研究代表者は長年にわたり、学外の公益法人等と協働しつつ、社会学的質的調査と学内の授業での討論・文献購読等を連動させて学生の対話力・想像力を向上させる取り組みを実践してきた。本研究ではそれに改良を加えて発展させ、効果を検証することを試みた。
研究代表者の講義を履修した学生は、横浜市・川崎市で実施された以下の活動に春・秋学期を通じて継続的に参加した。①社会福祉法人青丘社が運営する、生活保護受給家庭の中学生向け学習支援教室。②横浜市立潮田中学校や鶴見国際交流ラウンジとの協力で運営する、外国につながる中高生への学習支援教室（「つるみ夜教室」）、および③同ラウンジで開催する、外国につながる若者との地域の居場所づくり活動。④NPO 法人ME-net が運営する、県立川崎高校校内における外国人高校生への日本語・学習支援教室。⑤公益財団法人よこはまユースが運営する、横浜市立横浜総合高校校内居場所カフェ（「ようこそカフェ」）。このうち②③⑤では学生の交通費等を本学事振興資金から拠出し、他は協働団体から交通費・活動費が提供された。なおコロナ禍のため対面での活動実施が困難な時期は、オンラインによる活動が行われた。
学生は週１回～月２・３回の頻度で継続的に活動に参加し、自分とは異なる背景や境遇にある子ども・若者と信頼関係を築いたうえで、そこで得られた経験を毎回、フィールドノートとして研究代表者に提出した。それらを題材に授業で討論を行い、文献講読や期末課題の作成と連動させた。その結果、学生がフィールドでの経験を社会的背景や学問的知識と結び付けて再解釈し、社会的現実への理解と想像力を深めていく様子が観察された。またオンラインでの活動を試行したことや、学生が活動現場の運営や方針に積極的に提案を行い協働団体の活動運営にも影響を与えたことは、サービスラーニング教育のあり方を考える際の好事例となった。
I (Shiobara) have been conducting educational practices that aim to promote university students' capacity for dialogue with other people from different backgrounds, as well as their sociological imagination, by combining sociological qualitative research and discussions/reading sessions in the classroom. In this project, I sought to develop them and examine their impact on the students.
 
The students who enrolled in my seminar courses regularly participated in the following activities throughout the spring and autumn semesters: 1) study support classes for junior high school students whose households are in poverty and receiving public assistance, organized by the Seikyu-Sha Social Welfare Corporation; 2) study support classes for junior high and high school students from foreign backgrounds, organized by Shiobara-Seminar of Keio University, collaborating with Tsurumi International Lounge ("Tsurumi Yoru Kyōshitsu"); 3) community activities at the Tsurumi International Lounge with youths from migrant backgrounds; 4) Japanese language support classes at Kawasaki Senior High School for high school students who have recently migrated to Japan, organized by ME-net Approved Specified Nonprofit Corporation; and 5) the inner-school café project organized by Yokohama Youth Foundation ("Yōkoso Café"). The transportation expenses for students who participated in 2), 3), and 5) were provided by grants from this project, while the transportation costs of other students were paid by the organizations conducting these activities. The students were also involved in the activities online while face-to-face participation proved difficult due to COVID-19.

Through their continuous participation in these activities, the university students built up a good relationship of trust with children/youths who have different backgrounds or are in a different social class from themselves. The students then used field notes to describe their experiences of communication and dialogue with the others. These were submitted by me, and I then conducted discussions/reading sessions that were based on the students' experiences in the classroom. As a result, I observed that the students re-interpreted their own experiences by connecting them to their knowledge of the different social and academic contexts, and developed both their understanding of and imagination for the social realities surrounding immigrants and people in poverty in Japan. This project has also provided a good example of service-learning education, because the students experienced the trials of online-based support activities, and they were actively involved in the organizations' policies for managing the activities.