（アナ、エミリア、ソフィアン、アラン）
日本語のバージョン：
学園祭の間、グループ１は地理、歴史、伝統文化、メディア、漢字の６つのカテゴリーで日本のクイズをしました。クイズで３つ正解したら、お菓子や餅やバブルティーの賞を取れました。最初に、質問が難しいと思ったため、学生は多い質問を連続して正解できませんでした。それで、学生は質問に答えることが楽しみましたが、より多くの学生に賞を取る機会を与えなければなりませんでした。また、学園祭に来たグループ１の全員がそれぞれ４０分間、屋台の運営を手伝いました。屋台を経営していない時、みんなのグループの楽しく面白い学園祭の屋台活動を見ることができました。
今年の学園祭プロジェクトの後輩を支えて手伝うことは大抵楽しかったで、簡単な要素と大変な要素もありました。前者といえば、去年のグループプロジェクトのおかげで学園祭プロジェクトの必要な準備や最も良いし方がわかりますから、それは後輩に教えて説明しやすいことでした。一方で、大半の後輩はグループプロジェクトの授業を欠席しましたので、みんなの考えを慮りながら我の学園祭の屋台の計画するのは時々難しかったです。
私たちの研究や日本人の学生のインタビューで学生の自主性が非常に奨励されていることがわかりました。これは保育所から早くも始まっているそうです。次に、クラスの代表者は、敬意を払うために、授業の開始時と終了時に生徒に立つことを教えます。さらに、学園祭や陸上競技会の運営も学生が行います。学園祭には先生が全く関わっていなくて、全部学生が運営しているそうです。最後に、生徒会は生徒にサークル資金提供や規則適用についても小さい発言権を持っています。
私達の研究や日本人の学生のインタビューで学生運動と学園祭について色々なことを学びました。まず、日本には、大学の労働者と博士は労働組合がありますのに、同盟罷業に関する話はダメで、同盟罷業はあまり起こりません。それに、大学でたくさんの学生が政治はタブーで、日本の学生は政治に携わることが多くないからです。私の研究成果と言えば、第2次世界大戦 のあとに、不十分な政党（例えば、日本共産党）とアメリカの占領に対する反動として、政治的な学生運動がより活発になったと言えるでしょう。
英語のバージョン：
During the Gakuensai, Group-1 did a quiz on Japan that included six categories: geography, history, traditional culture, media, and kanji. We prepared prizes such as sweets, mochi and even bubble tea, which you could win if you got three of the quiz questions correct. At the beginning, most people failed to get three questions in a row correct despite them being multiple choice. Therefore, although people were having fun answering the questions, we had to give people more chances to answer the questions so that those taking part were more likely to win a prize. In addition, everyone in group 1 who came to the Gakuensai helped run the stall for about 40 minutes each. When we were not running the stall, we were able to see everyone else’s fun and engaging Gakuensai stall activities. Overall, it was a successful day for everyone who took part.
The task of supporting and helping our kouhai with this year’s Gakuensai project was fun overall, as it had both easy and difficult aspects. Regarding the former, it was easy to explain what we needed to do for the Gakuensai and the best ways of going about the preparations for it. Additionally, due to the experience we gained from last year’s Gakuensai project, it was also easy to explain the best way of actually running the stall that we planned for this year’s Gakuensai. On the other hand, the fact that most of the first years didn’t show up to most of the group project classes meant that it was difficult at times to plan what we wanted to do for our Gakuensai stall or divvy up the work of preparing for it while taking everyone’s input on board.
In our research and interviews with Japanese students, we found that student autonomy is highly encouraged. This seems to start as early as nursery school. Secondly, class representatives teach students to stand at the beginning and end of class to show respect. Furthermore, students also manage school festivals and track and field competitions. It seems that teachers are not involved in the school festival at all, and everything is run by the students. Finally, the student council also has a limited say in club funding and the enforcement of rules for students.
We learned a lot about student movements and school festivals through my own research and through the interviews conducted with Japanese students. First of all, from our interviews we found that there is a labor union in Japan for university workers and those with a doctorate/PhD, however it is not deemed acceptable to talk about alliance strikes, and strikes do not occur very often. Also, politics is taboo for many students at university, and most Japanese students don’t often get involved in politics. In relation to the findings of my own research, it can probably be said that after World War II, political student movements became more active as a reaction to various factors such as inadequate political parties (for example, the Japanese Communist Party or JCP) and the American occupation.
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