Stanford e-Japan Instructor Waka Brown and I recently met in Tokyo with Mr. Tadashi Yanai, President of the Yanai Tadashi Foundation. The Yanai Tadashi Foundation is the current supporter of Stanford e-Japan, an online course about U.S. society and culture and U.S.–Japan relations that SPICE offers in English to high school students from throughout Japan. Stanford e-Japan is now in its fourth year, and one of its objectives is to encourage students in Japan to consider applying to U.S. universities after graduating high school.

This objective aligns with one of the goals of the Yanai Tadashi Foundation—that is, to provide scholarships to students in Japan seeking to study as undergraduates in the United States at select universities, including Stanford. Its website notes the following: 

Yanai Tadashi Foundation Scholarship aims to provide promising young people with leadership potential the opportunity to study at world-class universities in the United States. The scholarship enables recipients to mix with an internationally diverse student body to cultivate their entrepreneurial skills and enhance their global perspective, encouraging their development as future drivers of a better society.

Stanford freshman Daisuke Masuda with SPICE Director Gary Mukai

Brown has been encouraging some of her Stanford e-Japan students to consider applying to U.S. universities and the Yanai Tadashi Foundation Scholarship program. I recently spoke with Stanford University freshman Daisuke Masuda who is a Yanai Tadashi Foundation Scholarship recipient and asked him to share his thoughts on studying at Stanford. “I really wanted to study computer science and medical technology, and given that Stanford has strengths in both areas and is also at the center of Silicon Valley, I felt that Stanford was ideal for me. My current future goal is to use medical technology to solve social issues caused by aging societies.” He continued, “That said, I would not be here without Mr. Yanai’s generosity. I am also grateful to the other Yanai Tadashi Foundation Scholarship recipients across the country for being such a great community of learners. I highly recommend that high school students in Japan consider studying in the United States as undergraduates and applying for a Yanai Tadashi Foundation Scholarship. It is challenging but rewarding to study with brilliant students from all over the world.”

Also, while in Tokyo, Brown, Junichiro Hirata (Stanford e-Japan advisor), and I had the chance to meet with three Stanford e-Japan alumni. The Stanford e-Japan Program recognized Hikaru Suzuki and Haruki Kitagawa as two of the top students in the first Stanford e-Japan cohort in 2015. They are now attending the University of Tokyo and Keio University, respectively. Both remain engaged in U.S.–Japan relations and aspire to graduate studies at Stanford or another U.S. university. Jun Yamasaki, who was one of the top students of the fall 2017 Stanford e-Japan session, is currently a student at Shibuya Kyoiku Gakuen Senior High School in Tokyo and plans to enroll at a U.S. university this fall.

Lunch with Stanford e-Japan alumni

Brown remarked, “It was very rewarding to witness the growth of the leadership skills of my former students and to listen to what they are doing and aspire to do in terms of promoting international mutual understanding. During my meeting with Mr. Yanai and his staff, I discovered that these are not only hallmarks of SPICE since its inception in 1976 but also of the Yanai Tadashi Foundation as well.”

Brown and I hope to see Suzuki, Kitagawa, Yamasaki, and many more Stanford e-Japan alumni as students at Stanford—like Masuda—someday. Mr. Yanai hopes that with the increasing numbers of Japanese students studying in the United States, the numbers of Japanese who enter fields like international business between the United States and Japan will also grow.  

—SPICE: Offering teacher institutes since 1973—

In 1973, the roots of the Stanford Program on International and Cross-Cultural Education (SPICE) were established with the creation of the Bay Area China Education Program, which focused on the development of K–12 curriculum materials and teacher professional development. Only a year prior, President Richard Nixon had made his historic trip to China and many American students were able to view contemporary images of China on television for the first time in their lifetimes. Teachers who attended SPICE institutes on China in the 1970s often commented that they were at a loss about how to teach about China.

Forty-four years later, a new generation of educators expressed similar sentiments at a SPICE institute. However, the challenge wasn’t so much about the teaching of China but rather the teaching of North Korea. Thus, when Pulitzer Prize-winning author Adam Johnson spoke about his book, The Orphan Master’s Son, a New York Times bestselling novel about North Korea, teachers were riveted by his comments. Teachers were interested not only in ways that his novel could help them better understand contemporary North Korea but also in ways they could use the book to help their students gain a more balanced view of North Korea. The 22 teacher participants received copies of The Orphan Master’s Son to use in their teaching and were offered two SPICE curriculum units titled Inter-Korean Relations: Rivalry, Reconciliation, and Reunification and Uncovering North Korea.  

Co-sponsored by the National Consortium for Teaching about Asia (NCTA), the SPICE summer institute, July 24–26, 2017, had the objectives of (1) deepening teachers’ understanding of Asia, U.S.–Asian relations, and the Asian-American experience; (2) providing teachers with teaching resources; and (3) creating a community of learners. The institute featured lectures by Stanford faculty (like Johnson), U.C. Berkeley faculty, and other experts on a range of Asia- and Asian-American-related topics closely aligned with the History-Social Science Framework for California Public Schools standards, which were recently revised. Interactive curriculum demonstrations by SPICE staff were also offered.

One such standard focuses on recent economic growth in China. Following a lecture by Thomas Fingar, Shorenstein Asia Pacific Research Center Fellow, on “Recurring Themes in U.S.–China Relations,” a curriculum demonstration on the SPICE curriculum unit, China in Transition: Economic Development, Migration, and Education, was offered by its author, Rylan Sekiguchi of SPICE. One teacher remarked, “I teach about China, and it was so helpful to hear someone with such deep expertise [Fingar] speak about U.S.–Chinese history in a way that enriches my knowledge and understanding to bring back some bigger themes to my teaching. I can’t wait to bring this content back to my students [through the SPICE curriculum].” Other scholarly lectures on Japan and Korea were also followed by curriculum demonstrations by SPICE staff. This coupling of lectures and curriculum demonstrations has been a hallmark of SPICE since its inception.

Updated History-Social Science Framework standards on the Asian-American experience were also addressed at the institute. Dr. Khatharya Um, Associate Professor of Ethnic Studies at the University of California at Berkeley, introduced the diverse cultural and historical backgrounds of the Asian-American student population which often comprises a significant percentage of students in schools in areas like the San Francisco Bay Area and Los Angeles. She emphasized the importance of acknowledging individual circumstances in minority student populations and breaking down commonly cited stereotypes of Asian Americans as being a critical element of effective teaching. One of the topics that she addressed was stereotypes of Japanese Americans that arose following the Japanese attack of Pearl Harbor. Her lecture was coupled with the sharing of first-hand experiences by Dr. Joseph Yasutake, who was interned at the age of nine. Dr. Yasutake’s talk stimulated discussions on civil liberties, race relations, discrimination, and American identity among the teachers. “Hearing history from one who has experienced it as well as studied and taught the history is really wonderful,” said one institute participant. “This combination brings a great amount of authority and well as authenticity to the narrative he [Yasutake] provides.” The SPICE curriculum unit, Civil Rights and Japanese-American Internment, was recommended as a resource for teachers.

The institute brought together both experienced mentor teachers and those new to the field. Naomi Funahashi, who organized and facilitated the institute, remains in communication with many of the teachers and has noticed that a community of learners, who are committed to a long-term exploration of Asian and Asian-American studies, has grown from the institute. She reflected, “One of the unexpected outcomes of the institute was the recommendations that many of the teachers have written in support of their students’ applications to my online class on Japan called the Reischauer Scholar Program. My hope is that some of my students will someday attend SPICE institutes as teachers and that SPICE institutes will continue to serve teachers as they have since 1973 for many decades to come.”

SPICE is currently recruiting teachers to attend its 2018 summer institute for middle school teachers (June 20–22, 2018) and summer institute for high school teachers (July 23–25, 2018).

To stay informed of SPICE-related news, follow SPICE on Facebook and Twitter.

"The Stanford Report" covered the recently launched Stanford Human Rights Education Initiative, which brings human rights curriculum into the classrooms of California community colleges to transform students into globally-conscious citizens. Piloted in partnership with the Program on Human Rights, the Stanford Program on International and Cross-Cultural Education (SPICE), and the Division of International Comparative and Area Studies, the Initiative appoints human rights fellows to develop new curriculum for broader application in California and beyond.

Stanford helps bring human rights to community college classrooms

Globalization has meant that the whole world is connected to the whole world's problems. Yet most of today's students live in a world no bigger than a cell phone keypad.

So how do you explain to them that the clothes on their backs may be sewn by slave labor in Asia, or how international human trafficking may be behind an Internet porn site?

Tim Maxwell, an award-winning poet who teaches at the College of San Mateo, said the basic task of reading is becoming harder each year for the Facebook generation. "To bring unpleasant and challenging ideas into their world is really difficult," he said. He described "young people's increasing use of social media and other technologies that, rather [than] widening their worlds, effectively narrows them" to what is pleasurably entertaining.

The remedy? In an unusual move, Stanford is linking arms with educators in California community colleges for a four-year project called Stanford Human Rights Education Initiative.  Following a conference last June on "Teaching Human Rights in an International Context," which launched the project, Stanford has named eight new "Human Rights Fellows" from California's community colleges. Maxwell is one of them.

For more than 12.4 million young Americans, teaching takes place in one of the nearly 1,200 community colleges across the nation – and about a quarter of those community colleges are in California. But few major universities have engaged these institutions.

The new initiative will train students to be engaged as global citizens, said William Hanson, another fellow, who holds a law degree from Columbia and teaches at Chabot College. "We have to find a way to wriggle in."

With a stipend and "visiting scholar" status, the human rights fellows will work with the Stanford Program on International and Cross-Cultural Education (SPICE) and the Division of International Comparative and Area Studies (ICA) to develop human rights curricula, plan human rights conferences and develop the initiative's website. The human rights curriculum they design could, they hope, seed similar programs across the country and the world.

My hope is that human rights will form a central part of every college curriculum – not only as a topic, but as a lens through which to see all topics. Helen Stacy

"My hope is that human rights will form a central part of every college curriculum" – not only as a topic, but as a lens through which to see all topics, said Helen Stacy, director of the program on human rights at the Center on Democracy, Development and the Rule of Law at Stanford's Freeman Spogli Institute for International Studies.

She said that human rights is typically pigeonholed as a "soft subject" in the social sciences or humanities, but such funneling "misses engineering students and IT students and math students."

For example, she said, students of computer science or statistics could be engaged in mapping human trafficking or drug smuggling. Young economists could study the supply-and-demand dynamics of crime.

The effort "to speak a language that speaks to all of the disciplines" could result in a human rights curriculum that extends into the high school and even the elementary school level, Stacy said. Moreover, the planned website with an online curriculum could help educators the world over – even an isolated educator sitting in Uzbekistan, she said.

For the Stanford faculty and staff who created the course, the beginnings go back a long way and are the fruition of years of experience, research and thought.

Gary Mukai's experience of human rights violations was firsthand: the director of SPICE recalls a childhood as a farm worker whose Japanese-American parents, also farm workers, had been detained by their country during World War II. "I grew up puzzled about many of their stories, and their stories certainly influenced my interest in developing educational materials about civil and human rights for young students," he said.

For instance, he recalled uncles and other relatives who volunteered or were drafted by the U.S. Army from behind barbed wire. Or stories about his relatives who received posthumous medals for their sons' service while they still lived behind barbed wire.

Richard Roberts, a Stanford professor of history, remembered reading William Hinton's Fanshen: A Documentary of Revolution in a Chinese Village, years ago. The questions it raised fascinated him: "Who will teach the teacher? Where do we learn? Who do we learn from? Who has the power to teach?"

He said universities typically teach an "isolated, really small segment" of the general population. Roberts, who studies domestic violence and human trafficking in Africa, said that when it comes to human rights, "That's not enough. We have to go beyond the rarefied segment."

One of the people on this frontline of teaching is Enrique Luna, a history instructor at Gilroy's Gavilan College. For him, Stanford represents something of a return: his father had been a cook at the university's dorms. Now Luna is an educator who looks for opportunities for students to participate with direct aid in their local communities and also with groups such as the Zapatistas of Chiapas and the Tarahumara of northern Mexico.

To reach his students, he said, he creates loops "back and forth between reading and doing." When students are doing, they have a reason to read, and when they read, they are able to fix their understandings through application. "They do their best work when they're doing something. That's where the other disciplines pour in," he said.

A lunchtime session last summer was popping with ideas: Hanson was enthusiastic about possibly broadcasting Stanford lectures on human rights on his college's television station.

Another human rights fellow, Sadie Reynolds from Cabrillo College in Aptos, was just happy for the time to think and reflect. "It's hard to articulate hopes this early in the planning. I have a selfish hope of learning about this model so I can apply it in the classroom." She said she will present what she's learned at Stanford to a workshop at Cabrillo.

Those on the frontline of teaching don't get such opportunities very often:  "It's difficult to find time to develop this at community colleges," she said.

On June 4, 2011, SPICE co-sponsored a conference, “Teaching Human Rights in a Global Context,” with the Program on Human Rights (Center on Democracy, Development, and the Rule of Law, FSI), the Division of International Comparative and Area Studies (ICA), and the Stanford Humanities Center. Fifty community college and high school faculty attended a full day of lectures, panel discussions, and small-group work. Dr. Helen Stacy, Director of the Program on Human Rights, set the context for the conference, and her remarks were followed by a lecture on “The Globalization of Human Rights Education” by Professor Francisco Ramirez, Stanford School of Education. 

Educators discussed, shared, and learned about each other’s experiences of teaching human rights in a wide range of world areas, academic disciplines, and classroom settings. The rudiments of syllabus construction, methods of incorporating a human rights component into traditional courses, sample lesson plans, best ways to make use of interdisciplinary pedagogic resources and materials, and strategies for reaching diverse student populations were topics of discussion. One panel, “Incorporating Human Rights into Your Syllabus,” was facilitated by SPICE’s Jonas Edman. Jonas, Michael Lopez of the Program on Human Rights, and Dr. Robert Wessling, Center for Russian, East European & Eurasian Studies, ICA, served as the primary organizers of the conference, and Dr. Laura Hubbard, Center for African Studies, ICA, served as the emcee. Megan Gorman, Center for Latin American Studies, ICA, and John Groschwitz, Center for East Asian Studies, ICA, also contributed to the organization and promotion of the conference.

As a follow-up to the conference, ICA and the Program on Human Rights will sponsor a limited number of year-long Human Rights Curricular Fellows in the coming 2011–12 academic year. Fellows must teach at an accredited California community college. Also, Jonas will be developing curricular lessons in consultation with some of the educators who attended the conference.

The conference was funded primarily by the Department of Education (Title VI) and ICA. 

TheStanford Program on International and Cross-Cultural Education (SPICE) develops innovative materials on key issues in international affairs for K-14 students in the United States and independent schools abroad. Multidisciplinary SPICE materials serve as a bridge between classrooms of receptive students and teachers and FSI scholars and collaborative partners. SPICE offered a number of important new publications for an emerging generation of scholars this year.

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As with all SPICE projects, collaboration with scholars and other experts on the Cultural Revolution was essential to the development of this unit. Andrew G. Walder, former director of the Shorenstein Asia-Pacific Research Center, served as principal advisor and was instrumental in the conceptualization of the curriculum. Connie Chin of Stanford’s Center for East Asian Studies translated entries from a Chinese textbook that students compare with textbooks of Taiwan and the United States. Jiang, a local author and survivor of the Cultural Revolution, oversaw the development of a lesson that features her book, Red Scarf Girl. Jiang worked with many Chinese who provided their own memoirs of the Cultural Revolution for the curriculum, exposing students to first-hand experiences of Chinese youth during this time.

Another new SPICE unit, titled Tea and the Japanese Tradition of Chanoyu, results from a collaboration with the Urasenke Foundation of Kyoto, Japan. This unit traces the history of tea from its origins in China 5,000 years ago to modern times, with an emphasis on its prominent role in Japan. By the 16th century, Japan’s tea practice had become formalized by Sen Rikyu, who integrated art, religion, social interaction, and economics into his tea practice. He so revolutionized chanoyu that he is universally recognized as the most important tea master who ever lived. The Urasenke School of Tea was established by one of his descendants some 400 years ago, and the Sen family has continued to pass on its way of tea for 16 generations.

SPICE worked with two of Sen Rikyu’s descendants, Great Grand Master Sen Soshitsu XV and Grand Master Sen Soshitsu XVI Iemoto, to develop this unit. Each wrote a personal letter, expressing their excitement about introducing American students to a cherished Japanese tradition. Grand Master Sen Soshitsu XVI Iemoto says, “In the age of globalization, there is a great need for truly international people, that is, those who understand and appreciate their own culture as well as that of others, and those who value both the diversity of mankind and the universality of the human spirit. These are the people who will enrich and reinvigorate our global society in the future.” His father, Great Grand Master Sen Soshitsu XV, adds, “I am very happy to have been involved with this project which, I pray, will help to contribute to world peace and goodwill through my motto ‘Peacefulness through a Bowl of Tea.’”