, as well as frustrated at not being able to understand the language. The key to a good program, Ryan claimed, was to let the students experience a short and sharp culture shock and then bring them back home just before they crash. This means the ideal length of the program is from 7 to 10 days.

During the visit the students are given the assignment of taking 100 photos a day of things that they had never seen before, or things that they have seen but which are used in a different way. At first this may sound like onerous homework, but with a digital camera it turns out to be a relatively easy task. Even a simple visit to a local supermarket can result in an amazing number of photos. These become the main material for the daily class where discussion focuses on culture and experience. 

It is important to send a teacher along with the students, one who understands the languages of both the students and that of the country they are visiting. The teacher’s role is not to “teach” but to be there to make sure that language is not a barrier, and more importantly, to be a cultural guide such that students do not make overgeneralizations or misjudgments about the new culture. Ryan pointed out the importance of students reporting their observations everyday during reflection sessions. In his experience the first few hours in the new culture are the richest, and if these thoughts are not noted, they are easily forgotten as the students become more acclimated to their new surroundings.

Everyday the students meet with the teacher-guide, or as Ryan put it, the teacher-prodder. The material for these so-called classes are the photos and the reflections. The discussion is driven by student questions about what they have captured in their photos or their reflective observations. Examples of some questions are: “Why do Filipinos eat five times a day?” or “Why is there home-delivery of hamburgers in the Philippines, but there is no such thing in Japan?” or “Why are extremely poor peoples’ homes built right next to homes of the very rich?” The teacher-guide lets the students generate possible answers and encourages them to ask their Filipino counterparts about these topics. Thus, through discussions students are generating possible hypotheses and testing out their ideas. With the assistance of the teacher-prodder, they are encouraged to look more deeply to find underlying reasons for what they have witnessed. Once back in their home country, they meet again and try to put their experience into the context of Japan. Their experience becomes taiken and not just keiken.

Thus, experiential learning results from firsthand experience plus reflection. The sharing in the group can be powerful. The ideal outcomes of the program would be: a) that students will want to know more about the culture that they had experienced; b) that they will want to learn more about the language; and c) that they will want to know how people from different backgrounds can learn to live together. In fact, according to Ryan, several students who participated in these programs have become highly motivated especially to learn English.

Ryan reported that many of the underlying reasons for why the cultural experience programs have worked so well was documented by Allport’s (1954) contact hypothesis when he wrote about how intergroup prejudice can be reduced. The essential factors are: a) the two groups must have equal status; b) the two groups are working toward common goals based on cooperation; c) the intergroup contact is both frequent and of a duration that allows meaningful relationships to develop; and d) social and institutional support are provided.

Translating this specifically to organizing successful kokusai kouryu events, Ryan listed the following important elements: a) lots of individual interaction; b) equal status; c) a common goal; d) cooperation; e) time; f) repeated meetings; g) support; h) various activities; i) flexibility; j) the removal of chairs; and k) lots and lots of food!!

Ryan’s presentation was highly informative and very interactive involving the participants in lively exchanges. From the photos of the students that he shared, it was clear to us when kokusai kouryu was working and when it wasn’t. In my particular case having just spent five days this past summer with Japanese and Taiwanese students, I could see very clearly where the strong points and missed opportunities of my program were. I came away from the presentation with a sense of clarity of how to go about creating more opportunities for cultural learning. I also still remember Ryan’s statement; “Reflection is the key to the cultural experience program, but kokusai kouryu is the key to the success of the cultural experience program.”

 

                                     Donna Fujimoto

                                     Osaka Jogakuin University

 

 

Allport, G. (1954) The nature of prejudice, Reading, MA: Addison-Wesley.