FILM: Nuclear Nation (2012)

Funahashi, Atsushi. 2012. Nuclear Nation. Documentary film.
http://nuclearnation.jp/en/

“Atomic energy makes our town and society prosperous,” reads a sign over a
prominent archway in the small town of Futaba, Fukushima. The camera pans over a
grey landscape of rubble, empty public buildings, and dozens of cows lying deceased and
mummified in barn stalls. Such scenes in Nuclear Nation render the declared
benevolence of atomic energy painfully ironic. They also make clear director Atsushi
Funahashi’s intent: to situate Japan’s present nuclear disaster within the context of
Japan’s promising nuclear past.

Funahashi explores Japan’s changing relationship with nuclear energy solely
through the eyes of Futaba residents. As the mayor of the town shows the camera old
photographs, we learn that Futaba welcomed Tokyo Electric Power Company (TEPCO)
and its nuclear energy plans in the 1960s. With a nuclear plant, explains the mayor, came
generous government subsidies, and Futaba quickly morphed from a small farming
village to a modern city supported by a major industry. However, the value of the plants
quickly depreciated and Futaba was on the verge of bankruptcy. In the 1990s the town
accepted two new plants and TEPCO’s promises of payment—the latter of which never
materialized—in an effort to pull itself out of debt. This narrative of the past, which
brings us up to the 2011 disaster, sheds light on the complicated but intricate relationship
that Futaba’s people and local government, like other small nuclear towns, have had with
the nuclear energy industry and its leading power companies.

Funahashi documents a radically changed attitude toward nuclear energy in a
post-3/11 world by following the people of Futaba for a year, beginning in the immediate
aftermath of the disaster. His focus on one town’s experience is a strength of the film, for
it allows Funahashi to explore the effects of the Fukushima Daiichi disaster on both a
community and an individual level. He highlights a handful of residents, weaving their
individual stories together as they experience a year of unfamiliarity, grief, anger, and,
surprisingly, optimism and acceptance. Forced to evacuate their town and seek refuge in
a high school, more than a thousand residents must sleep in the school’s gymnasium and
eat nothing but bento. The television seems to always be on and tuned into a station
playing national news about the disaster, none of which mentions Futaba. The residents
later stage a protest against the Liberal Democratic Party and TEPCO for their general
negligence. Throughout all of this Funahashi records incredible interviews; the residents
candidly express their past reliance on nuclear power and present frustration with the
industry, government, and options for the future—none of which fulfill the residents’
desire to return to their “homeland.”

This narrative allows Nuclear Nation to address many questions, but perhaps most
significant is the question of when disaster begins and ends. By taking us back in time,
Funahashi places a potential starting point for Fukushima at the arrival of nuclear power
in the region forty years ago. His view of an ending point is a little less clear; he
documents the disaster for a year but leaves the residents’ stories open-ended and their
new lives in new places unsettled. Nevertheless, by the end of the film it becomes clear
that Nuclear Nation is not a story about triumphing over disaster—that is, not a story with
a happy ending; rather, it is a story about the break-up of a community and the making of
an environmental ghost town. For educators and students who wish to learn about the
aftermath of Fukushima, about Japan’s forty-year history with nuclear energy, and about
the nature of disaster more generally, Nuclear Nation is an excellent choice.

-Ashanti Shih, Yale University

Post-Fukushima Nuclear Politics in Japan

Aldrich, Daniel, James Platte, and Jennifer Jennifer. “Post-Fukushima Nuclear Politics in Japan, Part I.” Blog. The Monkey Cage, April 1, 2013. http://themonkeycage.org/2013/04/01/post-fukushima-nuclear-politics-in-japan-part-i/.

In this three-part blog post, Daniel Aldrich, James Platte, and Jennifer Sklarew summarize development in Japanese politics, bureaucratic organization, and the anti-nuclear protest movement since March 2011. The authors outline the tensions caused by the plummet in popular support for nuclear power and the technological momentum created by heavy investments in nuclear power by utilities and business, which necessitate their continued support. The political parties are caught between these rival concerns, further complicating an already complex policy debate. The authors provide a clear discussion of the bureaucratic reorganization resulting in the newly independent Nuclear Regulatory Authority, which has to balance pressure from politicians and the business community to restart the now idle reactors and the need to reform nuclear regulation that has long been lax and has repeatedly lost credibility since the 90s.

These blog posts are relatively short, about 1,000 words each, and should be fairly accessible to people without much background in Japanese politics. Since these posts provide multiple viewpoints, they should provide a catalyst for classroom debate and discussion, as well as provide an excellent overview of a set of complicated issues. The focus of these posts is on the national debate over the future of nuclear power in Japan, so supplementary materials related to the direct impact of nuclear disaster on the people and environment of Fukushima might be a useful supplement for classroom work.

-Craig Nelson, Ohio State University

Inaugural Meeting of the Forum (UC Berkeley, May 2013)

Building a Transnational Research Agenda and Strategy for Engagement through a Social Scientific Understanding of Disasters and the Disaster Sciences

INAUGURAL MEETING
University of California Berkeley
12-14 May 2013

OPEN COMMENT PERIOD
April 26-May 3

(Manuscripts will be posted on Friday, April 26th, and will be OPEN TO PUBLIC COMMENT during this period)

Through the support of the US National Science Foundation and generous contributions of the private Support Group for the STS Forum, we are holding the inaugural meeting of the “STS Forum on the 2011 Fukushima/East Japan Disaster,” as hosted by the University of California, Berkeley’s Center for Science, Technology, Medicine, and Society (CSTMS). This is an academic forum for discussing the Fukushima Dai-Ichi nuclear accident and the larger 2011 East Japan disaster. The goal of this forum is to build a transnational research agenda and community centered on this disaster, and to extend the social scientific and humanistic understanding of disasters and the disaster sciences. For the inaugural meeting, we have also invited scholars studying other disasters. See…

The original call for papers here
The workshop format, based on pre-circulated papers
The preliminary program
See all abstracts for papers

Manuscripts* will also be posted on this site and will be visible and open to public comment during the open comment period. (*At the discretion of the author. All manuscripts will be distributed to registered participants.)

Please note that this is a pre-circulated papers workshop, with participants selected based on abstracts received. We aim to extend the opportunity to all viewers to read and comment on the publicly posted manuscripts, however, workshop registration is limited to those participating in the workshop.

- Posted on behalf of STS Fukushima Forum

Slides for Teaching “Disaster” in the Classroom: A Workshop with Teach 3.11

Aside

Teach 3.11 held a workshop on Teaching “Disasters” for the Nuclear Power in Asia: Two Years after Fukushima symposium, hosted at the National University of Singapore, 22 March 2013. Here, we post the presentation slides so you can view what we discussed in this very successful meeting. A hearty thank you to all our participants near and far who submitted teaching materials that helped spur much lively and productive conversation about the future of teaching about disasters and the Teach 3.11 project more generally. To get involved, talk to us at teach3eleven@gmail.com or via Twitter, @Teach_311.

We recommend that you click on the “full screen” option (lower right box icon) to enjoy the full details of the slides.

Teach 3.11 held a workshop on Teaching "Disasters" for the Nuclear Power in Asia: Two Years after Fukushima symposium, hosted at the National University of Singapore, 22 March 2013. Join the conversation at teach3eleven@gmail.com.

Teach 3.11 held a workshop on Teaching “Disasters” on 22 March 2013 for the Nuclear Power in Asia: Two Years after Fukushima symposium, hosted by the STS Research Cluster at the National University of Singapore. Join the conversation at teach3eleven@gmail.com.

Teaching ‘Disasters’ in the Classroom: A Workshop

Teaching “Disaster” in the Classroom: A Workshop with Teach 3.11

Date: 22 March 2013
Time: 2:00 – 3:30pm
Workshop leader: Lisa Onaga (Nanyang Technological University)
Deadline for submitting materials: 15 March 2013
Venue: Research Division Seminar Room (AS7-06-42), Level 6, The Shaw Foundation Building, National University of Singapore,
To register, please email fasvksg@nus.edu.sg

The somber occasion of the second anniversary of the three disasters that struck eastern Japan in 2011 is a reminder that the work of teaching and learning about natural and manmade disasters from the perspectives of history of science and technology and science studies is far from complete.

Teach 3.11 is an activity of the Forum for the History of Science in Asia, a special interest group of the History of Science Society, that seeks to bring attention to the processes of building institutional and collective memory and understandings of disaster through science studies (defined broadly) perspectives. In conjunction with the FASS STS Cluster at National University of Singapore’s symposium, Nuclear Power In Asia: Two Years After Fukushima, we propose jointly to host a workshop to think through how we teach about “disasters” in the classroom, and to help us imagine other ways of gaining understandings of “disasters” both contemporary and historical.

We invite scholars, teachers, educators, and students to join us in a conversation around teaching and learning about natural and manmade disasters in classrooms through the lens of science studies and the history of science and technology. We also invite participants to come together and identify new opportunities and needs for teaching in this interdisciplinary area.

Ideally, we would like workshop participants to bring one or more of the following to this workshop: (a) an original syllabus for a university course engaged with themes related to disaster, (b) a suite of readings in any language at the secondary, junior, and university levels on a particular disaster-related topic; or (c) an active learning module on a disaster-related theme or issue. Deadline for submission is 15 March 2013 (Friday) to fasvksg@nus.edu.sg.

Appreciating that not many of us may have taught such a course or prepared such materials, we ask you to put together a paragraph on the kinds of issues, questions, and, cases that you think ought to be part of such a teaching programme. We intend to use this short 90-minute session to share these materials and to learn from each other through discussion and dialogue.

We would like to leave this workshop with a heightened sense of the possibilities inherent in teaching about disaster, as well as practical materials and ideas about how to structure our courses and modules. The newly redesigned Teach 3.11 site is willing to host the final versions of these materials to make them accessible to multiple communities.

This workshop, we hope, will also provide grounds for discussing the broader role that Teach 3.11 may play in continuing to support a space for exchanging knowledge and building collective wisdom as it looks to find ways to provide access to materials using various Asian languages as well as English. Thus, we also invite participants to help us envision where to take Teach 3.11 in its next phase of development.

###

3.11 Virtual Conference: Building a Bridge to Disaster Studies

Based on our very successful event last year, the STS Forum on the 2011 Fukushima/East Japan Disaster and Teach 3.11 have organized another co-sponsored, online virtual conference to be held on the second memorial anniversary of the disaster:

STS Forum on the 2011 Fukushima/East Japan Disaster & Teach 3.11
3.11 Virtual Conference: Building a Bridge to Disaster Studies

An online pre-circulated papers workshop, with scheduled open comment period
11-14 March 2013
All participants welcome!

In the two years since the disaster, the scholarship on the disaster has continued to mature. This year, while we continue to welcome, and will be presenting new empirical material, we have also gathered featured essays that will help build a bridge between our understanding of the East Japan Disaster and the emerging work in the broader field of Disaster Studies.

At 8:00 a.m. JST, on March 11th (7:00 p.m. EDT on March 10th in the US), we will open up the conference by posting a collection of featured essays.* We expect to have essays by

  • Cecilia Ioana Manoliu (University of Tsukuba) on recovery and resilience after the 3.11 earthquake
  • Marja Ylönen (University of Jyväskylä) on signaled and silenced aspects of nuclear regulation
  • Markku Lehtonen (University of Sussex) on a comparative study of reactions to Fukushima
  • Tino Bruno (Univ. Jean Moulin) on US and French advocacy of civilian nuclear power
  • Charlotte Cabasse (University of California, Berkeley) on the mapping and making of risk
  • David Novak (UC Santa Barbara) on performing antinuclear movements on post-3.11 Japan
  • Noriko Manabe (Princeton University) on music and spaces of protest
  • Chika Watanabe (Cornell University) on the ambiguity of lessons in post-disaster recovery
  • Xiaomin Zhu (Peking University) on science communication for science literacy
  • Yuko Kobayashi (Anti-nuclear activist) on the Environmental Radioactivity Monitoring Project in the vicinity of Fukushima Dai-ichi
  • Yuji Miyake (professional engineer) on radiation dispersion
  • Atsushi Akera (Rensselaer) and on synopses of the 2012 SHOT Workshop and 4S annual meeting

In addition to providing an opportunity for everyone to comment on these essays, we will also encourage everyone to post their own thoughts and to introduce their own work through the Fukushima Forum Google Groups site (the Forum will be made open for the duration of the Virtual Conference). *Please bookmark http://fukushimaforum.wordpress.com/online-forum-2/second-3-11-virtual-conference-2013/

Our hope is that the virtual conference will continue to provide people with an opportunity to mark anniversary of the March 11, 2011 disasters with a time of reflection, scholarly inquiry, and open conversation.  Please join us in this conversation.

Sincerely,
Atsushi Akera (Rensselaer Polytechnic University)
Principal organizer, STS Forum on the 2011 Fukushima/East Japan Disaster

Lisa Onaga (Nanyang Technological University, Singapore)
Managing Editor, Teach 3.11

We’re upgrading and want your input!

Teach 3.11 is upgrading and moving to a new server at the Humanities and Social Sciences Library of Nanyang Technological University, Singapore. We’re planning to roll out a substantial redesign in March 2013 with greater technological capacity using WordPress 3.5. Your input is important to us, so please contact us by the end of December 2012 to suggest any improvements or new content that you would like to see. In the meanwhile, pardon our dust. Thank you!

- Teach 3.11 team

Call for Papers: STS Forum on the 2011 Fukushima / East Japan Disaster

Call for Papers

An NSF Supported Workshop

STS Forum on the 2011 Fukushima / East Japan Disaster

Building a Transnational Research Agenda and Strategy for Engagement through a Social Scientific Understanding of Disasters and the Disaster Sciences

INAUGURAL MEETING

University of California Berkeley
12-14 May 2013

This serves as the call for papers and for participants to the inaugural meeting of the “STS Forum on Fukushima,” an academic forum for discussing the Fukushima Dai-Ichi nuclear accident and the larger 2011 East Japan disaster. The goal of this forum is to build a transnational research agenda and community centered on this disaster, and to extend the social scientific and humanistic understanding of disasters and the disaster sciences; for this inaugural meeting, we also invite scholars studying other disasters (Chernobyl, Hurricanes Katrina and Sandy, 9/11, Deepwater Horizon, as well as less well-known disaster), especially those who are interested in understanding disasters and the events in Japan in historical and comparative perspective. All scholars representing, or interested in engaging in active dialogue with those in the field of Science and Technology Studies, broadly construed, are invited to apply.

The aim of the inaugural meeting in Berkeley will be to bring together a community of interested scholars, introduce each other to our work in a focused setting, and to begin defining viable research strategies and alliances for pursuing future work. We also hope to constitute an informal publications committee that will begin exploring and cultivating specific venues for publication, including journal special issues and edited compilations.

Participants &Scope

The 2-½ day workshop will be held on the University of California, Berkeley campus, hosted by its Center for Science, Technology, Medicine, and Society. We expect to draw scholars from Japan, the United States, Asia and Europe, and elsewhere in the world. We invite both senior and junior scholars (including graduate students), and hope to offer sufficient subsidies to make it possible for all those who are interested and selected to attend. Attendance will be limited to 30 participants.

While the major focus of the inaugural meeting will be the 2011 disaster in Japan, as we have noted above, we also wish to invite scholars who are working on other disasters in order to develop and strengthen the conceptual foundations upon which to base our understanding of the events in Japan, and to help ensure that our dialogue integrates into the wider disaster and disaster science studies community.

Workshop Format

The inaugural meeting of the Forum will be conducted as a pre-circulated papers workshop. Work in progress is positively encouraged. All papers will be of limited length,* with the accompanying expectation that all participants will both read and comment on all papers or précis’ prior to the workshop. (*1800-3000 words, or else a 1800 word précis accompanied by a longer manuscript made available to all participants.) Open discussion around a group of papers, organized into themes, will occur following an introduction of the papers by assigned respondents. The workshop will conclude with an open discussion on research directions and publication strategies. Per the terms of our grant proposal, written responses and reflections compiled both during and after the event will be an integral and required component of this workshop.

Travel Subsidies

Through the generous support of our NSF workshop grant (SES-1230627), we will minimally offer full housing subsidies to all participants. It is our intent to provide additional subsidies based on need, with special set-asides for graduate students, junior, and minority scholars, and those traveling internationally for this event. (A separate travel subsidy request form will be mailed to you following your acceptance to the workshop.)

Application & Deadline

To apply, please submit a 300-500 word abstract, and a 1-2 page biographic summary (an NSF-style biosketch would be ideal). The materials should be sent to the program chair, Atsushi Akera, at akeraa@rpi.edu (alternate: atsushi_akera@hotmail.com). Applications are due by 7 January 2013, and will be reviewed by a program committee comprised of an international panel of scholars. Please feel free to contact the program chair for further information.

We’re upgrading and want your input!

Teach 3.11 is upgrading and moving to a new server at the Humanities and Social Sciences Library of Nanyang Technological University, Singapore. We’re planning to roll out a substantial redesign in January 2013 with greater technological capacity. Your input is important to us, so please contact us by the end of December 2012 to suggest any improvements or new content that you would like to see. In the meanwhile, pardon our dust. Thank you!

- Teach 3.11 team

VIRTUAL CONFERENCE: Historical and Contemporary Studies of Disasters, 18-23 Sept. 2012

Teach 3.11 cordially invites you to join an online discussion
18-23 September 2012
to discuss publicly posted manuscripts for the workshop
Historical and Contemporary Studies of Disasters:
Placing Chernobyl, 9/11, Katrina, Deepwater Horizon, Fukushima and Other Events in Historical and Comparative Perspective

 Click here to view and comment on the manuscripts

Co-Sponsored by the SHOT Prometheans (Engineering) SIG, SHOT Asia Network, and Teach 3.11

FILM: Fukushima Nuclear Power Plant Promotional Documentary (1985) [Japanese]

Editor’s note: This week, we are pleased to feature contributions from Sofia University graduate students enrolled in Tak Watanabe’s 2011 spring semester classes in Tokyo, Japan. We begin with a film translation and subtitling project of a Japanese documentary that details the construction of Fukushima Daiichi Nuclear Power Plant.*

Nichiei Kagaku Eiga Seisakujo. 日映科学映画製作所 [Nichiei Science Film Production]. 1985. Fukushima no Genshiryoku. 福島の原子力 [Nuclear Power of Fukushima]. YouTube video, 27:00, posted originally by “habingo2,” April 02, 2011, part 1: http://www.youtube.com/watch?v=sspp6D8giHc, part 2: http://www.youtube.com/watch?v=cTshYXmN1AY (Japanese). English subtitled version by Kudakwashe Mutenda and Keiko Nishimura, posted by “collabo311.” 13 September 2011. 
Part 1: http://www.youtube.com/watch?v=gFkkRr-gMww, Part 2: http://www.youtube.com/watch?v=0E90DeDzpus.

前代未聞の福島原子力事故の実情が徐々に明らかになるにつれて、「福島原子力発電所はどのくらい安全だったのか?」という疑問が今日最も聞かれるようになった。この1987年に東京電力によって製作された27分に及ぶ福島原子力発電所の宣伝映画は、少なくとも東京電力の立場から、その質問に答える以上の内容となっている。一般市民に向け、平易かつ分かりやすい言葉で、原子力技術の複雑な仕組みが説明されている。

この宣伝映画は雄弁に福島原子力発電所の歴史を語っていく。建設場所の選択から建設過程、諸系統の試験、燃料装荷と起動試験、保守点検、労働者と周辺地域のための安全基準、放射能や放射性廃棄物の処理などについてが説明される。映画全体を通して、原子力発電所とその環境の調和を表現するために様々なBGMが使われており、原子力発電所の建設過程や営業運転、そして福島での人々の生活を撮影した写真・実写映像やアニメーションが効果的に組み合わされ、視聴者の理解を助けるようになっている。

本映画全体を通して、安全性というものは決して軽視されてはいない。「用心深く」「徹底的に」「注意深く」「ひとつひとつを」「厳しく監視」などの言葉の使われ方からもそれは明らかだ。1966年の建設当時、福島原子力発電所は疑い無く世界で最も技術を結集した、安全性の権化のような驚くべき建設物であった。

一般向けに作られていることからも分かるように、この宣伝映画は分かりやすく親しみやすい内容となっている。本作は当時劇場で公開され、多くの日本人が見に訪れたと言われている。

クダ∙ムテンダ & 西村恵子

*This documentary was translated and subtitled as a part of a course assignment in the Graduate Program in Global Studies at Sophia University. The resulting subtitled video is hosted by a collaborative web project organized by Sophia University graduate students, collabo311, of which one of the translators of the Fukushima power plant video, Keiko Nishimura, is a member.  Collabo311 reports on and analyzes cultural reactions to the events of 3.11 and includes various media, from Internet to architecture, spanning topics from radiation to animation.

本:「フクシマ」論 (2011)

開沼博(2011)『「フクシマ」論:原子力ムラはなぜ生まれたのか』青土社

本書は日本の原子力の分析を通して日本の戦後成長における地方の自発的服従の歴史的形成過程を考察した学術書である。著者は、原子力を地方に導入したい「中央」とその原子力を受け入れ維持したい「地方」によって構成される原子力ムラという概念を提示しながら、「戦後成長の基盤」としての原子力(経済)「地方の統治装置」としての原子力(政治)「幻想のメディア」としての原子力(文化)という視座から、戦後日本における原子力を分析している。原子力ムラには、行政・電力産業・政治家・学者・マスメディア・反・脱原発団体などを含む「中央の側にある閉鎖的・保守的な原子力行政」などで構成されたムラ(<原子力ムラ>と表記)がある一方で、「地方の側にある原発および関連施設を抱える地域」によって構成されたムラ(「原子力ムラ」と表記)が存在する。著者によれば、原子力の導入を通して自国のエネルギー資源の確保を目指す<原子力ムラ>(中央)と原子力を受け入れることを通して故郷の永続的発展を望む「原子力ムラ」(地方)という二項対立的な構造の中で、原子力が2つの構造をつなぐ媒介としての役割を果たすことを通して戦後の経済成長が達成されたという。加えて、著者は戦後の経済成長の過程において「原子力ムラ」(地方)がマスメディアに映された自らの「欠如」を自覚し、愛郷的精神からその「欠如」を埋め合わせるために自発的に原子力を受け入れていったと指摘する。しかし、「原子力ムラ」による原子力の自発的な受け入れが皮肉なことに「原子力ムラ」(地方)を「原子力ムラ」(地方)として固定化してしまったという。本書は著者が東京大学大学院学際情報学府修士課程に提出した修士論文をもとにして出版され、第65回毎日出版文化賞(人文社会部門)を受賞した。構成は以下の通り。

 序章  原子力ムラを考える前提―戦後成長のエネルギーとは

第一章 原子力ムラに接近する方法

第二章 原子力ムラの現在

第三章 原子力ムラの前史―戦時~一九五〇年代半ば

第四章 原子力ムラの成立―一九五〇年代半ば~一九九〇年代半ば

第五章 戦後成長はいかに達成されたのか―服従のメカニズムの高度化

第六章 戦後成長が必要としたもの―服従における排除と固定化

終章  結論―戦後成長のエネルギー

補章  福島からフクシマへ

補章は福島原発事故発生以降に追加された。著者はここで福島原発事故以降における脱・原発運動の問題点について次のように指摘する。「原発を動かし続けることへの志向は一つの暴力であるが、ただ純粋にそれを止めることを叫び、彼らの生存の基盤を脅かすこともまた暴力になりかねない。そして、その圧倒的なジレンマのなかに原子力ムラの現実があることが「中央」の推進にせよ反対にせよ「知的」で「良心的」なアクターたちによって見過ごされていることにこそ最大の問題がある。」(372-373頁)

本書は、戦後日本において原子力が果たした役割に加えて福島原発事故の原因について詳しく説明している。もともと修士論文として書かれた作品なので、大学生以上のテキストとしてのぞましい

- Yasuhito Abe

FILM: Hiroshima (1953)

Sekigawa, Hideo. 1953. Hiroshima. Feature Film.

Hiroshima begins with a scene in a middle school classroom in 1953 where students’ misunderstandings of radiation and leukemia have led to discrimination against victims. By foregrounding issues of discrimination and the lack of governmental support for survivors in the classroom, the film’s pedagogic aim is pronounced. As a result, the extended second act of the film that portrays the actual atomic bomb attack resonates that much more poignantly as a historical frame for contemplation. Especially in Japan following the Fukushima nuclear disaster, the significance of addressing the dangers and prejudices that face people of the affected areas and questions about natural habitat recovery seem all the more relevant.

After the classroom, the films shifts back in time to scenes of pre-bomb wartime life in Hiroshima. People are eking out a stark but seemingly harmonious existence despite a scarcity of basic goods. Suddenly, with thunderous impact of image and sound, the screen screams white and then falls to a smoldering blackness. For the next grueling hour, the film attempts to show the chaos and magnitude of the tragedy in the days that followed. In gritty black and white images, we see the often-futile search for loved ones and get a sense of the sheer numbers of people lost that day, and later to radiation sickness in the months that followed. By emphasizing the processes of recovery itself, such as panic and skepticism toward whether life could be revived there at all, the director Sekihara Hideo deconstructs certain stigmas that followed the bomb, reintroducing biological and humanistic aspects of the struggle.

Financed by the teachers union of Hiroshima, Sekigawa’s Hiroshima includes thousands of nuclear attack survivors as extras in a vivid depiction of the events surrounding August 6, 1945. Both this film and Shindo Kaneto’s 1952 Children of Hiroshima are based on a collection of stories by child survivors of the attack, “Children of Atomic Bomb” (edited by Osada Arata). However, whereas Shindo attempts to represent the trauma of the event through post-disaster reflection, Sekihara’s film is a more didactic and sustained representation of the event itself.

Overall, the film is an early indictment of the government’s mistreatment of radiation victims, an issue that would spark nationwide attention by the mid-1950s. Through the detailed exegesis of the everyday anxieties involved in recovery, such as waiting for doctor’s diagnoses or doubting whether plants would ever sprout from the scorched earth, we are left with the message that life returns even in the face of destruction. Hiroshima’s reach and influence may have been overshadowed at the time of its release by Shindo’s film, but its value as both a historical record and lesson for a post-Fukushima world gives it a second life today. The film proves to be a powerful representation of historic trauma and serves as a reminder of the ways in which victims of nuclear tragedy sought — and continue to seek — understanding, support, and reconciliation.

-Kenneth Masaki Shima

Historical and Contemporary Studies of Disasters Workshop

Teach 3.11 is pleased to announce the preliminary program of the workshop “Historical and Contemporary Studies of Disasters,” to be held at the Society for the History of Technology (SHOT) annual meeting in Copenhagen on Sunday, 7 October 2012. This is a pre-circulated papers workshop, with advance registration required. Please contact the
program chair, Atsushi Akera, for information at akeraa @ rpi.edu.

Click here to see program.

This event is co-sponsored by the SHOT Prometheans (Engineering) Significant Interest Group, SHOT Asia Network, and Teach 3.11.

本: Suffering Made Real (1997)

Lindee, Susan. Suffering Made Real: American Science and the Survivors at Hiroshima. Chicago University Press, 1997.

広島と長崎への原爆投下後、放射線の遺伝影響研究はABCC(原子爆弾傷害調査委員会)の中心課題となった。スーザン・リンディーはアメリカの原爆調査の歴史を検討した著書 Suffering Made Real: American Science and the Survivors at Hiroshima 第4章でABCC の遺伝研究に焦点をあてている。

リンディーはABCCの遺伝影響研究を当時の遺伝学をめぐる状況とあわせて説明する。ABCCは当初、被爆者自身に対する放射線の生物的影響を調べることを計画していたが、それはすぐに彼らの子孫への放射線の遺伝影響調査を中心とするものへと変化した。その背景には、アメリカ合衆国原子力規制委員会などの遺伝影響は被爆者自身への影響よりもより恐ろしいものであるという認識に加え、一般社会の高い関心があった。ABCCの遺伝プロジェクトは内部のマネジメントと一般へのインパクトの双方で中心課題となったのである。

遺伝プロジェクトはとりわけ「誤解」されやすいものであった。1940年代までの遺伝研究には、遺伝学の手法の問題と優生学との関わりという、科学的及び社会的な難しさが取り巻いていた。そのため、被爆者に遺伝影響が起こることは確実であると思われていたが、ABCCの遺伝影響研究は有意な影響を示せずに失敗すると思われていた。ところが遺伝学のおかれた社会的状況は1950〜60年代を通して変化していく。リディーは、マラーやニールといった遺伝学者たちが広島と長崎で行った遺伝影響研究が、人間の遺伝形質へのより科学的なアプローチを示すものとして、生物学におけるビッグサイエンスの先駆例となったと指摘する。そのシステムを支えていたのは、日本人スタッフや妊婦、その他の研究材料たちであった。

(本書の邦訳は出版されてない。)

– Maika Nakao

BOOK: Disaster and the Politics of Intervention 『災害と介入における政 治』

Lakoff, Andrew, ed. 2010. Disaster and the Politics of Intervention. New York: Columbia
University Press. アンドリュー・レイコフ編(2010)『災害と介入における政
治』コロンビア大学出版.

本書は「大災害に至るリスクを軽減するために公共機関によって行われる介入の役割」(1頁~2頁)について様々な観点から論じている専門書である。本書は編者のアンドリュー・レイコフ(南カリフォルニア大学准教授)による序文に加えて以下の論文によって構成されている。

Chapter 1: “Beyond Calculation: A Democratic Response to Risk,” by Sheila Jasanoff.
Chapter 2: “Private Choices, Public Harms: The Evolution of National Disaster Organizations in the United States,” by Patrick S. Roberts.
Chapter 3: “Strange Brew: Private Military Contractors and Humanitarians,” by P.W. Singer.
Chapter 4: “Risking Health: HIV/AIDS and the Problem of Access to Essential Medicines,” by Heinz Klug.
Chapter 5: “Constructing Carbon Markets: Learning from Experiments in the Technopolitics of Emissions Trading Schemes,” by Donald Mackenzie.

レイコフによる序文では、本書の内容と目的が簡潔にまとめられている。本書で論じられるトピックは多岐にわたるものの、レイコフによると2000年代以降の大災害に対する政治介入のあり方には3つの共通点が存在するという(3頁)。

1 「緊急」事態の発生によってはじめて政府による対応が可能になったこと(事前に予防措置を講じようとしても政治的理解が得られなかった)。
2 政府が災害に対する十分な対策を出来なかったとされたため政治的危機に陥ったこと。
3 緊急事態に対する適切な対処方法や対処を行う際の責任のありかをめぐって専門家の間に激しい意見の相違が生じたこと。

本書は、311に対する日本政府の介入のあり方を、過去の大災害における政府介入のあり方と照らし合わせて理解するうえで極めて有益な資料であると言える。

本書に掲載された論文の中でとくに311の参考になるものとして、シーラ・ジャザノフ(ハーバード大学教授)による「推定を超えて:リスクに対する民主的応答」(14頁~40頁)が挙げられる。ジャザノフによれば、現代の災害リスクは、専門家が推定できる範囲をはるかに超えて、民主政治そのものの問題となった。このため、災害に対する政府介入のあり方として、災害のリスクを識別してそのリスクを管理することを主要な目標とする専門家によるトップダウン形式の「リスク管理(Risk management)」から、被災した市民の経験から学びつつ、被災者が置かれた社会政治的環境を考慮にいれながら、災害からの復元力の構築を目指す「リスク統治 (Risk governance)」への転換が必要だという。つまり、今後の災害対策には災害の原因よりも災害が起きた文脈に比重を置いた分析が求められるということである(36頁)。ジェイサノフは、専門家の推定には限界があると自覚しながら過去の歴史や市民個々人の経験から学ぼうとする「謙遜の技術(technologies of humility)」こそが、今後の災害対策を考慮するうえで重要だと主張している。

本書はさまざまなトピックを取り扱っているものの、各章ではそれぞれのトピックについて丁寧に説明されている。大学生の教材として適切であろう。

- Yasuhito Abe

ARTICLE: ‘A Dispassionate and Objective Effort:’ Negotiating the First Study on the Biological Effects of Atomic Radiation (2007)

Jacob Hamblin, “‘A Dispassionate and Objective Effort:’ Negotiating the First Study on
the Biological Effects of Atomic Radiation,” Journal of the History of Biology 40, no. 1 (March 2007): 147-177.

In this article Jacob Hamblin examines the history of the debates in the 1950s over
what was a safe level of public exposure from nuclear radiation. Focusing on the
making of the 1956 report on Biological Effects of Atomic Radiation (BEAR) by the
US National Academy of Sciences, Hamblin argues that the influential report resulted
from negotiations between American scientists with different views, between them and
US government officials, and between the US academy and Britain’s Medical Research
Council, against a highly politicized background of public concern over nuclear test
fallout and the 1956 US presidential election.

-Zuoyue Wang

Another Year of “Teaching the Disaster” through History of Science and Technology

The multi-language educational project Teach 3.11 launched shortly after March 11th, 2011 in an effort to introduce resources to help “teach the disaster” through the lens of history of science, technology, environment, and medicine in global East Asia. To commemorate the one-year anniversary of the triple disasters, we would like to recognize and thank our volunteers who have produced the lay summaries of scholarship and multimedia that appear throughout the Teach 3.11 web site. These volunteers, who include undergraduates, graduate students, and faculty, span time zones, languages, institutions, and disciplines. We are grateful for and proud of our volunteers, who make it possible for Teach 3.11 to serve as a sign of international solidarity and a way to remember the estimated 15,000 who died and the 3,000 who remain missing after the devastations of March 11th.

The work of Teach 3.11 aims to strengthen a foundation for teaching about this calamity and encourage the collective wisdom of scholars working in various languages at the intersections of history of science, technology, and Asia. As we commit to a second year of activity, Teach 3.11 will focus on producing new content as well as increasing translations of existing content in Japanese, Chinese, and Korean. The resulting collection of postings will amount to an online multilingual, annotated bibliography that teachers, students, and scholars of any discipline may continue to find useful into the future.

Teach 3.11 seeks new volunteers to write short annotations (and translations) in English, Japanese, Korean, or Chinese in order to fulfill these goals. Students as well as faculty are warmly invited to contribute through this web page. To volunteer, or to send the Teach 3.11 team feedback, please email teach3eleven -at- gmail.com or “follow” @Teach_311 on Twitter.

Please also feel free to visit the STS Fukushima Online Forum, to peruse a provocative suite of essays co-sponsored by Teach 3.11 that have been made available for online discussion.

Thank you, and we look forward to hearing from you soon.

Teach 3.11 editorial team

Article: Disaster Capitalism in Motion: What can we learn from Kobe, a city twice destroyed? (2011)

Editors’ Note: This is a translation of a Teach 3.11 annotation that originally appeared here. We invite volunteers to translate and/or contribute content to Teach 3.11 in any language, including Korean, Japanese, and Chinese. Thank you.

Tsukahara, Tōgo. 2011. “Disaster Capitalism in Motion: What can we learn from Kobe, a city twice destroyed?” Gendai Shisō, vol. 39-7: 202-211.

This essay’s argument, based on Naomi Klein’s notion of “disaster capitalism,” analyzes the “large-scale social reorganization” accompanying the post-3.11 reconstruction effort within its historical context. According to the author, in the wake of the 1995 Hanshin Earthquake, the destroyed city of Kobe was destroyed once more—this time on the level of its organization—by public enterprise under the name of “reconstruction.” The logic of economic and administrative authorities also infringed upon scientific debates concerning environmental and human damage suffered after the disaster. Tsukahara sounds the alarm that this mode of “disaster capitalism,” which takes advantage of a disaster to promote “organizational exploitation,” has also gone into effect in Japan after 3.11, and that “the construction of a system of all-out war is taking place.”

In addition, when we consider 3.11 in light of the history of science, the nuclear disaster “exposes the systemic exhaustion of the post-Three-Mile-Island system, which is comprised of a technologically imperialistic division of roles that places the burden of energy-generating technology on Japan, in exchange for the U.S.’s military technology” and represents “the gushing out of all the problems within the system of scientific technological development established under 19th century imperialism since the Meiji era” (p. 207). As a framework for discussing the scientific response during reconstruction as an extension of these historical circumstances, Tsukahara proposes the concept of a “post-normal science” based on popular knowledge, subsequent to the “normal science” of the past, in which experts had determinative authority.

This essay, useful for understanding 3.11 from a scientific historiography perspective, also proposes the valuable standpoint of thinking of post-3.11 reconstruction in terms of lessons to be learned from the reconstruction of Kobe. It requires historical knowledge of the modern to contemporary periods, and would probably be best suited for students at the college or graduate level.

-Yasuhito Abe, with translation by Jennifer Lillie

3.11 Virtual Conference: Looking Back to Look Forward (11-12 March 2012)

311バーチャル会議: Looking Back to Look Forward (11-12 March 2012)

Teach 311は2012年3月11日~12日日本時間朝8時から、STS 福島フォーラムのホームページ上で東北大震災の一周忌に開かれるバーチャル会議を後援します。このイベントは、現地調査を手がける著名な研究者から大学院生によるエッセイに対してのコメントや対話を48時間に渡り受け付けるもので、昨年あった地震、津波、核による惨事の合同災害に関連する主な課題や未解決の問題について話し合う場になる予定です。 どなたでも参加できますので、皆様と語り合えますのを楽しみにしております。詳細はこちらです。

Teach 3.11 is pleased to co-sponsor a “virtual conference” that will take place 11-12 March 2012 from 8:00 a.m., Japan Standard Time (6:00 p.m., March 10, EST) at the science studies Fukushima Forum web site on the one-year anniversary of the triple disasters that devastated eastern Japan. The event, in the form of a 48-hour open comment and dialogue session in response to a suite of essays by established scholars to graduate students conducting fieldwork, will commemorate and discuss major issues and concerns raised – and still unsettled – related to the confluence of last year’s earthquake, tsunami, and nuclear disasters. All are welcome to join the online discussion. We look forward to meeting you there. Thank you.

Details are available here.