I feel it on my 3-minute walk to campus. At times, it is subtle; the quiet yet furious pace of students late for classes in Building 11. At times, it is pretentious; the Shinjuku laughter of the working men and women in their blue suits, escaping their offices for a night of ramen, beer, and karaoke. It is the pulse of the greatest city on Earth. It is the beat of life that I now see, feel, and hear every day in the heart of Tokyo as a freshman at Waseda University.

Where I grew up, there was a beach. My friends and I often spent time there, especially when the pandemic hit Southern California. It was our getaway from the outside world, a sanctuary of calm instilled by the rolling of waves and the bobbing of dolphins. But it was also a haven to find inspiration in the unrelenting freedom of the seabirds, simple creatures finding the courage to spread their wings and trust in the fortunes of the winds to soar above us all.

Driven by this inspiration, I applied to the Reischauer Scholars Program (RSP), knowing the improbability of being accepted into a competitive program at Stanford University. I did not have perfect grades nor the brand name of a famous high school. What I did have was the courage to spread my wings and trust in the fortunes of the winds. I had a story to tell, and unbelievably, RSP Instructor Naomi Funahashi chose to listen.

The course was essentially a retelling of my family’s past, beginning with Amaterasu emerging from darkness to losses in battle during the Genpei War. More relevant and recent to the personal connections and experiences of my own parents, we studied about the Zainichi Koreans and incarceration of Japanese Americans during WWII. RSP was my history… as well as my future, as it turns out.

RSP ignited the realization of my deep, hidden connections to Japan. Six months after RSP concluded, I successfully applied to four Japanese universities and chose to study International Relations at Waseda University. I spread my wings as broadly as I could, and the winds took me from the quiet San Diego suburb of Carlsbad (think of Mitsuha’s Itomori) to the maze of skyscrapers and shrines that is downtown Tokyo.

It is funny how one seemingly insignificant decision—for me, having the courage to apply to RSP—can change the course of one’s life. It was in RSP that I began to hear the steady pulse of my homeland beckoning my return. It was RSP that gave me the courage to spread my wings. And it was because of RSP that I now find myself breathing in, savoring and experiencing the energy and adventure that is the lifeblood of my new home, the capital city of Japan: Tokyo.

During his recent Japan Tour, ukulele virtuoso Jake Shimabukuro offered an inspiring lecture and performance to students enrolled in a class that I am teaching with Professor Hideto Fukudome at the University of Tokyo’s Graduate School of Education (“Introduction to International and Cross-Cultural Education”).

Jake is from Honolulu, Hawaii, and his great-grandparents were immigrants to Hawaii from Okinawa and Fukushima prefectures. At the age of four, Jake picked up the ukulele and his mother was his first teacher and inspiration. Jake first played the ukulele professionally with the Hawaiian folk-pop trio Pure Heart. The group’s debut album, released in 1997, was a hit in Hawaii and it swept four categories at the Nā Hōkū Hanohano Awards—Hawaii’s equivalent of the Grammys. By the early 2000s, Jake became famous in Japan and Hawaii as a solo musician. In 2006, a clip of Jake playing “While My Guitar Gently Weeps” became one of the first viral videos on YouTube and made him internationally famous. Since then, he has performed on late-night shows including Late Night with Conan O'Brien and Jimmy Kimmel Live!

Jake has also composed the original music for a number of film soundtracks, including Hula Girls, 2007, and Saidoweizu, 2009. In 2012, the documentary Jake Shimabukuro: Life on Four Strings premiered, showing Jake’s rise as an ukulele virtuoso. He has collaborated with numerous musicians, and his music was featured on Yo-Yo Ma’s Grammy Award-winning Songs of Joy and Peace and Ziggy Marley’s Grammy Award-winning Love Is My Religion. His latest CD is Jake & Friends.

Photo courtesy Junichiro Hirata

Jake’s lyrical-like lecture was highlighted by four of his hit songs. He began with “Over the Rainbow,” which was inspired by a version that he heard from the late singer and ukulele musician Israel Kamakawiwoʻole. He then spoke about how a koto performance of a Japanese song, “Sakura” (cherry blossoms), inspired him to compose his version on the ukulele, underscoring his openness to learning from various styles of music, instruments, and musicians. Graduate student Marie Fujimoto, who is a concert violinist, commented, “I loved Jake’s approach to music and to the audience. I felt that his music comes from something personal, and I was drawn to his sensitive and expressive sound immediately. And concerning his arrangement of ‘Sakura,’ it’s amazing how he is engaging with his own ancestral roots so creatively.”

Photo courtesy Junichiro Hirata

Following his performance of “Sakura,” he spoke about how life experiences—including a visit with a friend’s grandmother who was suffering from Alzheimer’s and had visions of blue rose petals falling from the ceiling—inspired him to compose “Blue Roses Falling,” which he performed for the audience. One could see tears among several in the audience. David Janes, Executive Director of Global Citizens Initiative, commented, “Jake’s lecture and performance remind me of his role not just as a music ambassador but as a music education ambassador who cares so deeply about humanity.”

He concluded his performance with “While My Guitar Gently Weeps” and mentioned that composer George Harrison loved the ukulele. His performance gave the audience a glimpse into why his YouTube video of the song went viral and why he is considered the virtuoso that he is.

In 2021, Jake was nominated by President Joe Biden to serve on the National Council of the Arts, yet his many commitments have not diminished one of his passions—working with students and teachers. Fukudome commented, “Despite Jake’s whirlwind Japan Tour, which included performances in Hiroshima, Fukuoka, Kyoto, Osaka, Nagoya, Yokohama, and Tokyo, he took the time to meet with our students. This truly demonstrates his dedication to education and underscores his role as a cultural bridge-builder between countries like Japan and the United States. I was moved and inspired by Jake’s performance. Learning in college is often seen as something done by the brain, but how the senses, the heart, and the body work together is crucial to learning. Today’s opportunity to experience how the mind, emotions, and hand relate to each other through Jake’s performance was meaningful for all participants.”

Fujimoto continued, “Also, his lecture was chill, but also insightful and inspiring. I just admire how he learns from so many things like talking drums and hand techniques of Bruce Lee (!) and applies them to the ukulele.”

The following is Part 9 of a multiple-part series. To read previous installments in this series, please visit the following articles: Part 1, Part 2, Part 3, Part 4, Part 5, Part 6, Part 7, and Part 8.

Since December 8, 2020, SPICE has posted eight articles that highlight reflections from 65 students on the question, “What does it mean to be an American?” Part 9 features seven additional reflections. The reflections below do not necessarily reflect the views of the SPICE staff.

The free educational website “What Does It Mean to Be an American?” offers six lessons on immigration, civic engagement, leadership, civil liberties & equity, justice & reconciliation, and U.S.–Japan relations. The lessons encourage critical thinking through class activities and discussions. On March 24, 2021, SPICE’s Rylan Sekiguchi was honored by the Association for Asian Studies for his authorship of the lessons that are featured on the website, which was developed by the Mineta Legacy Project in partnership with SPICE.

Leo Brown, Oregon
When I think about what being American means to me, I think of all the opportunities that many people take for granted such as being able to play sports and being able to experience all of the natural beauty and diversity that America has to offer. Sometimes, I think we forget that many people around the world aren’t able to experience many aspects of life that we have come to expect, and that we are very privileged to have all of these wonderful opportunities. I think that America as a country has been trying to change for the better ever since it was founded. Although we are not perfect, I believe we’ve taken many steps in the right direction in trying to become a country that best represents our diversity.

Cindy DeDianous, New York
When I think of an “American” person, I instinctively picture a white man. I recently spoke to a friend who said the opposite—she pictures an Indian American, like herself. To me, being American is still initially based on looks. As someone who is half white and half Asian, this has led to moments where I amplify my white identity to feel connected to a society that may disadvantage me otherwise. I want to believe that all Americans, including myself, can one day picture an “American” that is a diverse, accurate representation of the different groups that make up the identity of our nation. The harsh reality of racial discrimination plastered across the headlines makes it difficult to reconcile these two images of America. Still, being American empowers me to be an individual and exist as I am—no matter what anyone else pictures an American to be.

Sergianni Jennings, Colombia
I was born in Bogotá, Colombia, and raised in the United States as a dual citizen. My family is both African American and Italian American, therefore, my upbringing was full of multicultural perspectives. I found myself pondering how I fit into the label of “American,” when much of my background felt incredibly disconnected from the land I grew up in. I soon realized that America is a place where diversity flourishes, and a place that encourages inclusivity to accommodate the diverse population it harbors. Therefore, for me, to be American means to accept diversity in all forms, such as race, gender, or even aspirations. As a Colombian American passionate about learning Japanese, I have found that the diversity of America encourages me to pursue all my passions and accept my own diverse identity.

Beckett Kim, Kentucky
America has been shaped by immigrants with different cultures influencing what being an American means. To me, being an American is the ability to come from various places and still make an impact. Although there are greater challenges for some due to ethnicity, gender, and sexual identity, it is still possible to achieve successes which makes being an American a gift—a gift of possibility to strive for by working hard. Being a minority in America is often not easy, as certain privileges are often not afforded to me. However, it is not impossible, and with enough work and dedication, all can achieve the opportunities available in society. The gift of being an American means being able to choose who one can become.

Kirin Lancaster, Washington
As a young girl in elementary school, I remember every day we would recite the Pledge of Allegiance. I thought the word “indivisible” was “invisible.” Later, I was embarrassed to find I had been using the wrong word. But I found myself even more embarrassed learning the promise of indivisibility was a lie. Being American, as a teenager, means recognizing the imperfections of our nation and knowing that we cannot uphold this reputation of glory when people see the realities of inequality, injustice, and ignorance that we constantly face. Our generation has a new understanding of what it means to be one nation, and it is now our responsibility to spread awareness, educate, and inspire through action.

Maya Moncaster, Washington
To me, being an American means fighting for justice and equality. As a woman in the LGBTQIA+ community, I want to fight for justice because I’m starting to understand the struggles of being in a marginalized community. Even though in some places in America, we are making progress with gender equality, gay and trans rights, women’s rights, and POC rights, we still have much to improve. Every year on Martin Luther King Jr. Day, my family and I host a huge hot chocolate stand and donate 100% of our proceeds to the American Civil Liberties Union (ACLU), a charity that fights to protect civil liberties for all Americans across the country. I am grateful to live in America with the opportunities and freedom that I have and also know we all have to do our small part to make sure these freedoms reach all Americans.

Yurika Sakai, Connecticut
Americans hold a wide range of beliefs, developed from unique combinations of cultural ancestry, socioeconomic status, geographic region, and even experiences gained abroad. Given this diversity, being American means learning to find harmony or at the very least acceptance and compromise, in a community full of dissonance. Some instances of difference are more challenging to overcome than others, and at times we forget the need for each of us to have an open mind about beliefs outside of our own, resulting in painful experiences of exclusion or discrimination. However, because difference is the norm, everyday experiences gradually teach us how to engage in a community with respect, and painful memories of mistreatment are opportunities for us to become more compassionate and understanding individuals. As Americans, we are constantly changing by necessity as we learn how to better interact with the assortment of individuals that we call our community.

Stanford e-Wakayama is a new distance-learning course sponsored by the Wakayama Prefectural Board of Education and the Stanford Program on International and Cross-Cultural Education (SPICE) at Stanford University. For its inaugural year, 30 high school students were selected from throughout the prefecture to learn from experts in the United States about various academic fields through a global lens. Stanford e-Wakayama instructor Makiko Hirata recently wrote these reflections about her trip to Wakayama Prefecture to attend the opening ceremony, which was held on September 9, 2022.

Located on the southwestern part of Kii Peninsula, the largest peninsula in Japan, Wakayama Prefecture has been referred to lovingly as “Ki no Kuni” (the land of trees) since the 7th century for its vast forest that covers much of the region. In the self-introductory letters that I had requested, my new students had been telling me about their hometowns, the beauty of nature, the kindness of people, and the sweetness of fruits. So naturally, I was looking forward to meeting my students as much as getting to know their environment during my three-day visit. What I was not expecting, however, was how meaningful this visit would become to me through the exchanges I was to have with the educators.

The morning after my arrival, Mr. Masanori Toda, Teacher’s Consultant, Prefectural School Education Division, Wakayama Prefectural Board of Education—my counterpart for Stanford e-Wakayama—introduced me to many of the people responsible for launching this program. They all shared their perspectives on education, hopes for the future generations, and visions for Stanford e-Wakayama. Through these conversations, I learned about Wakayama’s rich history and felt Wakayama residents’ love and pride for their prefecture. There are many important historical figures who were from Wakayama Prefecture. When Mr. Izumi Miyazaki, Superintendent at the Board of Education, realized that I had not heard of one of these beloved figures, Kumakusu Minakata, he insisted that he gift one of the many books from his personal library about this polyglot Renaissance man to me.

Mr. Yasuhiro Fukano, Manager at the Board of Education, informed me that one of the priorities at the Wakayama Board of Education is to build competence and confidence in their students’ English—a key to helping students become global citizens.

At Wakayama Prefectural Toin High School, Mr. Fujimura, Vice Principal, and Mr. Fujioka, Instructor, accompanied Mr. Toda, Mr. Keiji Yoshida, also from the Board of Education, and me to different classrooms where various subjects were being taught. At the end of our visit, we spent an hour with Mr. Shingo Sasai, Principal, who explained that the school was established in 1879, and the aforementioned Kumakusu Minakata was one of its first graduates. I was especially moved by how frankly Mr. Sasai and his colleagues delved into some of our most challenging issues in education, from how to support diverse gender expressions at schools to establishing healthy boundaries with social media while incorporating IT in the curriculum to cultivate globalization.

At the opening ceremony, all 30 Stanford e-Wakayama students were present in their school uniforms. Ms. Keiko Okano from the Board of Education served as the emcee. Mr. Fukano and Mr. Toda encouraged the students to challenge themselves outside of their comfort zones, but also to trust their own abilities and knowledge. Dr. Gary Mukai, SPICE Director, gave a speech about the importance of critical thinking, diversity, and empathy, offering glimpses into his own Japanese American family’s history. In my own speech, I expressed my gratitude for the information technologies that allow us these virtual international exchanges, but at the same time cautioned how virtual communications are only supplements to the physical sharing of a space and time. I emphasized how I wanted them to get to know me in ways that were only possibly while we were physically together.

As the ceremony came to a close, each student gave a short speech from a lectern to introduce themselves, stating their future dreams and ambitions. I was impressed. After their speech, I gave each student a personalized handwritten card that I had prepared, and shook their hands.

I was quite moved when many students waited to greet me personally and to offer me a hug, after the ceremony. Hugging is not a part of the Japanese culture, so I felt that with those hugs, the students were expressing their willingness to go out of their comfort zones and embrace our journey together.

I already feel that this trip has had a significant impact on how we will relate to each other through the course of this Stanford e-Wakayama program, and possibly beyond. I am grateful.  

Stanford e-Wakayama is currently one of 11 local student programs in Japan offered by SPICE.

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Like many Korean American children, my Saturday mornings growing up consisted of a reluctant drive to Korean school and a subsequent trip to the Korean market. A day filled with bubbly Korean sounds and characters, Choco-Pie, and tteok-boki would flash past until Monday came around and it was back to flat intonations, Oreos, and bow-tie pasta.

If you asked me then, I would say that I was fairly knowledgeable of my Korean roots. Even though my language skills were never the best, I spent plenty of time with Korean relatives and knew my way around a menu. However, during the four months I attended the Sejong Korea Scholars Program (SKSP), my eyes were opened to the vast complexity and truth of Korea.

Every other week, I connected with incredible students from all over the nation who each offered unique perspectives, opinions, and knowledge. My classmates and I learned the country’s story from its beginning to its present from a multitude of renowned professors from diverse institutions. Dr. HyoJung Jang gave us access to a myriad of college-level resources and challenged us through thought-provoking assignments that were by far the most fulfilling I have ever done.

We learned the history of unique Korean architecture and fashion and the beautiful traditional practices infused into Korean life. We learned how King Sejong, the program’s eponym, created a new alphabet—the same one I had studied on Korean school Saturdays—in order to escape Chinese origins and give further distinction and pride to the Korean people.

However, we spent equivalent time learning about the country’s more unpleasant, bitter chapters. We studied how Korean society tends to measure the validity of a person’s “Koreanness” in terms of their race—the plague of ethnic nationalism. When we were given the freedom to explore any aspect of Korean history for our final research paper, I chose to research comfort women, the system of sexual slavery instituted by Japan during the occupation. In my studies, I investigated how deeply systemic misogyny runs in the cultures of both Korea and Japan, but also discovered the immense strength and anger portrayed by Korean citizens’ more recent protests of the Japanese government’s denials, revealing an important evolution in Korean culture.

Learning these difficult things gave depth to my comprehension of Korea: in order to truly understand the essence and culture of a country, it is also important to face the hard-to-swallow pieces of its history, its being, and its future. After completing the course, I became inspired to provide similar opportunities to my peers. I’m currently working on creating an in-person, day-long forum to help teenagers realize a similar depth of knowledge of Korea.

Taking SKSP transformed my perspective on life and my ambitions for the future. This program has sparked my desire to build a new relationship with Korean culture in college and beyond so that I can gain a deeper understanding of myself, my heritage, and my connections with the world.

This article is a continuation of a series on FSA photographs by Marion Post Wolcott documenting the lives of Americans during the Great Depression and New Deal policies established to provide relief to the country’s most impoverished farmers. Discussion questions for educators relating to agricultural migrant workers during this time and also today follow at the end.

Imagine millions of Americans losing their jobs, wages, homes, or farms almost simultaneously, including hundreds of thousands forced by desperation to pack up their cars or jump on a train, abandon their homes and community roots, and steer hopefully toward a better life elsewhere. This massive human migration is one of the hallmarks of the Great Depression.

A multitude of worldwide pressures contributed to the country’s economic disaster. Both a global and national recession triggered the stock market crash of 1929, bank closures, plummeting wages, and nearly 25 percent unemployment of the nation’s workforce. By 1933, almost 45 percent of farms faced foreclosure. Many Americans lost their life savings and were left destitute. Farmers in the Great Plains squeezed their soil dry, already depleted from decades of intensive farming, to compensate for market price drops in crops through mechanization, cultivation of more land, and overextended investments. On the brink of survival, they were struck by a long drought which generated dust storms across the parched plains, destroying farms, leaving over half a million Americans homeless, and causing a migration of nearly three million people out of the American Midwest.

Joining the farmers escaping the Dust Bowl and unemployed workers from the city were millions of tenant farmers and sharecroppers in the largely rural South where more than 80 percent of Black Americans lived and faced deep poverty, Jim Crow laws, and slavery’s legacy. Americans of diverse races and classes, many accustomed to modern conveniences such as electricity and indoor plumbing and others stuck in impoverished cycles, headed toward the milder climates of states such as California and Florida to seek farm work, long growing seasons, a variety of crops, and staggered harvests. As they converged on relatively productive land, often they still were faced with a struggle to find opportunities amid overburdened infrastructure. Labor exceeded jobs, which further reduced wages. Traveling from crop to crop, they lived in shantytowns, squalid camps, and primitive shelters—conditions that exacerbated discriminatory attitudes toward migrant workers, and added to social frictions and the trauma of dislocation.

Child of Migrant Family in Front of Shack, Florida, 1939, by Marion Post Wolcott; photo courtesy Carey Moncaster

A New Deal for the American People
Inaugurated into this national upheaval in 1933, President Roosevelt swiftly put his New Deal into action—a comprehensive and innovative program of economic recovery. The “Three R’s” focused on relief for the unemployed and impoverished, recovery of the economy, and reform of the financial system to prevent a repeat depression. The government launched numerous federal agencies and programs to provide critical relief to the displaced American workforce and agricultural communities.

The Farm Security Administration, in particular, resettled poor migrants on productive land, building entire communities, cooperatives, schools, and residential camps with running water and sanitary conditions. Agricultural workers were helped to buy equipment, sell crops, manage debt, and purchase farms. It also provided safe spaces away from discrimination where migrants could engage in cultural and recreational activities and rekindle a sense of stability.

The New Deal signified a new relationship between the American people and their government by taking on a larger role and many new responsibilities for the welfare of the American people. The government’s involvement in such affairs was unprecedented. Agencies such as the CCC (Civilian Conservation Corps), FDIC (Federal Deposit Insurance Corporation), SEC (Securities and Exchange Commission), and Social Security Administration were established in this era. Critics complained that the programs went too far, or not far enough, to protect the wellbeing of American citizens. As New Deal programs changed the political, social, and economic landscape of the United States, the government attempted to provide relief in ways that didn’t compromise the values, pride, and work ethic of the American people. Many of these themes remain a common thread in domestic political discourse today.

Farm Security Administration (FSA) Photography
To defend and promote the resettlement projects, the FSA hired photographers to document rural poverty, publicize governmental efforts to alleviate it, and galvanize political support for Congressional funding. The FSA photographers recorded the human toll and ecological plight of the Great Depression and its aftermath. Between 1935 and 1944, they took over 175,000 images of life during this time of despair, relocation, and recovery, enabling Americans not only to imagine but also clearly visualize this profound period of American history.

The scourge of the Depression continued until 1941 when the United States entered World War II, the national economy ramped up with the defense industry, and Americans enlisted in the military. As a result of New Deal programs, many of the migrant workers put down roots in their new communities.

Discussion Questions

1. Look at the two FSA photos included in this article. What details do you notice? What conclusions can be drawn? What do you think prompted the photographer to take these particular pictures? How do you think images such as these helped stir public support for New Deal programs?
    
2. How do you distinguish between impartial documentation and political propaganda? How do a photographer’s biases and assumptions influence a photograph? Can you think of a current example of a press image that could be used to influence the public’s view on an event or issue?
    
3. What do you think might happen if federal agencies such as the Social Security Administration and the FDIC didn’t exist today? What role does the government have in protecting the basic welfare and safety of its citizens?
    
4. How have the living conditions of agricultural migrant workers in the United States improved since the 1930s? Starting in the early 1960s, farm workers and their leaders organized a series of marches, national consumer boycotts, and fasts that attracted national headlines publicizing the working conditions of farm workers. They ultimately established the United Farm Workers of America, the nation’s first enduring and largest farm workers’ union. What are some of the issues on which the UFW continues to focus its activism today?
    
5. Created by executive order following the United States’ entrance into World War II, the Bracero Program (1942–1964) brought millions of Mexican guest workers to the United States. Braceros were contracted to fill labor shortages in low-paying agricultural jobs needing to be filled as American farm laborers enlisted in the military and factory jobs and those of Japanese descent were forced into war “relocation camps.” Farm workers already living in the United States were concerned that braceros would compete for jobs and lower wages as, desperate for work, braceros were willing to endure working conditions increasingly scorned by American workers. What do you think are the pros and cons of this program, and how do you think its legacy influences the United States today? How important is immigration to the U.S. economy and national security? How have the rich and diverse cultures of immigrant farm workers influenced American life?
    
6. The mechanization of farm work contributed toward both the consolidation of small farms and displacement of agricultural jobs. Today, a discussion around the impact of artificial intelligence (AI) on the workforce continues to raise similar concerns in agriculture as well as other sectors. What do you think are some pros and cons of this technological development?
    
7. According to national reports from the U.S. Department of Agriculture and the U.S. Department of Labor, an estimated 2 to 3 million migratory and seasonal agricultural workers live in the United States. Why do you think the majority of these agricultural laborers are from other countries? Do you think discrimination continues to plague these communities, and, if so, why?
    
8. Consider investigating where the fruits and vegetables you eat are harvested and the general background of the farm workers who pick and pack them for sale. The National Center for Farm Workers Health provides a dashboard for research. Can you find additional resources?

Acknowledgements

I would like to acknowledge and thank educators Litza Griffin-Johnson (Mercer Island) and Wendy Ewbank (Seattle) for their discussion of these photographs and the New Deal. Their comments were invaluable and helped to inform the focus of this article.

On August 9, 2022, a virtual award ceremony was held to recognize the 12 honorees of SPICE’s 2021–2022 regional programs in Japan. These students performed at the highest levels in their respective courses. Their names, high schools, and final research project titles appear below.

Stanford e-Fukuoka (Instructor Kasumi Yamashita)

• Kasane Horiuchi (Tochiku High School), “Research on Plastic Bottle Recycling”
• Mihiro Tomomatsu (Hakata Seisho High School), “Break Invisible Barriers. Create the World that Everyone Needs”
   

Stanford e-Hiroshima (Instructor Rylan Sekiguchi)

• Minori Imai (Hiroshima Prefectural Kuremitsuta High School), “All Lives Are Important”
• Yui Miyake, (Hiroshima Prefectural Hiroshima High School), “U.S. Prison System: How the Country’s History of Racial Inequality Drives the High Rate of Incarceration in America”
   

Stanford e-Kawasaki (Instructor Maiko Tamagawa Bacha)

• Sayaka Kiyotomo (Kawasaki High School), “How Can We Improve Junior and Senior High School English Education in Japan?”
• Anne Fukushima (Tachibana High School), “How Are Invisible Disorders Accepted in the United States and Japan?”

Stanford e-Kobe (Instructor Alison Harsch)

• Nonoha Toji (Kobe University Secondary School), “How to Foster Entrepreneurship in School Days: Between U.S. and Japan”
• Cullen Hiroki Morita (Kobe Municipal Fukiai High School), “The Different Work-Life Balance in Japan and America”
   

Stanford e-Oita (Instructor Kasumi Yamashita)

• Rina Imai (Usa High School), “Learn About War and Peace Through the Naval Air Base Bunkers in Oita”
• Yuki Nojiri (Hofu High School), “I Want to Live in the Second House of the Three Little Pigs”

Stanford e-Tottori (Instructor Jonas Edman)

• Sakurako Kano (Tottori Keiai High School), “Being Proactive”
• Yuki Yamane (Tottori Nishi High School), “The Effect of Collectivism and Individualism on Education”
   

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The event began with welcoming remarks by the Honorable Hajime Kishimori, Acting Consul General of Japan in San Francisco, who recognized the students for their impressive academic achievement. “You have demonstrated initiative and dedication to enhancing your understanding of Japan and the United States. I’d like to congratulate all of you.” He also expressed his hope for the students to play an active role in the future of U.S.–Japan relations. “I hope that your experiences have motivated you to consider an international career involving Japan and the United States. I believe the future of Japan–U.S. relations is in the hands of the next generation, and I hope young leaders like you will continue to strengthen our countries’ friendship as we move forward.”

Following Acting Consul General Kishimori’s remarks, each honoree delivered a formal research presentation in English and fielded questions from the audience. Each honoree also received a plaque to recognize their award.

For the instructors, it was a joy to watch the students present the research projects they worked for months to refine. “It’s so rewarding to see their hard work pay off,” commented Stanford e-Kobe Instructor Alison Harsch. “You can’t help but feel proud of them—for their academic accomplishments, but also for the ways they’ve grown as young adults over the course of the program.”

Stanford e-Fukuoka honoree Kasane Horiuchi is a case in point. Thinking back on her experience in the course, she reflected, “At first, I hesitated to speak up in class, but my instructor always encouraged us to be brave and told us that making mistakes was important. Thanks to her encouragement, I was able to talk with my classmates and enjoyed participating in every class. This experience was so important to me.”

SPICE would like to thank its collaborators at the Fukuoka, Hiroshima, Oita, and Tottori Prefectural Boards of Education, Kawasaki City, and Kobe City, who have helped make these regional programs a success. SPICE would also like to thank Fukuoka Governor Seitaro Hattori, Hiroshima Governor Hidehiko Yuzaki, Kawasaki Mayor Norihiko Fukuda, Kobe Mayor Kizo Hisamoto, Oita Governor Katsusada Hirose, and Tottori Governor Shinji Hirai for their continued support of these regional programs.

SPICE’s regional programs are a subset of our local student programs in Japan.

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Stanford e-Entrepreneurship Japan is a partnership between SPICE and NPO e-Entrepreneurship, which is led by Yusuke “Ed” Matsuda and Junna Hagiwara. Stanford e-Entrepreneurship Japan enrolls exceptional high school students from Japan. Top Japanese and American scholars and entrepreneurs provide web-based lectures and engage students in live discussion sessions or “virtual classes” on topics like design thinking, health and welfare, agriculture, environment and energy, and education and technology. The course is offered in English and includes reading assignments, online lectures, discussion board posts, and research projects. Students who successfully complete the course receive a Certificate of Completion from SPICE, Stanford University.

On August 15, 2022, NPO e-Entrepreneurship’s Junna Hagiwara facilitated an online ceremony during which the top two students from the summer 2021 course and the top two students from the fall 2021 were honored. The honorees also gave presentations on their research papers. The honorees and the titles of their research paper topics are:

Summer 2021

• Yamato Obinata, Shibuya Makuhari Senior High School, Chiba; “School Truancy”
• Scott Watanuki, Iolani High School, Honolulu; “A Cost-Effective Solution for Diagnosing Cataracts in Developing Countries”
   

Fall 2021

• Mona Abe, Urawa Akenohoshi Girls’ Senior High School, Saitama Prefecture; “Eliminating Labor Exploitation: Taking an Individual Approach to Ethical Fashion”
• Nahoko Okamoto, Kikuzato High School, Aichi Prefecture; “LGBTQ+ Inclusivity”

Following each presentation, each honoree fielded questions from an audience of teachers, fellow Stanford e-Entrepreneurship Japan students, and members of the SPICE/Stanford community. While listening to their presentations and the Q&A period, Hagiwara noted, “It became clear to me why these four students were chosen as the honorees by their instructors. Stanford e-Entrepreneurship Japan has the objective of empowering students with creative thinking and problem-solving skills with a focus on social innovation to solve global issues. This certainly came through each presentation during the ceremony.”

Instructor Maiko Tamagawa Bacha stated the following about the summer 2021 course. “Throughout the course, the students learned to work together to build a solution for a problem, and I hope that this experience helped them realize that the more different ideas and perspectives they bring in, the more innovative they can be in problem-solving. Both Yamato and Scott not only demonstrated innovation but also excellent leadership in fostering teamwork and collaboration.”

Reflecting on the fall 2021 course, Instructor Irene Bryant noted, “As we navigated another year of the pandemic, I was impressed with how students were able to empathize with their classmates and step up to help one another during challenging times. It was also great to see them apply new skills and improve how they approached each new topic as the course progressed. Mona and Nahoko, our fall honorees, showed exceptional leadership skills and their ability to grasp the importance of empathy really showed in their work.”

The fall 2021 course was generously supported by Noriko & Norman Chen and Andrew & Mako Ogawa. The spring 2022 course was generously supported by the Water Dragon Foundation. Bryant, Bacha, and Hagiwara are grateful to Mitsuhito Ikeda, a senior at International Christian University, who contributed his time to both the fall and spring courses.