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Kasumi Yamashita is an Instructor for the Stanford Program on International and Cross-Cultural Education (SPICE), currently teaching an online course for high school students in Oita Prefecture, Japan, called Stanford e-Oita. Kasumi’s academic interests are in cultural anthropology, international education, and language technologies, and her research focuses on the Japanese diaspora in the United States and Latin America. While conducting fieldwork for her PhD in Anthropology at Harvard University, she spent a year at the University of São Paulo, as a Fulbright Scholar. She explored narrations of memory and migration, and community involvement in the emergence of Japanese diaspora museums throughout Brazil, including the Museu Histórico da Imigração Japonesa no Brasil (Historical Museum of Japanese Immigration to Brazil). Kasumi researched Nikkei Latin American communities in Japan while at Hitotsubashi University on a Japanese government scholarship. She earned an AM in Regional Studies–East Asia from Harvard University.
Kasumi received a BS in Studio Art from New York University. She was a University Scholar and spent her junior year in Spain at the Instituto Internacional in Madrid. After graduating from NYU, she taught English as an Assistant Language Teacher (ALT) and later worked as a Coordinator for International Relations (CIR) on the Japan Exchange and Teaching (JET) Program. As a CIR at Yukuhashi City Hall, Fukuoka Prefecture, she founded a Japan–U.S. student and teacher exchange program between middle schools in Yukuhashi City and the Grace Church School in New York. More than 500 students and teachers from the United States and Japan have participated in the program since she launched it in 1994. That year, she published a book of essays chronicling her experiences as a Japanese American woman in a small Japanese town, Kasumi no Yukuhashi Nikki (Kaichosha Press).
In New York, she served as a member of the local staff of the Permanent Mission of Japan to the United Nations under the leadership of Ambassador Hisashi Owada. She also served on the Executive Committee of the Convención Panamericana Nikkei (COPANI XI) in New York and has been involved in past conferences across the Americas, most recently COPANI XX in San Francisco (CA) in 2019.
Kasumi also teaches and develops web-based curricula for the Translation and Interpretation Program at Bellevue College (WA). Kasumi frequently interprets for Japanese delegations in various fields (including education, technology, international relations, film, art, and museums) and serves on the Board of the Japanese Cultural and Community Center of Washington (JCCCW).
Immigration and Integration: Current Research
Cuéllar looks back on leading FSI
For 14 years, Mariano-Florentino Cuéllar has been a tireless Stanford professor who has strengthened the fabric of university’s interdisciplinary nature. Joining the faculty at Stanford Law School in 2001, Cuéllar soon found a second home for himself at the Freeman Spogli for International Studies. He held various leadership roles throughout the institute for several years – including serving as co-director of the Center for International Security and Cooperation. He took the helm of FSI as the institute’s director in 2013, and oversaw a tremendous expansion of faculty, research activity and student engagement.
An expert in administrative law, criminal law, international law, and executive power and legislation, Cuéllar is now taking on a new role. He leaves Stanford this month to serve as justice of the California Supreme Court and will be succeeded at FSI by Michael McFaul on Jan. 5.
As the academic quarter comes to a close, Cuéllar took some time to discuss his achievements at FSI and the institute’s role on campus. And his 2014 Annual Letter and Report can be read here.
You’ve had an active 20 months as FSI’s director. But what do you feel are your major accomplishments?
We started with a superb faculty and made it even stronger. We hired six new faculty members in areas ranging from health and drug policy to nuclear security to governance. We also strengthened our capacity to generate rigorous research on key global issues, including nuclear security, global poverty, cybersecurity, and health policy. Second, we developed our focus on teaching and education. Our new International Policy Implementation Lab brings faculty and students together to work on applied projects, like reducing air pollution in Bangladesh, and improving opportunities for rural schoolchildren in China. We renewed FSI's focus on the Ford Dorsey Program in International Policy Studies, adding faculty and fellowships, and launched a new Stanford Global Student Fellows program to give Stanford students global experiences through research opportunities. Third, we bolstered FSI's core infrastructure to support research and education, by improving the Institute's financial position and moving forward with plans to enhance the Encina complex that houses FSI.
Finally, we forged strong partnerships with critical allies across campus. The Graduate School of Business is our partner on a campus-wide Global Development and Poverty Initiative supporting new research to mitigate global poverty. We've also worked with the Law School and the School of Engineering to help launch the new Stanford Cyber Initiative with $15 million in funding from the Hewlett Foundation. We are engaging more faculty with new health policy working groups launched with the School of Medicine and an international and comparative education venture with the Graduate School of Education.
Those partnerships speak very strongly to the interdisciplinary nature of Stanford and FSI. How do these relationships reflect FSI's goals?
The genius of Stanford has been its investment in interdisciplinary institutions. FSI is one of the largest. We should be judged not only by what we do within our four walls, but by what activity we catalyze and support across campus. With the business school, we've launched the initiative to support research on global poverty across the university. This is a part of the SEED initiative of the business school and it is very complementary to our priorities on researching and understanding global poverty and how to alleviate. It's brought together researchers from the business school, from FSI, from the medical school, and from the economics department.
Another example would be our health policy working groups with the School of Medicine. Here, we're leveraging FSI’s Center for Health Policy, which is a great joint venture and allows us to convene people who are interested in the implementation of healthcare reforms and compare the perspective and on why lifesaving interventions are not implemented in developing countries and how we can better manage biosecurity risks. These working groups are a forum for people to understand each other's research agendas, to collaborate on seeking funding and to engage students.
I could tell a similar story about our Mexico Initiative. We organize these groups so that they cut across generations of scholars so that they engage people who are experienced researchers but also new fellows, who are developing their own agenda for their careers. Sometimes it takes resources, sometimes it takes the engagement of people, but often what we've found at FSI is that by working together with some of our partners across the university, we have a more lasting impact.
Looking at a growing spectrum of global challenges, where would you like to see FSI increase its attention?
FSI's faculty, students, staff, and space represent a unique resource to engage Stanford in taking on challenges like global hunger, infectious disease, forced migration, and weak institutions. The key breakthrough for FSI has been growing from its roots in international relations, geopolitics, and security to focusing on shared global challenges, of which four are at the core of our work: security, governance, international development, and health.
These issues cross borders. They are not the concern of any one country.
Geopolitics remain important to the institute, and some critical and important work is going on at the Center for International Security and Cooperation to help us manage the threat of nuclear proliferation, for example. But even nuclear proliferation is an example of how the transnational issues cut across the international divide. Norms about law, the capacity of transnational criminal networks, smuggling rings, the use of information technology, cybersecurity threats – all of these factors can affect even a traditional geopolitical issue like nuclear proliferation.
So I can see a research and education agenda focused on evolving transnational pressures that will affect humanity in years to come. How a child fares when she is growing up in Africa will depend at least as much on these shared global challenges involving hunger and poverty, health, security, the role of information technology and humanity as they will on traditional relations between governments, for instance.
What are some concrete achievements that demonstrate how FSI has helped create an environment for policy decisions to be better understood and implemented?
We forged a productive collaboration with the U.N. High Commissioner for Refugees through a project on refugee settlements that convened architects, Stanford researchers, students and experienced humanitarian responders to improve the design of settlements that house refugees and are supposed to meet their human needs. That is now an ongoing effort at the UN Refugee Agency, which has also benefited from collaboration with us on data visualization and internship for Stanford students.
Our faculty and fellows continue the Institute's longstanding research to improve security and educate policymakers. We sometimes play a role in Track II diplomacy on sensitive issues involving global security – including in South Asia and Northeast Asia. Together with Hoover, We convened a first-ever cyber bootcamp to help legislative staff understand the Internet and its vulnerabilities. We have researchers who are in regular contact with policymakers working on understanding how governance failures can affect the world's ability to meet pressing health challenges, including infectious diseases, such as Ebola.
On issues of economic policy and development, our faculty convened a summit of Japanese prefectural officials work with the private sector to understand strategies to develop the Japanese economy.
And we continued educating the next generation of leaders on global issues through the Draper Hills summer fellows program and our honors programs in security and in democracy and the rule of law.
How do you see FSI’s role as one of Stanford’s independent laboratories?
It's important to recognize that FSI's growth comes at particularly interesting time in the history of higher education – where universities are under pressure, where the question of how best to advance human knowledge is a very hotly debated question, where universities are diverging from each other in some ways and where we all have to ask ourselves how best to be faithful to our mission but to innovate. And in that respect, FSI is a laboratory. It is an experimental venture that can help us to understand how a university like Stanford can organize itself to advance the mission of many units, that's the partnership point, but to do so in a somewhat different way with a deep engagement to practicality and to the current challenges facing the world without abandoning a similarly deep commitment to theory, empirical investigation, and rigorous scholarship.
What have you learned from your time at Stanford and as director of FSI that will inform and influence how you approach your role on the state’s highest court?
Universities play an essential role in human wellbeing because they help us advance knowledge and prepare leaders for a difficult world. To do this, universities need to be islands of integrity, they need to be engaged enough with the outside world to understand it but removed enough from it to keep to the special rules that are necessary to advance the university's mission.
Some of these challenges are also reflected in the role of courts. They also need to be islands of integrity in a tumultuous world, and they require fidelity to high standards to protect the rights of the public and to implement laws fairly and equally.
This takes constant vigilance, commitment to principle, and a practical understanding of how the world works. It takes a combination of humility and determination. It requires listening carefully, it requires being decisive and it requires understanding that when it's part of a journey that allows for discovery but also requires deep understanding of the past.
Immigration to the United States: Activities for Elementary School Classrooms
Introduction to Sovereignty: A Case Study of Taiwan
An Introduction to Sovereignty: A Case Study of Taiwan examines the key issue of sovereignty and provides an in-depth look at the unique status of Taiwan among the nations of the world.
This curriculum unit introduces students to the concept of political geography. Interactive activities introduce Europe's principal physical features, major cities, and climate. Special attention is devoted to the development of the European Union over time.