The Stanford Program on International and Cross-Cultural Education (SPICE) unequivocally condemns the systemic racism that permeates U.S. society and fully supports the recent calls for social justice and equity. I have been so moved and inspired by the protests across the United States that have brought world-wide attention to the systemic racism in the United States. Because of my age and the stay-at-home orders, I regret that I have not been able to participate in the protests. It is not due to my indifference. My family—in particular in late 1941 and 1942—also suffered from what would be called “racial profiling” today.

After the Japanese attack on Pearl Harbor on December 7, 1941, my grandparents, who were immigrants from Japan, and my U.S.-born parents were forcibly removed by Executive Order 9066 from their homes in Salinas, California, in 1942 and detained initially in the Salinas Assembly Center, one of 15 temporary detention facilities along the West Coast for Japanese immigrants and Japanese Americans. They were later transported to Poston War Relocation Center, which was built on the Colorado River Indian Reservation in the Arizona desert, and was one of ten more permanent detention camps that the U.S. government had initially referred to as concentration camps. They remained there until the end of World War II.

My father, as a high school student in Poston, became fully aware of not only the painful sting of scorpions but more importantly of the sting of indifference from Americans concerning their plight; and my mother, as an elementary school student, simply assumed that they had done something wrong because her family was surrounded by barbed wire and guard towers manned by U.S. soldiers with guns. During World War II, very few people spoke out as the constitutional rights of 120,000 people of Japanese ancestry—more than two-thirds of whom were U.S. citizens—were violated.

As I listened to President Donald Trump’s June 13th remarks at the 2020 United States Military Academy at West Point graduation ceremony, I was hoping that he would—especially given the times—specifically mention Henry Ossian Flipper, a former slave, who in 1877 became the first African American to graduate from the United States Military Academy at West Point; as well as others like the African American Tuskegee Airmen who served valiantly in World War II. One of my uncles, who was drafted into the U.S. Army from Poston, trained with other Japanese American soldiers in the 442nd Regimental Combat Team in Camp Shelby, Mississippi. Around town, he saw the segregated entrances—“Whites Only” and “Colored Only”—and didn’t know which one to enter. He went to Europe to fight bigotry.

As a young student in the late 1950s and 1960s, I had never learned about these stories in my elementary and secondary school classes. I learned about them informally through my family and formally for the first time as a freshman in fall 1972 at U.C. Berkeley. Here I was taught that what I had learned in elementary and secondary school was the U.S. master narrative of history, in which the 442nd Regimental Combat Team, Henry Ossian Flipper, and Tuskegee Airmen were not included, at least at the time.

SPICE fully supports FSI Director Michael McFaul’s call “to reassess our work and how we can move our local community, nation, and the world to achieve racial justice” in light of the horrific killing of George Floyd and the long, tragic history of racial injustice and police violence targeted at the Black community. SPICE—with roots that date back to 1973—is an educational outreach program of FSI. The goal of making Stanford scholarship accessible to K–12 students (and more recently community college students) has remained as SPICE’s mission since its establishment. Now—perhaps more than ever—I feel the need to do more to help open up the still strictly confined master narrative of U.S. history to include the Black Lives Matter movement and more broadly the contributions of minorities to U.S. society.

Long before terms like culturally relevant (or sensitive) curriculum were being used, SPICE has underscored the importance of helping to raise international and cultural awareness—through curriculum development—geared to students at a young age, when critical attitudes are being formed. SPICE is about to launch a website that is called “What does it mean to be an American?” The website’s lessons focus on topics like immigration, civil liberties & equity, civic engagement, justice & reconciliation, and leadership. It is meant as a starting point for critical discussions, including courageous conversations about race and discrimination. We hope that this is a modest starting point for teachers to encourage youth around the country to discuss topics like the Black Lives Matter movement, being Muslim in America, and LGBTQ issues.

Among SPICE’s offerings are a series of short lectures (Scholars Corner and Multimedia Library) by Stanford scholars with accompanying teacher guides. One focuses on “The Use of Lethal Force by the Police in Rio de Janeiro and the Pacification Process” by Professor Beatriz Magaloni in which she explores the connections between poverty, crime, and police violence—topics just as relevant in the contemporary United States as they are in Brazil. For many years, I have hoped to expand these further with scholars affiliated with the Martin Luther King, Jr. Research and Education Institute, which is directed by Professor Clayborne Carson. Several years ago, SPICE recorded a lecture by Professor Carson titled “Civil and Human Rights: The Martin Luther King, Jr. Legacy,” and I recommend its use in schools as his message is very timely. In addition, SPICE has worked with educators of the Navajo Nation for many years; someday we hope to collaborate on a long-term project. One of the Navajo educators was a Stanford student in the 1960s and he shared his efforts to persuade Stanford to drop the Indian symbol as a mascot in 1972 despite resistance or indifference on the part of many in the Stanford community.

I agree with Professor Michael McFaul that “We must do better.” I definitely need to do better. SPICE needs to do more to highlight BIPOC’s invaluable contributions to U.S. history and society and help to empower youth with a greater voice and platform today to address the systemic racism in the United States that is directly affecting their lives.

My mother, now 87, still vividly recalls the barbed wire that surrounded her as a 9-year-old American girl at the “assembly center” in Salinas in 1942. Reflecting upon the recent protests, she recently shared with me, “I imagine that Blacks feel like they have a fence around them all the time.” She also still nervously remembers the paranoia that her mother felt during World War II, and even after the war when her mother used to sometimes go outside in the middle of the night with a packed suitcase. After being escorted home by neighbors, she would tell her children that “She was going to Poston.” I know how much these stories still hurt me despite the passage of time. I believe that they help me to empathize as best I can with the plight of Black families in the United States today. But empathizing is not enough. We must ask ourselves, what more can we do to help take down the racial fences that still exist?

In SPICE’s curriculum work, we always preface each lesson with organizing questions (essential or overarching questions) that we would like students to consider. I would like to pose three for us to consider during this time: What can we at Stanford University do to move our local community, the United States, and the world to achieve greater racial justice? What can SPICE do to further make FSI/Stanford scholarship accessible to K–12 schools and community colleges ? What are the risks of remaining indifferent especially during times of crisis? These questions will be the driving force of our work in the weeks, months, and years ahead.

During multiple periods of economic crisis, the U.S. economy has depended on Mexican labor. The Bracero Program began during World War II during a massive labor shortage largely due to the military draft and the internment of Japanese Americans, a high percentage of whom worked in agriculture. Over 4.5 million contracts were awarded to over 2 million young male Mexican immigrants from 1942 to 1964 to work primarily in agriculture. The work of braceros, or “individuals who work with their arms,” to harvest fruits and vegetables across the United States was deemed essential. It was the largest guest worker program agreement in U.S. history. President Franklin Roosevelt noted, “Mexican farmworkers, brought to the United States in accordance with an agreement between our two governments,… are contributing their skill and their toil to production of vitally needed food.” Moreover, during the current COVID-19 pandemic, agricultural workers have been categorized as “essential workers” by the federal government. Yet, many of these workers lack legal status to work in the United States.

On June 2, 2020, Dr. Ignacio Ornelas Rodriguez, Archivist, Stanford University Special Collections and University Archives, spoke about the history of the Bracero Program and shared reflections on the current status of agricultural workers in a webinar to over 40 people, including many educators. He began by noting that because of writers like John Steinbeck, Americans have come to learn about the agricultural regions of the larger Monterey Bay Area, where Ornelas has focused his research. “Yet,” he stated, “little is known about the majority of the laborers who worked in these regions.”

Ornelas set the historical context for his talk by providing a broad sweep of the history of farm workers in California. He touched upon the work of indigenous people in the 18th century to grow the vast agricultural economy that surrounded the missions; Chinese immigrants who had previously worked on the Transcontinental Railroad from 1863; Mexican, Japanese, and Filipino agricultural workers in the late 19th and early 20th centuries; African Americans who were initially recruited to develop cotton growing techniques in the Central Valley during the late 19th century; and White migrants arriving from Oklahoma, Texas, Arkansas, and other states during the Great Depression.

Following this overview of California’s agricultural landscape, which Ornelas described as an “ethnic mosaic of the world,” he began his comments on the Bracero Program. He noted, “My interest… was ignited by my grandfather’s personal bracero journey. Who were these men? What were their contributions and why is so little known about how they view their work?" During his extensive research and conducting of oral histories with former braceros, he noted that he began to uncover previously underdiscussed perspectives that were often at odds with the most popular narratives regarding braceros. Ornelas noted that most of the braceros remembered their work “with dignity as opposed to viewing themselves as victims… Their stories were about hope and the opportunity to improve their lives and to make a lasting contribution to their family through difficult working conditions.” Ornelas’s grandfather, José Guadalupe Rodriguez Fonseca, for example, shared stories of betterment and progress and spoke about working with honor in the fields of Salinas Valley. Ornelas continued, “Yes, the work was very difficult but my family members learned to navigate the arduous labor and took great pride in their skill, work, and production of vegetables.” Some former braceros shared stories of using the experience in the program as a “launching pad” to greater opportunities in the agricultural industry.

The Bracero Program ended in 1964 but today the H-2A program is recruiting thousands of Mexican farmworkers. Section 218 of the Immigration and Nationality Act authorizes the lawful admission into the United States of temporary, nonimmigrant workers (H-2A workers) to perform agricultural labor or services of a temporary or seasonal nature. Ornelas posed the question, “So how far have we ultimately come since the labor crisis in 1942?” During the current pandemic, farm workers are deemed essential while many don’t have permanent legal status.

Ornelas, who concurrently teaches history at Willow Glen High School while working at Stanford, has the objective of helping young students critically consider issues surrounding H-2A guest worker status in the context of lessons learned from the Bracero Program. Ultimately, he has the goal of providing instruction that is more culturally inclusive. To help realize this goal, he recommends the following resources for use in schools: the 12-minute film Searching for the Bracero’s Legacy: A New American Encounter for a Place in History, the Bracero Legacy Project on Facebook, and the primary sources of the Ernesto Galarza Papers, 1973–1988 at Stanford.

During the Q&A, a teacher in Colorado mentioned that she is teaching about agricultural workers through a virtual agricultural field and interviews. Ornelas reacted with enthusiasm, saying “I am fascinated by your work.” In a post-webinar conversation, Ornelas stated that it was immensely gratifying for him to hear about the work already being done by teachers to heighten students’ awareness of the contribution of agricultural workers past and present. I also learned that Ornelas’s grandfather José Guadalupe Rodriguez Fonseca had died unexpectedly just a few days prior to the webinar. My hope is that the recording of this webinar will help to keep his memory alive and to help preserve the legacy of braceros.

SPICE is grateful to the Center for Latin American Studies at Stanford University for co-sponsoring this webinar. Special appreciation is extended to Sabrina Ishimatsu, Event Coordinator, SPICE, for planning this webinar, and to Jonas Edman, Instructional Designer, SPICE, for moderating.

Related articles:

To Be a Bracero: Seeing Beyond Abuses

Reflecting on a Childhood Shaped by Immigration Policy

Last year, the Iranian Revolution of 1979 marked its 40th anniversary. In SPICE’s newest Scholars Corner video offering, “The Iranian Revolution,” Professor Abbas Milani discusses Iran and the Iranian Revolution, noting the influence of Iran regionally and in the United States, the significance and impact of the Iranian Revolution, and the Iranian Revolution’s causes and effects. He also emphasizes the fight for democracy throughout Iran’s history of revolutions and today.

In his lecture, Dr. Milani addresses several questions, including why Americans should be interested in Iran and the Iranian Revolution in the first place. Dr. Milani reflects, “I think we should learn about Iran, and we should teach about Iran because Iran is one of the oldest civilizations in the world. It was one of the earliest empires… If that’s not enough, Iran has been an absolutely essential part of the Middle East for the last century. Virtually everything that has happened in Iran has prefigured the developments in the region.” He continues by noting that “In the Cold War period, Iran was one of the staunchest allies of the United States. And since 1979, Iran has been one of the staunchest foes of the United States. So historically we need to understand Iran, and essentially we need to understand Iran if we are to understand what is happening in the Middle East and what has happened in the Middle East in the last 40 years.”

This video lecture was designed for high school and community college levels and is recommended for courses in world history, political science, and world affairs. An accompanying teacher’s guide includes activities that draw upon the content and perspectives from Dr. Milani’s lecture. The organizing questions that students are encouraged to consider are:

• What is a revolution?
• What were the successes and failures of the Iranian Revolution?
• How did the Iranian Revolution impact or contribute to events in the Middle East, the United States, and the world?
• How is the Iranian Revolution similar and different from other revolutions?
• What are some of the challenges of writing about a historical event like the Iranian Revolution?

Lastly, SPICE recommends that teachers and students examine the resources available at the Hamid and Christina Moghadam Program in Iranian Studies, which is directed by Dr. Milani. Also, SPICE encourages teachers and student to visit SPICE’s Scholars Corner webpage, which features many other videos of scholars affiliated with the Freeman Spogli Institute for International Studies (FSI) discussing contemporary issues and research in their fields of expertise.

Since 2016, SPICE has offered regional online courses to top high school students in Japan. The first regional course was offered to high school students in Tottori Prefecture. Since then, SPICE has increased its regional online course offerings to high school students in Hiroshima Prefecture, Kawasaki City, and Oita Prefecture. These courses present creative and innovative approaches to teaching Japanese high school students about U.S. society and culture and global themes. 

All four courses recently finished their 2019–20 term. The course instructors were most pleased with the achievement of their students and thus had an exceedingly difficult time choosing only two honorees for each course. This article provides a brief overview of each course and the naming of the student honorees.

Stanford e-Hiroshima
Given Hiroshima Prefecture’s historical ties with the United States, Stanford e-Hiroshima had special significance to the students and its Instructor Rylan Sekiguchi. Some of the course topics included Japanese immigration from Hiroshima to the United States, World War II, and the Honolulu-Hiroshima sister city relationship. Sekiguchi announced the honorees as follows:

Student Honoree: Ryoya Matsuyama
School: Hiroshima Prefectural Sera High School
Project Title: Ocean Acidification in Japan and the U.S.

Student Honoree: Karin Umeshita
School: Hiroshima Prefectural Hiroshima High School
Project Title: Survey of the Stanford Research Park as Industry-Academia Collaboration System

Stanford e-Kawasaki
Kawasaki City is a large industrial city in the greater Tokyo area with a population of approximately 1.5 million, making it Japan’s sixth most populous city. It is one of Japan’s most ethnically diverse cities. Many Japanese multinational companies are based in Kawasaki. Thus, Stanford e-Kawasaki’s main themes of entrepreneurship and diversity were familiar to students in concept, yet unfamiliar to their academic experience. Instructor Maiko Tamagawa Bacha announced the student honorees as follows:

Student Honoree: Shiori Makino
School: Tachibana High School
Project Title: Mindsets of Failure in American Comic Superheroes and Japanese Comic Superheroes 

Student Honoree: Yuki Nakata
School: Kawasaki High School
Project Title: The Role of Languages in a Diverse Society: The Case of Having an Official Language in a Company

Stanford e-Oita
Oita Prefecture, known for its hot springs, is located in the mountainous island of Kyushu. Having lived and taught on Kyushu for three years, Stanford e-Oita Instructor Kasumi Yamashita felt at home with her students. The focus of the course was the United Nations Sustainable Development Goals. Yamashita announced the honorees as follows:

Student Honoree: Hozuki Mori
School: Hita High School
Project Title: Education for Students Who Can’t Go to School

Student Honoree: Ken White
School: Oita Uenogaoka High School
Project Title: Immigration in Oita

Stanford e-Tottori
Tottori Prefecture is the least populous prefecture in Japan and is known for its seafood and nature, including its iconic sand dunes. The first kanji character of Tottori means “bird,” and Stanford e-Tottori Instructor Jonas Edman has helped his students gain a bird’s-eye view of U.S. society and culture with a focus on U.S.–Japan relations. Edman announced the honorees as follows:

Student Honoree: Mai Kageyama
School: Yonago Higashi High School
Project Title: Differences of Body Image Between Japan and the U.S.

Student Honoree: Yumeka Mizuno
School: Yonago Higashi High School
Project Title: Japanese Educational Issues and Their Solutions

The SPICE staff is looking forward to honoring these eight students at a ceremony at Stanford University on March 29, 2021. Each student will be given the opportunity to make a formal presentation in front of members of the Stanford community and the Consulate General of Japan in San Francisco.

SPICE also offers online courses to U.S. high school students on Japan (Reischauer Scholars Program), China (China Scholars Program), and Korea (Sejong Korea Scholars Program), and online courses to Chinese high school students on the United States (Stanford e-China Program) and to Japanese high school students on the United States and U.S.–Japan relations (Stanford e-Japan).

To stay informed of SPICE news, join our email list and follow us on Facebook, Twitter, and Instagram.

Related articles:

• Stanford e-Oita: Distance Learning Amid the Coronavirus Pandemic
• Stanford e-Kawasaki: Arches and Pillars of Support During an Unstable Time
• Stanford e-Tottori: Reflections
• Stanford e-Hiroshima, SPICE’s Newest Online Course for High School Students: Sharing Cranes Across the Pacific

The following is Part 2 of a two-article series on Stanford e-Oita. For Part 1, please go here. 

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. SPICE is grateful to Oita Prefectural Governor Katsusada Hirose whose vision made this course possible.

Note: The content of this publication has not been approved by the United Nations and does not reflect the views of the United Nations or its officials or Member States. 

Stanford e-Oita was launched in October 2019, soon after the Climate Action Summit at the United Nations. Over six million people marched in protest all over the world. It was another wake-up call to global warming. Swedish activist, Greta Thunberg’s UN speech on the environmental crisis addressed the world, but resonated with the youth in particular, who made up many of the 5000 protesters at rallies throughout Japan. A high school student herself, “Greta-san’s” UN address also spoke to high school students throughout Japan including those in the smallest of towns in Oita Prefecture.

With a population of a little over a million, Oita Prefecture is located in the lush and mountainous island of Kyushu. It’s known for its onsen (hot springs) which bubble with organic minerals from the rich, volcanic deposits below. Steam rises from onsen towns like Beppu City as well as neighboring Yufuin in Yufu City at the foothill of Mt. Yufu. Stanford e-Oita students are from 15 high schools in Oita Prefecture. They are from the southern towns of Tsukumi and Usuki, known for their stone Buddhas. They are from Nakatsu and Usa, home to the head Hachiman Shrine, along the northern coast. They also come from the historic cities of Hita and Taketa further inland.

My reflections on the course follow, interspersed with comments made by students in their online discussions, in their final presentations, or in evaluations that were used for assessment, collected by Mr. Keisuke Toyoda and Mr. Hironori Sano of the Oita Prefectural Board of Education. Both teachers attended my class as well as the four days of final student presentations.

This year’s inaugural cohort focused on U.S.–Japan relations, the United Nations Sustainable Development Goals (UNSDGs), and entrepreneurship. The six-month course ended in April 2020, just as the world began to lock down due to the COVID-19 pandemic.

To first- and second-year high school students, the 17 UNSDGs can seem broad and a bit intimidating, but my 30 Stanford e-Oita students reframed unfamiliar concepts like “Sustainable Cities” and “Responsible Consumption and Production” to more familiar terms such as “tourism” and “recycling,” and even “up-cycling.” They soon realized that not only do these issues reflect so much of the immediate world around them, these agendas are also interconnected with one another. It grew increasingly clear that each student has an impact on our environment. They also have the responsibility to sustain it whether they’re from Stockholm or Oita.

Oita’s selection to host the Rugby World Cup in October 2019, and its invitation of athletes from New Zealand, presented an opportunity to learn about UNSDGs in an unexpected way. While the international teams were warmly welcomed by Oita’s residents, their arrival may have stirred controversy had the local tourist association not loosened its age-old refusal of bathers with tattoos. While body-art is part of Maori cultural heritage and a source of pride and identity, in Japan, it is often affiliated with the underworld. Stanford e-Oita students used these current events to shift lines of sight and inquiry to have discussions on equity, inclusivity, and human rights.

Students identified one or more UNSDGs that resonated with their concerns and personal experiences whether it was the flooding of their neighborhood due to climate change, the rising aging population of their hometown, or the arrival of foreign residents in their communities. For their final presentations, students pitched their ideas on how they would tackle particular social or environmental challenges. They had five minutes to present 10 PowerPoint slides, in English.

Sustainable Cities and Communities
“Sustainable Cities and Communities” must have been the most popular UNSDG among students. This was not surprising considering Oita’s recognition as a major travel destination for onsen. When exploring “Sustainable Cities,” students wondered how onsen culture and tourism could be re-imagined to appeal to, and be accessible to more diverse audiences including teens, young professionals, international visitors, and the LGBT (lesbian, gay, bisexual, and transgender) community.

Stanford e-Oita student Koyomi envisioned a multilingual travel app linking travel agencies, inns, transportation, and tourist destinations, allowing visitors to explore sites and accessibility in real time. Nao looked at ways to address issues common in many regional towns such as population stagnation, vacant housing, and school closings. She suggested launching an interactive website to revitalize interest in historical sites and make regional festivals appealing to youth. Moe thought that historical sites could even be refreshed using “retro” designs and images.

Affordable and Clean Energy
Yuri approached onsen from a different, environmental angle. In her final presentation, she showed us how the onsen steam can harness renewable geo-thermal energy. Unlike nuclear plants, geo-thermal power plants harness energy from turbines, powered by steam, produced by water, and heated by seismic activity.

Nao described the “Heat Island” phenomenon in Japan: cities in urban areas are warmer than nearby rural areas, having the potential to raise the temperature of urban areas by several degrees, enough to affect weather patterns. One way to counter this effect would be to develop innovative and environmental “green roof” buildings.

Airi commented, “Before, I thought that onsen were just a source of tourism but onsen can also be thought of as renewable energy. It’s amazing that onsen can have many uses. We need to preserve this wonderful culture in Oita!” Students recognized that their neighborhoods, whether they lived in the city or in remote towns, were rich in resources and stories. 

Quality Education
Next, Stanford e-Oita students approached the UNSDG, “Quality Education.” Rather than focusing on the social and educational services for students already enrolled in schools, students looked at the potential educational needs of working, foreign students and their families, as well as foreigners who want to permanently relocate to Oita to work. Ken hoped to see laws enacted to provide these permanent immigrants with voting rights so they can become more empowered and contribute to Japanese society.

Kohaku proposed a cultural school for foreigners that would allow them to attend night classes, online. This would offer those working during the day with a chance to build up their language skills while simultaneously learn about Japanese culture and history. Proposals like this touch on education, gender, and economic growth, showing the inter-connectedness of UNSDGs. 

Hozuki supported online classes for non-traditional students who need flexible learning options. She also welcomed this option for youth who resist attending school due to bullying, domestic abuse, or a family’s financial insecurity. Hozuki added, “It would create a ‘safe space’ for them.”

Gender Equality
“International Coming Out Day” on October 11th is another “safe space” for individuals wanting to reach out to their communities for support and self-empowerment. Manaka pointed to specific “gender free” and “barrier-free” spaces that provide daredemo toire (the “anyone toilet”). Acknowledgment of “safe spaces” like these reduces the harassment and violence that many LGBT communities face.

Zero Hunger/Clean Water and Sanitation
Ayami pointed to the importance of promoting local foods and labeling it for transparency and accountability. Amiko suggested the creation of “Oita Care Packages” that would simultaneously promote local food to other regions of Japan and minimize food waste.

Asako made sure to add that the production of food also involved aquaculture. Honoka and Yuri noted that the management of these marine resources should begin with measures countering pollution.

Amika, who gave a presentation on tackling food waste using an app, commented, “I realized that there was something that even young people can do.” When asked how she would finance the development of her app, she replied with confidence, “Oh, I’ll just crowdfund!” Technology and social media have made it easier for students to collaborate and share ideas. This is certainly the case for tech-savvy high school students.

Conclusion
Big social change can come from individuals in small and remote towns. Stanford e-Oita students have shown that their hometowns in Oita offer fascinating contexts to begin conversations on sustainability. Students have gained a deeper appreciation of local natural resources, cultural traditions, and historical sites. They also gained a sense that they, too, can contribute to social change right from their own backyards. Yuzu noted, “What I enjoyed most about the final presentations was that I was able to get to know ‘Oita’ from different perspectives.”

Now, better equipped with the confidence to discuss their ideas and speak up about their local and global concerns, e-Oita students may feel a step closer to even internationally recognized activists like fellow teen Greta Thunberg. If the UNSDGs represent our world’s commitment to building a better world for people by 2030, then Stanford e-Oita students would be the perfect Gen Zers to stand alongside Greta to do just that. 

Acknowledgements
SPICE provided me with an opportunity to invite artists, activists, researchers, and entrepreneurs (including several Stanford alumni) to share their personal and professional stories with students over Zoom. Their openness to address questions put Stanford e-Oita students at ease, allowing them to take a bold step out of their comfort zones and engage. I’d like to thank the following individuals for their collaborative spirit and generosity:

Gary Mukai
Director, Stanford Program on International and Cross-Cultural Education (SPICE)

Michelle Kumata
Artist and Former Exhibition Director, Wing Luke Museum of the Asian Pacific American Experience

Jan Johnson
Owner, Panama Hotel [National Historic Landmark] in Seattle's Nihonmachi (Japantown)

Glenda Pearson
President, Friends of Mukai Farm & Garden [National Register of Historic Places]

The Honorable Norman Mineta
Former U.S. Secretary of Commerce and Transportation

Xiao Wang
CEO, Co-Founder, Boundless Immigration

Sara Daniels
CEO, Co-Founder, Blue Canoe Learning

Jonathan Poli
Product Design Engineer, Seattle Children's Hospital

SPICE also offers online courses to U.S. high school students on Japan (Reischauer Scholars Program), China (China Scholars Program), and Korea (Sejong Korea Scholars Program), and online courses to Chinese high school students on the United States (Stanford e-China Program) and to Japanese high school students on the United States and U.S.–Japan relations (Stanford e-Japan Program). 

To stay informed of SPICE news, join our email list and follow us on Facebook, Twitter, and Instagram.

Related articles:

• Stanford e-Oita: Distance Learning Amid the Coronavirus Pandemic
• SPICE/FSI Serves as Stanford University Host of the California-Japan Governors’ Symposium
• Announcing Stanford e-Oita, a New Online Course for High School Students in Oita Prefecture, Japan

Applications are open for the China Scholars Program, an intensive, college-level online course on contemporary China for U.S. high school students. The China Scholars Program is offered by the Stanford Program on International and Cross-Cultural Education (SPICE), Stanford University, and is open to rising 10th, 11th, and 12th graders. The Fall 2020 online course will run from late August through December. Applications are due June 15, 2020.

Stanford University China Scholars Program for high school students
Fall 2020 session (late August through December)
Application period: April 25 to June 15, 2020
 

Accepted applicants will engage in a rigorous academic exploration of key issues in China, spanning politics, economics, social issues, culture, and the arts, with an emphasis on the relationship between the United States and China. In real-time conversations with leading scholars, experts, and diplomats from Stanford University and other institutions, participants will be exposed to the cutting edge of U.S.–China relations and scholarship. Students who complete the online course will be equipped with a rare degree of expertise about China and international relations that may have a significant impact on their choice of study and future career.

As in previous sessions of the China Scholars Program, the Fall 2020 cohort will comprise high school students from across the United States. Participants in the current cohort represent states across the nation, including California, Florida, Georgia, Illinois, Michigan, Missouri, Nebraska, New Jersey, New York, and Washington.

The immense diversity of student backgrounds and experiences within each online course allows for an especially rich exchange of ideas and perspectives among the young scholars—a crucial and invaluable component of the learning experience.

“Learning from Stanford’s knowledgeable East Asian studies experts remains one of my most formative educational experiences,” noted Rebecca Qiu, an alum of the program now at Tufts University. She continued, “Synchronous live lectures and lively discussion boards allowed me to learn from our professors and students alike, facilitating tremendous academic growth.”

More information on the China Scholars Program is available at http://chinascholars.org. Interested high school students can apply now at https://spicestanford.smapply.io/prog/china_scholars_program/. The deadline to apply is June 15, 2020.

To be notified when the next China Scholars Program application period opens, join our email list or follow us on Facebook, Twitter, and Instagram.

The China Scholars Program is one of several online courses for high school students offered by SPICE, Stanford University, including the Reischauer Scholars Program (on Japan), the Sejong Korea Scholars Program, the Stanford e-Japan Program (on U.S. society, offered to high school students in Japan), and the Stanford e-China Program (on technologies changing the world to high school students in China).

Related article:

• The China Scholars Program: Continuing a 45-year tradition of bridging Stanford and schools

The following is Part 2 of a two-article series on facilitating cross-cultural online learning. For Part 1, please go here.

Last month, I shared my reflections on a March 20, 2020 virtual class (VC) session that SPICE facilitated for high school students in Japan and the United States to engage in a cross-cultural online exchange. This online discussion engaged my U.S.-based students of the 2020 Reischauer Scholars Program and Waka Brown’s Japan-based students of the Spring 2020 Stanford e-Japan Program in a Zoom session, during which they talked and learned with and from one another on a range of topics, including the impact of COVID-19 within their respective communities.

During the main portion of the session, the 45 students were divided into six small breakout rooms to engage in 40 minutes of discussion. Each group had a designated volunteer student moderator and a notetaker/reporter; the latter was asked to share the key points of discussion from his or her small group when we reconvened towards the end of the 90-minute VC. All discussions were conducted in English, with the exception of one group, which was designated as a bilingual space for students who felt comfortable conversing in both English and Japanese.

Since this was the 2020 students’ first opportunity to meet (another joint VC on comparative education took place on April 10), we felt it important to preface the session by setting a few ground rules for discussion. Communication styles and norms—particularly in group settings—tend to be quite different in Japan and the United States. We have found it helpful, for example, to address these differences up-front to alleviate potential cross-cultural misunderstandings.

For assessment purposes, we also asked students to send feedback on their experiences in the session. Some of their comments are included below as we turn to the student perspectives on what they experienced in this joint online discussion. More specific points from our observations and students’ feedback fall into five areas.

First, the session provided a platform for students to talk openly about the COVID-19 pandemic and also to learn about perspectives from another country. Risako of Stanford e-Japan reflected, “I could … learn about the way American students perceive political issues and coronavirus through an absorbing discussion and was surprised to discover that their perspectives were much more similar to Japanese students than I had expected.” Alika of the RSP noted, “It was really interesting to me to see how different countries are coping with the virus. I was pretty surprised to hear that many Japanese people still use public transport/eat out at restaurants and go on with their daily lives in the face of the global pandemic.” She continued, “I think some of the e-Japan students were also surprised to hear that California has a ‘6 feet apart’ rule and that many restaurants have closed as a precaution.” Yasuyuki from Japan added, “It’s not difficult to look up the news to find out about what’s going on in America, but living in Japan, you hardly ever get the chance to talk with people in America and hear from the horse’s mouth.”

Second, the session underscored the importance of empathy at times like this. Kristie from the RSP commented, “I always enjoy finding commonalities between me and others, and I think our shared experiences with the coronavirus really allowed us to connect and understand one another. I think the most important thing I will take away from this experience is that youth in Japan and America are really no different—despite our varied experiences and interests we were able to communicate about issues facing our countries and relate to one another on a deeper level.” Similarly, Yuna of Stanford e-Japan noted, “Since I have had only [a] few opportunities to interact with American high schoolers, it was a precious time for me. It was wonderful especially because we both were interested in each other. Talking ... with them made me realize how [thin] the border between our minds actually are. We were, after all, just friends.”

Third, the session prompted students to reexamine their own culture. For example, Hiromu of Stanford e-Japan noted, “I feel very pleased to have such a wonderful opportunity to teach them [the RSP students about Japanese language] and, simultaneously, however, recognized how I lack information about Japanese culture. I think this integrated meeting is vital in that it provides us opportunities for looking back on our culture and broaden[ing] our narrow-minded thoughts.” Jin of the RSP added, “What’s more, they [the Stanford e-Japan students] all spoke fluent English. This made me reflect on the world languages education in the U.S. I think the U.S. should incorporate more global studies (both language and culture) in the education system. America-centric curriculum will cause the younger generation to lose a global vision, and become unaware of Japan as a major political and economic ally in East Asia.”

Fourth, the session shed light upon how diverse both countries are. Jin of the RSP noted, “I’ve always thought that Japan has a rather homogeneous population, but talking to e-Japan students has given me a new perspective on Japanese society. I encountered a student from Myanmar who is living in Japan currently, a Japanese student who used to live in NYC for four years, and a student from Singapore who has been studying abroad in Europe for a couple years.” Rinako of Stanford e-Japan reflected, “Up until now, even when I had the chance to communicate with people outside of Japan, it was usually done in English. However, this time, all three of the Reischauer Scholar students [in her small group] spoke fluent Japanese which made me very happy as we were able to use both English and Japanese.”

Fifth, we came to realize how invaluable international and cross-cultural dialog—especially during times of crisis—can be for students. Having a session during such an unprecedented time seemed to add special significance to the experience. Brandon of the RSP noted, “Overall, it was an extremely memorable discussion, and I hope that we can continue this kind of online cross-cultural connection throughout the rest of the program.” Many Stanford e-Japan students like Fuka also reflected upon the opportunity to discuss critical topics like the coronavirus at this time. She noted, “It gave me a chance to think about familiar issues not just with people of my own country but with people from all kinds of backgrounds.”

Students are among those most acutely experiencing the direct impact of this global pandemic. As they look into the future with confusion and uncertainty about their educational prospects and options, our students seemed to find comfort in this opportunity to connect with their like-minded peers across the Pacific. As they reflected upon their differences, they deepened their understanding of one another and forged what I hope become lasting friendships.

For more information about the Reischauer Scholars Program or the Stanford e-Japan Program, please visit our programs’ webpages at reischauerscholars.org and stanfordejapan.org. SPICE also offers other online courses to U.S. high school students on China (China Scholars Program) and Korea (Sejong Korea Scholars Program), and an online course to Chinese high school students on the United States (Stanford e-China Program).

To stay informed of SPICE news, join our email list and follow us on Facebook, Twitter, and Instagram.

Related articles:

• Bridging “Social Distancing” Across the Pacific: 6 Tips for Facilitating Cross-Cultural Online Learning
• SPICE’s Stanford e-Japan Instructor Waka Takahashi Brown Honored with the Elgin Heinz Outstanding Teacher Award
• Stanford e-Japan: My Window to the Wider World
• Honoring High School Students from Japan and the United States: A Glow for Global Peace
• The RSP: A Stepping Stone in My Journey with Japan
• Yanai Tadashi Foundation and SPICE/Stanford University

The following is Part 1 of a two-article series. For Part 2, please go here.

Stanford e-Oita is an online course for high school students throughout 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. SPICE is grateful to Oita Prefectural Governor Katsusada Hirose whose vision made this course possible. 

Social media posts, video-conference invites, and webinar notifications flood our inboxes ever since COVID-19 drove traditional classroom instruction online. Distance learning has gone mainstream.

While distance learning may never replace traditional classroom instruction, it’s certainly transforming how we teach, learn, and behave. Amid the coronavirus pandemic, 30 Stanford e-Oita students in Japan—on the other end of my virtual classroom—showed me what distance learning can offer: a greater appreciation of where we live, renewed cross-cultural perspectives, and a chance to enhance one’s communication skills in a foreign language without a textbook, classroom, or a trip overseas.

Students from 15 high schools throughout Oita Prefecture—from the capital city of Oita to the tiny island of Hotojima—logged onto their laptops, tablets, and smart phones on Saturday mornings for my bi-weekly distance learning class. It’s a course offered to highly motivated students with a certain proficiency in English. They could attend a class as if they were in Palo Alto without ever having to leave their tatami-mat living rooms.

Stanford e-Oita focuses on three areas: U.S.–Japan relations, United Nations Sustainable Development Goals (UNSDGs), and entrepreneurship. These are the collective objectives of SPICE, the Oita Prefectural Board of Education, and Oita’s Governor Hirose. For six months, I explored their intersections with my students.

I designed a course curriculum that engages students to think critically about global issues, empowers them to take pride in their hometowns, and encourages them to give back to their communities. We took what’s happening in the world and made it relevant to their daily lives in Oita. Students took this a step further by exploring issues that were personally meaningful.

Students worked individually and collaboratively through guided group discussions, submitted written assignments, developed research projects, watched documentary films, and prepared multi-media slideshows as part of their final presentations—all in English. I also created virtual experiential learning opportunities for students by introducing them to guest speakers via Zoom. In the pre-COVID-19 days, I took students along with me on fieldtrips to National Historic Sites in Seattle’s International District and visited social activists on Vashon Island, Washington.

Stanford e-Oita is taught in English, but it is not an English language course. I offer my students a chance to become confident in English, competent in critical thinking, and fluent in accessing the technologies of a digital classroom. We use online platforms like Zoom and Canvas and take advantage of discussion boards, breakout sessions, and other digital tools which are not often used in Japanese schools.

In order to ensure access and equity, students who did not have access to a computer or Wifi were able to return to their schools on Saturday mornings to take the class in the computer labs. Most students worked on tablets (some used smartphones) and grew accustomed to the online format within a few weeks. For the most part, e-Oita students were excited and open to technology enabled learning. One student noted, “For me, using Zoom in this new style of class is really refreshing. Students are scattered all over Oita and you’re in America but we’re all communicating through my tablet. It’s so cool!”

Getting Japanese students on board Stanford’s rigorous distance learning program, in a foreign language, was a challenge at first. In fact, the learning curve was steep for all of us. I taught my students the word “troubleshoot” early on and walked them through online setting changes to video presentation uploads.
 

Here are some lessons learned:

Distance learning provides learning opportunities for students in less accessible communities—in rural towns or islands—where traditional classrooms are unable to serve.

Distance learning allows students to re-invent themselves with a new audience, with people you have never met.

Distance learning can create an informality that breaks down the wall between teachers and students and makes their relationship less hierarchical. This is a new experience for students from Japan.

Distance learning allows instructors to invite speakers whose participation is not limited by geography, departmental budgets, disabilities, or availability of a considerable amount of time. All they need is a quiet corner, a laptop with Wifi, and a time commitment of 30 minutes to an hour.   

Section Manager Hironori Sano and Teachers’ Consultant Keisuke Toyoda of the Global Education Acceleration Project Team (High School Education Division) of the Oita Prefectural Board of Education, reflected, “The most amazing thing is seeing how our students developed through the program. They have acquired five important skills: (1) the ability to cooperate with people around them; (2) the ability to state their ideas; (3) knowledge of Japan and Oita; (4) the confidence to communicate in English; and (5) the confidence to make a contribution in the world.”

Kasumi Yamashita

In part two of this series, I will focus on Stanford e-Oita’s priorities (United Nations Sustainable Development Goals), guest speakers, final student presentations, and assessment.

SPICE also offers online courses to U.S. high school students on Japan (Reischauer Scholars Program), China (China Scholars Program), and Korea (Sejong Korea Scholars Program), and online courses to Chinese high school students on the United States (Stanford e-China Program) and to Japanese high school students on the United States and U.S.–Japan relations (Stanford e-Japan). 

To stay informed of SPICE news, join our email list and follow us on Facebook, Twitter, and Instagram.

Related articles:

• Announcing Stanford e-Oita, a New Online Course for High School Students in Oita Prefecture, Japan
• SPICE/FSI Serves as Stanford University Host of the California-Japan Governors’ Symposium