訪問科学実験は，小中学校をはじめとする地域からの依頼を受けて先方に出向き，子供たちと科学実験を楽しむ学生主体の自主的活動である。将来，教員となることを目指す学生が，子供たちとふれあい，子供の気持ちや行動を理解する能力を高め，理科について正しい知識を身につけ，面白さや楽しさを子供たちに効果的に伝えることのできる能力を育成することとともに，地域へ貢献することを目的としている。

This paper aims to examine the role of social networks as external resources for development by revealing how student migrants from Bangladesh studying in Malaysia maintain student life and give meanings to their stay as migrants by utilizing the networks. This study focuses on Malaysia, an emerging country where the rate of international students in higher education institutions reached 7.8 %, which is higher than Organisation for Economic Co-operation and Development (OECD) member countries' average rate of 6.0%. The author conducted life story interviews in Malaysia, Australia, and through online settings, of 18 former and current students who had been natives of Bangladesh and pursued or were pursuing study or research in Malaysia.

To examine the social networks during their stay in Malaysia, Reference Group Theory was applied where individuals' behavior is affected by the groups to which they refer for an evaluation of their actions or normative guidelines for their behavior. Reference groups were considered in terms of educational perspectives, job hunting and career development, and employment and residency status.

Interview results provide evidence of dense network of Bangladeshi migrants with each other during their stay in Malaysia, and “differentiation” with Malaysians which leads to dissimilation in the host society. Likewise, the migrants positioned Japan, Western and Middle-Eastern countries as “imaginary reference framework” due to the availability of resident status and permanent residency.

Despite their prolonged stay in Malaysia, Bangladeshi migrants never seem to give narratives which showed assimilation with the Malaysian society. The reason could be that the migrants regarded their stay in Malaysia as temporary due to the difficulty of obtaining residential status. However, according to the survey results of this study, the author assumed that Bangladeshi migrants actually did assimilate with the multicultural Malaysian society where each ethnic group can maintain their religion, language or custom. Bangladeshi migrants may internalize the normative guidelines of cosmopolitan or multiethnic attitude where people familiarize themselves with other cultures and learn how to navigate between cultures, which eventually leads to the increased access to external resources for development.

  This study aims to review the social pedagogical approach to social exclusion by reconstructing the lived experiences of three former homeless people living in Kamagasaki, an area designated for day labourers (Yoseba). The study’s participants engaged actively in a community art activity hosted by NPO: The Room for Full of Voice Words and Hearts (Cocoroom).

  Kamagasaki faces the problem of social exclusion. It is also an area where community art has taken root through the efforts of Cocoroom. The present study was accomplished via interviews with three men living in this area. It also analysed the participants’ life history from the perspective of ‘life practice’ to determine how they could successfully survive social exclusion.

  The data analysis led to three conclusions: 1) the respondents’ experiences and proactive will to survive was apparent even when they reflected on their social exclusion; 2) the encounters of the respondents with community art activities precipitated a change in their relationships with others; and 3) their lived experiences signified an extension of their existence in social exclusion.

  These findings hint at a gap in the conventional research on social exclusion, which views the excluded as ‘non-independent’ and underestimates the transformative power of surviving the experience of social exclusion. This paper reveals the possibility of self-education: the excluded can leverage their lived realities and can lead themselves to more conducive life experiences by engaging in a community art activity.