Suchergebnisse

Issues related to the existence of low-level radiation in the environment, in food and on farms have added significant problems to the already problem-ridden reconstruction efforts that Japan faces after the crisis in March 2011. Radiation-related issues have brought to the surface hitherto hidden fault lines within society, especially the rifts in the varied interpretations of risk. Despite the deepseated concerns that some people have about the presence of ionised radiation, overt public objections are rarely seen nor heard. Against this backdrop, this article asks the question why the lay public, particularly victims of the disaster, is not more vocal in objecting and expressing concerns. The analysis sheds light on the social conditions that tend to suppress the expression of concern. The data are drawn from in-depth interviews with farmers and consumers in Fukushima and participant observations in public forums and seminars that concern radiation of food and farms. The study indicates that various forms of social control exist within the phenomenon which the author calls 'scientification of food and agriculture'.

Over the past decade, genetically modified organisms (GMOs) have come to be viewed as problematic in Japan, as evidenced by a large number of newspaper articles covering questions ranging from the unknown ecological impact of GMOs to uncertainty about food safety, and by the fact that a number of consumers' groups have organized activities including demonstrations at the experiment stations and the submission of petitions to the government. Against this backdrop, this article attempts to understand the changing interpretation of the perceived rational social order in the context of the Japanese GMO controversies. Drawing on the French Theory of Conventions, the article will shed light on the conventions that serve as templates enabling actors to interpret what it means to introduce GMOs and what constitutes a rational decision concerning GMOs. The article will argue that rationality is best viewed as an emergent and interpretive process involving interpretation and negotiation by and among actors, and that conventions which may be taken for granted are nevertheless unstable and mutable.

Introduction of biotechnologies, particularly genetically modified (GM) technologies, have led to varying public responses from the government, general public and concerned farmers who use the technological products at the field level. Introduction of Bt cotton in India over the last five years generated considerable debate from the time open field testing of Bt cotton commenced towards the late 1990s. This paper is a modest attempt to map the contours of this debate and analyse it from a sociological perspective of the actors. Most significantly, actors in government and industries express trust in the ar rangements governing biotechnology, while actors in civil society point out problems with the functioning of the relevant governing bodies. We first present a brief overview of the events of the controversy, and then proceed with the body of our study.

AbstractThis study aimed to chronicle and understand the emergency online teaching experience of five faculty members in a liberal arts college located in Tokyo, Japan during the COVID-19 pandemic of 2020, adopting the autoethnographic method. It explored the nature and dimensions of problems the faculty members faced, resources used to make sense of problems encountered, and actions they took to solve the problems as reflective practitioners in emergency online teaching. It also examined differences between faculty members over time. Analysis of seven weeks of autobiographic reflective journals during a 10-week academic term revealed that the faculty members encountered a range of problems during the classes, especially student-related and technology-related issues. When encountering problems, faculty members utilized references such as their past experience in face-to-face classroom teaching. Faculty members with more online teaching experience were more adaptable and flexible in mobilizing other references to solve problems. Overall, all members worked as reflective learners and practitioners who continued to reflect on the problems they faced and find solutions. These findings suggest that engaging in reflection-in-action and reflection-on-action can be effective ways for faculty members to develop their competencies to solve problems in emergency online teaching situations when responding to unprecedented challenges and issues is continuously needed.