2018～22年度に実施した本科研費研究会は，東日本大震災の被災地岩手県陸前高田市に焦点を当て，「復興」の課題を，被災地の人々の感情・身体・ジェンダー，場所や風土などの視点から考察してきた．研究方法の中核をなすのは，現地の住民との対話的なフィールドワークである．

陸前高田市は，1955（昭和30）年，高田町，気仙町，広田町，小友村，米崎村，竹駒村，矢作村，横田村の8町村の合併によって生まれた．藩政時代からの中心地で古い街並みがあった気仙町，昭和以降行政・商業の中心地となった高田町，漁業が盛んな広田・小友，漁業と果樹栽培が盛んな米崎，気仙川と山に囲まれた横田など，旧8町村は，生業や文化を異にし，独自の風土を持っている． 気仙川が作り出した沖積低地の上に市街地が展開し，三陸海岸では珍しい長大な砂浜に連なる松林（高田松原）は，県内外から海水浴客を集める観光地でもあった． 同僚教員と学生と共に2011年から通ってきた米崎小学校仮設住宅の元自治会長佐藤一男氏は「陸前高田はエンゲル係数の低い町だった」と言う．それは海産物や農産物の交換が地域社会の中で頻繁に行なわれ，食費が少なくても豊かに暮らせたことを意味する．震災が奪ったのは，数量化できる産業基盤だけではなく．交換経済（菜園なども重要な基盤）と社会関係もまた大きな打撃を受けた．

「

　This paper explores how the original landscape map can be useful in a Japanese high-school class for teaching environmental and social diversity as an opportunity for cross-cultural communication. We conducted a collaborative class at Tajimi High School in Gifu Prefecture, which was attended by several foreign visitors (i.e., from South Africa, Namibia, and France) as an interdisciplinary activity of biology, geography, and English. Using original landscape maps, participants could compare differences in their biological, cultural, and geographical environments and communicate their thoughts in English. In particular, most of the Japanese high-school students, who had rarely talked to foreigners, found the original landscape maps useful for communication. On the other hand, the students’ original landscape maps suggested a correspondence with the typical images of “traditional Japanese landscape,” and also with the topographical environment and landscape structure of the basin in which they lived. Nevertheless, this classroom practice illustrates that comparing original landscape maps encourages the participants to learn the differences in their natural environments and the life experiences of the people in them. Moreover, the original landscape maps help participants to understand environmental changes over time, and thus changes in their lifestyles, as the original landscape maps are suitable for describing one’s memories, thoughts, and personal experiences. They also help the participants’ English communication by providing a visual description of one’s memory, which motivates them to learn more and become efficient in English. Therefore, the authors conclude that original landscape maps can be recommended to promote an interdisciplinary understanding of environmental, geographical, and cultural diversity.