February 19th marks the 79th anniversary of President Franklin D. Roosevelt’s signing of Executive Order 9066 in 1942 that led to the incarceration of Japanese Americans during World War II. The Mineta Legacy Project and SPICE are providing an educational opportunity for people across the country to learn about the Japanese American experience during World War II by presenting a webinar on Saturday, February 20, at 10am PST. (Register for free at http://bit.ly/DORteacherwebinar.) As part of the webinar, representatives from both organizations will be giving a virtual tour of the free online curriculum, What Does It Mean to Be an American?, which was inspired by Secretary Norman Mineta, who was incarcerated as a young boy and rose to become the U.S. Secretary of Commerce under President Bill Clinton and U.S. Secretary of Transportation under President George W. Bush. The curriculum is also a companion component to the documentary film, Norman Mineta and His Legacy: An American Story. The Mineta Legacy Project is also making the film available to stream throughout the month of February.

Representing SPICE will be Rylan Sekiguchi, who was recently announced as the recipient of the 2021 Franklin R. Buchanan Prize for his authorship of What Does It Mean to Be an American? The prize is awarded annually by the Association for Asian Studies, which will formally honor Sekiguchi in a ceremony at 2pm PDT on March 24, 2021.

The curriculum is comprised of six lessons: Immigration, Civil Liberties and Equity, Civic Engagement, Justice and Reconciliation, Leadership, and U.S.–Japan Relations. There are more than 200 primary source images and 23 videos created specifically for the curriculum. During the webinar, in addition to hearing from Sekiguchi, educators will hear Karen Korematsu talking about her father and civil rights icon Fred Korematsu; Secretary Norman Mineta sharing why Japan is so important to him; the reaction from Japanese American women on receiving their apology and redress checks; and the powerful story of 99-year old Yae Wada from Berkeley, who reveals the decades of anger she felt from the time she and her family were evicted from the Bay Area and how she found peace upon receiving her apology. Importantly, the curriculum is broader than the Japanese American experience, exploring issues of inclusion and delving into the definitions of civil liberties and justice and how they are implemented.

Register for the free webinar at http://bit.ly/DORteacherwebinar.

Grandparents have an endearing position of high stature in Mexican culture. Grandchildren have countless stories about the cariño (endearment) they receive from Abuelito (Grandpa) and Abuelita (Grandma). My immigrant grandparents sacrificed a lot when they migrated to the United States. Their courageous journeys and perseverance to attain the American dream left an invaluable mark on me. My abuelito’s journey to the United States initially on the Bracero Program led me to conduct research on the program. The Bracero Program was a binational labor agreement between the United States and Mexico that was in effect from 1942 to 1964. It was established due to the labor shortage brought about by World War II. Thousands of Mexican men were recruited and joined the program to work primarily in agriculture in states like California.

It was my abuelito’s cariño, work ethic, and courage as an immigrant that I have never forgotten. My abuelito worked in the highlands of Jalisco, Mexico, where his skilled farm labor contributed to making the highlands of Jalisco productive for the cultivation of agave. Thousands of the region’s men—including my abuelito—joined the Bracero Program and left Mexico for the United States. Once in the United States, they worked in the agricultural industry and transformed it into the multibillion-dollar business that it is today.

In my research, I have had the chance to interview members of the family of Rafael Silva, who was also a bracero from Jalisco. One of his grandsons, Isa Silva, will be entering Stanford next fall as a recruit for the Stanford Men’s Basketball team. I recently had the chance to talk with Isa and reflect upon the legacy of his abuelito and mine. The work that they performed was brutal, often working with the short-handled hoe for long periods. Reflecting on his abuelito’s contribution to making the Salinas Valley into the “Salad Bowl of the World,” Isa noted, “My grandparents’ immigrant journey and hard work means everything to me. It’s one thing that motivates me and inspires me. I respect the generations before me and am forever grateful for their sacrifices. Because of my grandparents and parents, I work hard in the classroom and it has taught me to give back.”

After the Bracero Program formally ended in 1964, agricultural executives sponsored thousands of braceros like Rafael Silva to stay in California. Not only had the braceros’ lives been transformed from rural poverty in Mexico to making working-class earnings, but their hard work would also eventually transform the lives of their children and grandchildren like Isa. Considered the “Ellis Island” for many Mexican immigrants, the U.S.–Mexico border became an important migration corridor for thousands wanting to find work in the agricultural fields in places like the Salinas Valley. For many young braceros, their earnings provided them with the hope of one day marrying and starting a family. For Rafael Silva, that hope became a reality when he married Eva Silva Ruelas and they settled near the U.S.–Mexico border in San Luis, Sonora, Mexico. While Rafael worked in the agricultural fields in Arizona, Eva and her young children resided in San Luis. Eventually they were able to move together to the Salinas Valley where Rafael continued working in the agricultural fields and Eva worked at the Matsui Nursery, a company founded by Andy Matsui, an immigrant from Japan.

My research has uncovered numerous stories of braceros like Rafael Silva overcoming poverty. Among children and grandchildren of braceros are professors at U.C. Berkeley and Stanford, members of the U.S. Congress and California legislature, as well as successful entrepreneurs, attorneys, educators, physicians, and a former NASA astronaut. Despite these successes, braceros themselves have received little recognition. With this in mind, I decided to organize an event with SPICE to honor braceros, with hopes that it would also make an indelible impression on a Mexican American generation whose bracero fathers or grandfathers had made major contributions to the U.S. economy. They, too, were part of America’s “Greatest Generation.”

On February 26, 2014, ten former braceros and their families were invited to an event at Encina Hall at Stanford. The invitees included Rafael Silva and Eva Silva Ruelas. Former FSI Director Mariano Florentino Cuellar, who is currently a California Supreme Court Justice, spoke along with Stanford Biology Professor Rodolfo Dirzo and me. SPICE Director Gary Mukai moderated the event and spoke about his youth as a farm laborer working with braceros. The evening was historic in that it was one of only a few times that former agricultural workers were recognized at a university. In the photo, I am standing next to my abuelito, José Guadalupe Rodriguez Fonseca, top left. Isa’s abuelito, Rafael Silva, is in the front center.

What else stood out that evening was the Silva grandchildren’s palpable love for their grandparents. One photo of the evening captures the Silva family legacy. Rafael (wearing a Stanford sweatshirt) and Eva Silva are in the middle with six of their children and numerous grandchildren surrounding them. Isa is standing in front of his grandfather. Three of their grandchildren are currently attending Stanford, with Isa soon to become the fourth. Reminiscing about the event, Isa noted, “I was a ten-year-old boy. It was cool to see the whole family get together and be there. We were there to support my abuelito and recognize all his hard work. It was great to see him honored for what he did so long ago. As we grow older, we appreciate him more and more.” Isa knows that his abuelito and abuelita’s journey is what transformed the Silva family and made his own American dream possible. Reflecting that pride in his family’s story, Isa closed our conversation by saying, “On and off the court, I will always represent being Mexican American.”

Launched in fall 2019, Stanford e-Hiroshima is offered by the Stanford Program on International and Cross-Cultural Education (SPICE) in collaboration with the Hiroshima Prefectural Board of Education.

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When asked in a 2013 interview with the Stanford Graduate School of Business about the impact he would like to have on the world, Hiroshima Governor Hidehiko Yuzaki (MBA, ’95) stated, “In my current capacity as governor I would like to create social and economic systems that would continuously create innovation and entrepreneurship. This will enhance our ability to create sustainability, wealth, security, and safety.” Six years later during the California-Japan Governor’s Symposium at Stanford, Yuzaki again spoke about his desired impact specifically in the context of Hiroshima–Silicon Valley relations. To achieve this, Yuzaki knew that a global mindset in students in Hiroshima would need to be cultivated, and with his vision, Stanford e-Hiroshima was launched in fall 2019.

With the cultivation of a global mindset as an objective, Stanford e-Hiroshima Instructor Rylan Sekiguchi invited two young Japanese entrepreneurs in the United States to speak as part of the 2020–21 course. The first speaker was Risa Ishii, Senior Partnerships Manager at Plug and Play Tech Center, a company in Silicon Valley that fosters innovation and supports entrepreneurs from around the world. The second speaker was Takaho Iwasaki, Founder and CEO of MajiConnection, a company in Honolulu, Hawaii, that aims to support entrepreneurs, innovators, and businesses in Japan and Hawaii in building relationships with each other.

Ishii’s talk was called “What I’ve Seen in Silicon Valley: Its Special Ecosystem and What We Can Learn from It.” She was born in Shizuoka Prefecture and graduated from high school in the United States and from Waseda University in Tokyo. Ishii spoke about the uniqueness of the Silicon Valley ecosystem and underscored the diversity of its workforce and critical availability of venture capital. In referencing the “Silicon Valley mindset,” she advised, “Don’t think that you are too young or that you do not know enough to do anything. Just act and see what happens. It’s okay to fail … and be open to adjusting.” Concerning Plug and Play, she noted that it aims to reform the corporate mindset to promote collaboration with startups. A chart that surprised the students was one which showed that in the 1990s, Japanese companies accounted for eight of the ten largest in the world; today, no Japanese companies remain in the top ten. Given this, she stressed that Japan needs to encourage study abroad opportunities and to welcome more students to Japan as a way to attract global talent. Ishii closed by stressing that students need to “think of how each one of us can contribute to the society and look into unique opportunities in areas that Japan has strengths, like disaster management and prevention and caring for the elderly.”

Iwasaki’s talk was called “Why I Am Supporting Startups in Hawaii.” Iwasaki was born in New York and raised in Kagoshima Prefecture, Japan. She studied at International Christian University in Tokyo and also received an MBA from the University of Hawaii, Manoa. She interned at Plug and Play where she met Ishii. While in Silicon Valley, she decided that she wanted to help small- and medium-sized enterprises (SMEs) in rural areas and strongly believed she could do this in Hawaii. She founded MajiConnection in 2019 and her first event was “Island Innovation Demo Day,” a pitch event during which Hawaii-based startups pitched ideas to Japanese investors and companies. The event inspired Hawaii startups to go to Japan and Japanese companies to come to Hawaii. “A lot of people never believed that I could make it successful because Hawaii had never been a business place for Japanese SMEs,” commented Iwasaki. Despite this, she succeeded by cultivating a global mindset among SMEs in Hawaii and Japan. She also noted the conducive environment in Hawaii for doing business with Japan (e.g., manageable time difference, managing the relatively low language barrier, and strong Asian cultural influences). She closed by noting, “I strongly believe that if Hawaii and Japan work together on common problems, we can tackle a lot of real problems that cannot be solved by ‘continental startups’ [those on the U.S. mainland] in areas like high-cost and non-sustainable energy, marine debris and plastic waste, agriculture and food self-sufficiency problem, and tourist-based economies.”

Iwasaki’s comments prompted a student to remark on a challenge that places like Hiroshima and Hawaii face with young people moving to larger metropolitan areas like Tokyo and on the U.S. mainland, respectively. Iwasaki commented that indeed many young people in Hawaii seek higher education and more diverse types of employment on the U.S. mainland. That said, she noted that during the COVID-19 pandemic, many people have returned to Hawaii because of the lower rates of COVID-19. She noted that this trend may happen in Japan as well because of the high costs of living in big cities like Tokyo and the increased reliance on and acceptance of telecommuting in the workplace.

Another student piggybacked on this point in asking about students moving from Hiroshima to bigger cities like Tokyo for higher education and Ishii’s concern about the decline of Japanese students going abroad to study. The student pointed out the financial burden of living abroad in the United States. Ishii noted that the Japanese government realizes that Japan needs to send more people abroad and encouraged students to look into scholarships and fellowships that are available in Japan, like Tobitate, the Yanai Tadashi Foundation’s International Scholarship Program, and those offered by universities in the United States.

Keeping in mind the geographic similarities of Hawaii and Japan as islands, one student pointed out the relationship between the UN Sustainable Development Goals and companies in Hiroshima and asked how companies in Silicon Valley and Hawaii are helping to reach the SDGs. Ishii pointed out efforts on the part of companies like Google and Tesla that are trying to go carbon neutral. Iwasaki noted that transporting oil to Hawaii is very expensive and this has prompted many people to consider the importance of sustainable energy.

After reflecting upon the comments by Iwasaki and Ishii, Hiroshima Board of Education Superintendent Rie Hirakawa added, “I hope that all students—and especially girls—are inspired by young women entrepreneurs like Takaho Iwasaki and Risa Ishii. I am just one of two female prefectural superintendents in Japan and hope that Japan’s new global mindset will underscore the importance of diversity, including more opportunities for women.” Yuzaki agrees and in the 2013 interview noted, “I believe diversity is very important in an organization.” To this point, Ishii reflected, “As a girl who grew up in a rural area, I understand the importance of filling in regional gaps in terms of education, not only domestically but also internationally. I was able to feel the positive energy through my monitor from the students of Stanford e-Hiroshima and I hope that they will continue to drive themselves to create changes in society.” Iwasaki echoed Ishii’s sentiments and added, “I really enjoyed teaching and talking with the students of Stanford e-Hiroshima and was very impressed by how passionate they are to study and try to contribute to their community. I hope we can continue this program for those students and would like to be part of it again.”

SPICE is grateful to Hiroshima Governor Hidehiko Yuzaki whose vision made this course possible and to Superintendent Rie Hirakawa of the Hiroshima Prefectural Board of Education for her leadership. SPICE also extends its appreciation to Teacher Consultant Rika Ryuoh for her unwavering support of Stanford e-Hiroshima.

Stanford e-Oita is an online course for high school students in Oita Prefecture in the southwestern island of Kyushu, Japan, that is sponsored by the Oita Prefectural Government. Launched in fall 2019, it is offered by the Stanford Program on International and Cross-Cultural Education (SPICE) in collaboration with the Oita Prefectural Board of Education.

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On January 8, 2021, Stanford e-Oita students were treated to a lecture by Sumire Hirotsuru, a professional violinist who was born and raised in Oita Prefecture. After graduating from Oita Uenogaoka High School, Hirotsuru attended and graduated from Harvard University and The Julliard School. She has performed with Yo-Yo Ma and the Silkroad Ensemble, and as a soloist at major venues in the United States and Japan, including Carnegie Hall, John F. Kennedy Center for the Performing Arts, and Suntory Hall, and at the Beppu Argerich Music Festival in Oita. After graduation from The Julliard School, Hirotsuru started her own company in New York City where she manages her own music promotional business. She is currently living in Japan.

Hirotsuru’s talk was titled “Sumire’s Journey in the U.S. and Japan.” While sharing thoughts on her upbringing in Oita, she had invaluable advice to the students like encouraging them to think about their strengths and the importance of balancing academics and extracurricular activities, in her case, practicing the violin. While introducing a typical day at Harvard, she emphasized the importance of building community in formal settings (e.g., through classes and musical practices and performances) as well as informal settings (e.g., having meals in her dorm with friends with diverse interests).

Since completing college, she has published several books. While sharing one of her publications, she underscored the critical importance of time management and setting benchmarks to reach one’s goals. She engaged students in thinking about a 2021 new year’s resolution and considering what needs to be achieved by June 2021, and even thinking about what needs to be done daily to meet their resolution.

Setting benchmarks resonated with Stanford e-Oita Instructor and fellow Harvard alumna, Kasumi Yamashita. Yamashita commented, “My e-Oita students were inspired by Sumire, who shared her personal journey from her hometown of Oita to the world stage. There’s a tendency to look outward and far away for new experiences but Sumire showed them how change can start in their own backyard. She talked about a cross-cultural program that she co-founded called ‘Summer in JAPAN,’ where Harvard undergraduates are invited to Oita to teach workshops and engage with Japanese students from many countries in English. It was one way that she brings her global experiences back to Oita, which is something I encourage my students to do.” Hirotsuru noted that she was inspired to begin Summer in JAPAN in Oita because she didn’t have any resource like that when she was growing up in Oita. “That was definitely one of my motivations to start a program like this.”

The emphasis on goal setting inspired a student to ask Hirotsuru about her current goal as a violinist. Hirotsuru replied that she aspires “to reach more people through music because right now, I feel like… classical music is often considered the music of people who have money… and access to concert halls. But I would like to bring my music to many people who are not only rich… I think music is something really important when you’re growing up.”

Hirotsuru’s talk also prompted one of the student musicians—a flutist of her high school brass band—to ask how Hirotsuru managed to balance both academics and violin practice. Hirotsuru responded by sharing, “You have a capacity of more than 100 percent… I think that you can put your effort completely on academics and flute at the same time by managing your time very efficiently.” Yamashita hopes that this lesson will be one that students will embrace far into their futures.

Reflecting on her experience with the students in Oita, Hirotsuru noted the following, “I was impressed by the students’ active participation in class—even through Zoom, I was able to see how their eyes were filled with excitement and passion for the future. I truly believe that there will be more opportunities for the students to expand their perspectives from Oita and beyond, as long as they keep their minds open.”

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SPICE is grateful to Oita Governor Katsusada Hirose whose vision made this course possible. SPICE is also appreciative of Teacher Consultants Keisuke Toyoda and Hironori Sano for their unwavering support of Stanford e-Oita.

The following is Part 2 of a multiple-part series. For Part 1, please visit here.

Since the unprecedented events on January 6, 2021, I have had the chance to communicate with many young students. Like many Americans, they too are concerned about the divisions in U.S. society and what has been projected abroad about what it means to be an American. On December 8, 2020, SPICE posted an article that highlights eight reflections from students. This article features eight more students from diverse backgrounds.

As I mentioned last month, my hope is that the free educational website—“What Does It Mean to Be an American?”—will help students reflect upon their civil liberties during this challenging time. The lessons were authored by SPICE’s Rylan Sekiguchi for use at the high school and college levels, and the website was developed by the Mineta Legacy Project in partnership with SPICE.

One of the students, Junow Iwasaki, is an American who is enrolled in SPICE’s Stanford e-Japan course, which introduces U.S. society and culture and U.S.–Japan relations to high school students in Japan. The other seven students are living in the United States. The reflections below do not necessarily reflect those of the SPICE staff.

Ana Maria Griffin Morimoto, New York:
Being an American means eating turkey and sushi for Thanksgiving dinner.
It means decorating the Christmas tree, and finding presents.
It means wearing a kimono on New Year’s Day, and eating osechi-ryori [traditional Japanese New Year’s foods].
Being an American means I get the chance to fight and reach my dream of becoming a performer.
It means choice—free and independent to be exactly who I want to be.
It means beauty on many levels.
The beauty of loving whoever I want to love.
The beauty of knowing I can make it.
Being an American means being an immigrant.
I can choose to speak Spanish or English with my classmates or co-workers.
Being an American is being a former orphan from Colombia who gets to share what it is to be an American.

Mana Iketani, Hawaii:
December 7, 2020 marked the 75th anniversary of the Imperial Japanese Navy attack on Pearl Harbor in 1941, killing 2,403 people, and led to the United States’ formal entry into World War II. It is a terrifying topic to learn in school in Hawaii as a Japanese immigrant, causing me to inevitably think, “Would my classmates start discriminating against me or disdain me?” Against my prediction, I never faced any discrimination since I moved here at age nine, even after my classmates learned the history. People in my state are respectful to each individual, tolerant of the diversity of backgrounds, cultures, and ideas. Respecting others and yourself is what it means to be an American in one of the most diverse countries of the world.

Junow Iwasaki, Tokyo, Japan:
I was born in New York as a dual citizen but have lived in Japan ever since I was a baby. Though I am an American, I have hesitated to talk openly about my nationality because I want to “fit in” with others. However, having experienced funny looks from kids and adults who ignore me, I have come to realize that I cannot simply be perceived as Japanese either. I am still figuring out my identity, but I think being American is not just speaking English or acting outspoken and bold. Americans living abroad like me contribute to the fabric of what it means to be an American. Despite how I have been perceived, I wish that I could simply be who I am, an American who embraces two cultures.

Sienna Mack, Washington:
Being an American should have nothing to do with your race, your citizenship, or your religion. The only thing that defines an American should be the will to stand up for what is right no matter what. It should mean striving for the American dream of “life, liberty, and the pursuit of happiness” regardless of how big or small your efforts are. True patriotism means understanding that this country was founded on ideals yet to be achieved, and as Americans, humans, and citizens of the world, it is our right and duty to realize that dream. Throughout the history of our country, built on revolution, people have rebelled against injustice. And time and time again, as we do so, we reach a little bit closer to the American Dream.

Carrie Masters, Ohio:
Being an American means that I live in a land of freedom, opportunity, and diversity. I have the ability to shape my future. I determine where I live, my career, my religion, my political views, etc. A core Midwestern value is to work hard so that I am prepared to take advantage of opportunities that arise. These chances create responsibility, and it is imperative that we reciprocate by helping others. That help can be in the pursuit of big goals or something simple. Being an American means living with, learning from, and respecting different cultures. America benefits from our different cultural backgrounds and ideas, which become part of who we are. I am fortunate to live where I can make my own decisions and achieve my goals through hard work.

Erykah Lalah Secody, Arizona:
As Native Americans, Navajo, we are citizens of two sovereign nations, the U.S. and the Navajo Nation. We are the only language-minority group in the U.S. with this unique dual citizenship status. But being an American to me means being a citizen in two of the greatest nations in the world, a nation built on meritocracy, as we are taught in our Native homeland, “...if it’s to be, it’s up to me.” Being an American means we are a nation of diversity, a nation of, for, and by the people, a nation of immigrants in their journey to America in pursuit of life, liberty, and happiness.

Eli Stein, Hawaii:
I live in a country rich with opportunities, guided by the ideology that Americans, like the bald eagle, are born with wings granting flight in return for hard work. I have learned this is not the case. While the United States offers opportunity, it is plagued by inherent inequality. Some are born with clipped wings, while others fly with little effort: an inequality driven by systemic racial injustice. The United States is rooted in a repetitious cycle; the rich become richer while the poor suffer hardship. Growing up in Hawaii, a racially and economically diverse state, I witness the unequal opportunities minorities face, a problem often ignored. Homeless children live on Waikiki’s streets, a block from lavish penthouses. Despite the inequality, I still believe that with unity, we can create change.

Michelle Thurber, California:
My favorite part about being American is that when I think of the word “American,” no particular race or religion comes to mind. I feel connected to my ethnic background (half-Chinese), while still considering myself entirely American. However, I realize that my perspective may come partly from the fact that I live in the San Francisco Bay Area, where there is always someone around who looks like me. Hateful rhetoric in American politics frustrates me because I experience firsthand the richness that comes from diversity and open-mindedness. What brings me hope is being part of a generation of young people willing to take a stand in favor of diversity—on social media now, and on the political stage in the future.

On December 10, 2020, 44 educators from across the United States joined a webinar titled “Global Human Rights and Minority Social Movements in Japan.” The webinar was offered on Human Rights Day, 72 years after the Universal Declaration of Human Rights (UDHR) was adopted. The featured speaker was Dr. Kiyoteru Tsutsui, who is the Henri H. and Tomoye Takahashi Professor and Senior Fellow in Japanese Studies at the Shorenstein APARC at Stanford University. He is also Director of the Japan Program, a Senior Fellow of FSI, and a Professor of Sociology.

The webinar can be viewed below:

Tsutsui has written extensively about human rights, including his latest book Rights Make Might: Global Human Rights and Minority Social Movements in Japan. In his talk, Tsutsui introduced the three most salient minority groups in Japan—the Ainu, an indigenous people in the northern part of Japan whose numbers range from 25,000 to 30,000; resident Koreans (Zainichi), a colonial legacy whose numbers have hovered around a half million; and the Burakumin, a former outcaste group whose numbers are approximately three million.

Tsutsui set the context for his talk by providing an overview of the global expansion of human rights dating from the UDHR in 1948 to the International Covenant on Civil and Political Rights and the International Covenant on Economic, Social, and Cultural Rights—both adopted by the UN General Assembly in 1966 and came into force from 1976. Human rights are now established as one of the key principles in the international community. He noted that despite the wide recognition of human rights as an important international norm, whether the institutionalization of human rights in international society has done what it was intended to do still remains debatable.

Concerning the era of global human rights in Japan, Japan ratified the two International Covenants noted above in 1979 and has been a member of the UN Commission on Human Rights since 1982 and the UN Sub-Commission on the Promotion and Protection of Human Rights since 1984. These as well as participation in other forums have impacted ethnic minorities in Japan.

Tsutsui shared the historical backgrounds and key issues concerning the Ainu and resident Koreans. Concerning the Ainu, he underscored their lack of ethnic/indigenous pride—much less political activism—prior to the 1970s. This was largely because of their dependence on government welfare and strong pressure for assimilation. He then highlighted how Ainus’ self-perception changed after the 1970s as a result of their exposure to the Global Indigenous Rights Movement, which led to a reawakening of indigenous pride and the rise of Ainu activism.

Concerning resident Koreans, Tsutsui introduced their history prior to the 1970s as Japanese colonial era immigrants and their descendants who came to Japan or were brought to Japan by increasingly forceful means towards the end of World War II. He discussed issues concerning their loss of Japanese citizenship after World War II, resulting practices such as the fingerprinting of resident Koreans, and hurdles to mobilize for civil and human rights due to their non-citizen status and divided identities. Like the Ainu, things began to change from the 1970s with the beginning of the human rights era in Japan. For example, from the 1980s, encouraged by universal human rights principles, some resident Koreans refused to be fingerprinted, a practice they had previously resented but reluctantly complied with, and by 1985, over 10,000 resident Koreans joined in refusal. Resident Koreans made appeals to the UN Commission on Human Rights and other international forums to pressure the Japanese government. Amid mounting pressure domestically and internationally, the government terminated the fingerprinting practice for permanent residents in Japan (largely resident Koreans) in 1993, and for all alien residents by 2000.

Tsutsui summarized his talk by noting that global human rights galvanized minority social movements in Japan in four ways: (1) they empowered local actors with a new understanding about rights; (2) they provided political opportunities at the global level; (3) they increased international flows of mobilization resources; and (4) they provided vocabulary to frame their causes effectively. He closed his talk with a question, “Should we have hope or despair in terms of the future of human rights in the world?” and noted that the empowering capacity of global human rights is often overlooked, that reform takes time, that it is important to identify conditions conducive to improvement, and that contemporary backlash poses serious challenges.

In reflecting on the webinar with the educators, Tsutsui noted, “I was honored to present my work to the educators who can teach students in their formative years how important it is to continuously work to support human rights and how these efforts in the local context can change human rights practices not just locally but globally. This is a particularly important moment in the United States and in the world to reinforce the importance of human rights and democracy, as fundamental principles of democratic governance are challenged and protection of basic rights is in jeopardy. In these challenging times, I’d like to emphasize the importance of continuing grassroots-level work to support the principles of human rights and democracy. Ideas matter, and education shapes the future of our world.”

Teachers might consider some of the following as essential questions to raise with their students after viewing the lecture by Professor Tsutsui:

• How does the Ainu experience compare to the experience of Native Americans?
• How do textbooks in Japan cover ethnic minorities, and how is this similar and different to how ethnic minorities in the United States are covered in textbooks?
• How was ethnic minority participation in the Japanese military during World War II similar and different to ethnic minority participation in the U.S. military during World War II?
• What role can museums that focus on ethnic minorities play in educating the public, e.g., National Ainu Museum, National Museum of African American History and Culture?
• How is the backlash against ethnic minorities in Japan, e.g., being perceived as receiving special benefits, similar or different to that of ethnic minorities in the United States?
• Why is it important for young students to understand the significance of universal human rights?

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The webinar was made possible through the support of the Freeman Foundation’s National Consortium for Teaching about Asia initiative. The webinar was a joint collaboration between SPICE and Stanford’s Center for East Asian Studies, and the Shorenstein Asia-Pacific Research Center. Special thanks to Dr. Dafna Zur, CEAS Director, and John Groschwitz, CEAS Associate Director, for their support; to Dr. Gi-Wook Shin, APARC Director, and Dr. Karen Eggleston, APARC Deputy Director, for their support; and to SPICE’s Naomi Funahashi for facilitating the webinar and Sabrina Ishimatsu for planning the webinar.

Over the past few years, I have heard concerns from teachers about how divided they feel the United States has become. Many have also echoed the same civil liberties-related concerns that their students have expressed. My hope is that the free educational website—“What Does It Mean to Be an American?”—will help students reflect upon their civil liberties during this challenging time. The lessons were authored by SPICE’s Rylan Sekiguchi for use at the high school and college levels, and the website was developed by the Mineta Legacy Project in partnership with SPICE. Inspired by the life and career of Secretary Norman Y. Mineta, the six themed lessons are: Immigration, Civil Liberties & Equity, Civic Engagement, Justice & Reconciliation, Leadership, and U.S.–Japan Relations.

Since the website launched in September, I have invited high school and college students to review and share their reflections on the lessons. Below are the reflections of eight students. These reflections do not necessarily reflect those of the SPICE staff. One of the students, Shintaro Aoi, is a Japanese student who was enrolled in SPICE’s Stanford e-Japan course, which introduces U.S. society and culture and U.S.–Japan relations to high school students in Japan. The other seven students are living in the United States.

Shintaro Aoi, Tokyo, Japan:
I was shocked to learn that during World War II, U.S. President Franklin Roosevelt issued an executive order that was applied to approximately 120,000 people of Japanese descent in the United States, most of whom were U.S. citizens. I came to understand that people of Japanese descent were specifically targeted and labeled as an enemy race. This was very surprising for me because President Roosevelt and General John DeWitt attacked people from their own country. This means they were not only engaging in war with Japan, but also dividing the United States at the same time. The lesson of Japanese American incarceration informed me of the danger of discrimination and political division, and it prompted me to think about the divisions in the United States today.

Kogen Brown, Oregon:
When people around the world hear the word “American,” I imagine they envision a range of different characteristics. However mixed the worldwide perceptions of the United States may be, I believe that there is a certain unique good woven into the American identity. For better or worse, many Americans feel the need to be very loud and outspoken about their ideals. I think, in many cases, that this is a good thing. Positive change doesn’t come quickly from people being passive. Americans, when petitioning for goals aimed to bring about what they believe is right, have never been passive. I believe that this American value has set the standard for much of the world and, for the most part, encouraged positive change across the globe.

Syerra Cabantac, California:
Typically, when you think of being an American, you’d think of freedom, liberty, and equality. However, from what I’ve seen recently, the “equality” part hasn’t been held up. Being African American and Filipino, I’ve seen that despite it being 2020, there are still people who have issues with my color. Although I haven’t personally experienced any discrimination, this is not the case for others. As a teenager today, I recognize that my incredibly diverse generation is the future. The presidential election of 2020 was huge for us, especially now that we will have a powerful Black and Asian woman as our vice president. I do believe that if people would just listen and think about my generation, we can do way better to come together as a nation.

Ilse Cruz, Florida:
What makes me an American is a set of ideals insisting that all of us are created equal and that we all share the freedom and an obligation to speak out and secure our most cherished values for the next generation. I am today a proud warrior with my handmade crown that was earned, not given. I raise my voice loud and proud for those whose families have migrated, for the minority, and for those in the margins who were discarded as another dismal statistic. I aspire to continue to fight for my hard-won American dream, yet to be fully realized. I am today a proud warrior in the American tradition. My handmade crown—like Liberty’s—was earned through tenacious struggle, not a birthright.

Kheira Sage Keams, Arizona:
I am a Navajo born and raised in Chandler, Arizona. Throughout my schooling, I have been identified as a Mexican, Hawaiian, or Filipino. I would correct them, and they are usually amazed. Teachers would normally question me and ask for clarification on lessons regarding Native Americans in Arizona, even though I had no clue about other tribes and knew little about my Navajo tribe. I would share what I learned from my father and Cheii (grandfather) with my teachers and fellow students. Being raised off the reservation gives me a far greater opportunity to learn about our multi-culturally diverse world. I share that with my cousins who live in the Navajo Nation and in return they share and teach me what they experience on the reservation.

Kalia Lai, California:
My identity as an Asian American has always felt complicated and isolating. When I was younger, it was the little things, like how hair chalk wouldn’t work in my black hair because it was designed with a white audience in mind. Now, after learning about discrimination against Chinese Americans in the past and how anti-Asian racism has surged during the COVID-19 pandemic, embracing my Americanness comes with the understanding that there’s still a lot of progress to make. I cannot and would not change my ethnicity, but being an Asian American woman certainly influences the way I live my life. Given the racism and inequity that still exist today, I think being an American means advocating for everyone to be treated justly.

Andrew Lamb, Oregon:
As Americans, it is really easy to ignore our privilege and forget how lucky we are to be born and raised in such a great country. Millions from all over the world have immigrated to America. Just imagine leaving your country, family, and home just for a shot at the American dream. That is what my great, great grandfather George Lambropoulous did. In 1946, during the Civil War in Greece, George, who was only 19 at the time, took only a suitcase and $600 dollars and made his voyage to Ellis Island where his last name was shortened to Lamb. He ended up in Salt Lake City, Utah with only $20. He started his own restaurant that still stands to this day, Lamb’s Grill.

Masako Yang, California:
Born in the San Francisco Bay Area, I fortunately grew up free of any outright racism and took my civil liberties for granted my whole life. When COVID-19 hit the United States in March, however, I became self-conscious of my black hair, dark eyes, and even my name. My Asian heritage, a constant source of pride, suddenly became a recipe for confusion, embarrassment, and guilt. If I walk down the street, would people judge or fear me for my appearance? I felt an inexplicable need to apologize for my family origin. However, I soon realized that the guilt was self-imposed and self-perpetuated. I will break away from my internally perceived racism. After all, I am a proud first generation Asian American in the land of equality.

Additional reflections will be shared in the months ahead.

Just over ten years after becoming the first U.S. ambassador to Japan to participate in the Hiroshima Peace Memorial Ceremony in 2010, Ambassador John Roos spoke about his experiences with 26 high school students in Stanford e-Japan from throughout Japan. In his October 16, 2020 online talk, Ambassador John Roos noted that his tenure in Japan—2009 to 2013—was defined by three major issues: (1) the 2011 Great East Japan Earthquake or 3/11; (2) Operation Tomodachi (“friend” in Japanese) during which the U.S. Armed Forces helped in disaster relief following the 3/11 crisis; and (3) the Hiroshima Peace Memorial Ceremony on August 6, 2010.

Regarding the first and second issues, Ambassador Roos recalled, “I was proud that the United States was there to help the people in Japan who obviously faced one of the biggest crises in your history… Vice President Biden came to Japan and the two of us traveled up to the Tohoku region because he wanted to see firsthand how he could help and how the United States could help, and I saw him interacting with not only the leaders but the people of the Tohoku region.” In addition to Operation Tomodachi, the youth-focused Tomodachi Initiative—a public-private partnership between the U.S.-Japan Council and the U.S. Embassy in Tokyo, with support from the Government of Japan—was born out of support for Japan’s recovery from the 2011 Great East Japan Earthquake. Regarding the third issue, Ambassador Roos shared, “I was the first United States ambassador to go to the Hiroshima commemoration ceremony. And I did that because I felt it was important to show respect for all of the victims of World War II and particularly obviously the victims of Hiroshima and Nagasaki. I did it because I felt that it was helping to promote President Obama’s agenda of the elimination of all nuclear weapons.”

During his talk, Ambassador Roos coupled his sharing of specific personal recollections with general insights on being the U.S. ambassador to Japan. For example, he explained that the role of the U.S. ambassador to Japan is twofold. First, the U.S. ambassador’s responsibility is to protect and look after the health and safety of the Americans that live in Japan—about 150,000 of them—including another 50,000 U.S. military personnel and their dependents. Second, nurturing and looking after the relationship between Japan and the United States, of course, is critical. He not only touched upon economic, political, and security relations but also emphasized the importance of student-to-student exchange. Concerning the latter, he is concerned that students from the United States are not spending enough time in Japan, and students in Japan are not spending enough time in the United States.

His insights profoundly connected to a student from Kyoto who commented, “When I am older, I hope to become a diplomat and maybe even an ambassador, so I’m really excited to get to talk to you today.” She continued, “What do you think makes a successful ambassador?” Ambassador Roos replied, “I hope you become the ambassador to the United States… Obviously, an ambassador needs to deal with all of the different policy issues and many difficult issues, but I think the most important thing is—and you may not expect this—but it is to listen… and to learn and to hear all sides of the equation… to show empathy.”

The current fall 2020 session of Stanford e-Japan is the 12th offering of the course since 2015. Stanford e-Japan is made possible by Mr. Tadashi Yanai, Chairman, President, and CEO of Fast Retailing Co., Ltd. Mr. Yanai and Ambassador Roos share a mutual concern for the need for students in Japan and the United States to spend more time in each other’s countries.

As a closing question, Stanford e-Japan Instructor Meiko Kotani asked Ambassador Roos what he expects from Japanese high school students and what role he thinks they should play to foster the U.S.–Japan relationship. Roos responded, “Well, first of all, let me tell you how impressed I am by this group of students. The reason I am doing this session at 9:00pm on a Friday night is because I think you are the future of the relationship. So I encourage you to find ways to connect with the younger generation of [the United States] because in the end, we need you. We need the best and brightest minds, not only in the United States but in Japan and the rest of the world to confront some pretty big challenges we have in the world right now… When I listen to you, it gives me a tremendous amount of hope, and so I’m just honored to have had the opportunity to talk with you.”

After Ambassador Roos signed off, the students shared some points that especially resonated with them. Among these were the deep respect that Ambassador Roos has for Japan and his visit to all 47 prefectures; the importance he placed upon the need for high school students in Japan to communicate with high school students in the United States; the importance he placed upon the leadership of the United States to be humble despite its power; and the importance of empathy. And since 2020 marks the 75th anniversary of the end of World War II, the following words that Roos stated seemed to especially resonate with the students: “President Obama said that we may not eliminate nuclear weapons in his lifetime or my lifetime. I hope in your lifetime.”