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Aylie Guyodo Oyama
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The following reflection is a guest post written by Aylie Guyodo Oyama, an alumna and honoree of the Fall 2023 Stanford e-Entrepreneurship Japan Program. Aylie is a disability rights advocate and is currently a student at the British School in Tokyo, Japan.

I am beyond thrilled to pen down my thoughts and gratitude for the incredible learning opportunity I’ve had during the Stanford e-Entrepreneurship Japan (SeEJ) program. My experience has been nothing short of amazing, from the instructors and my fellow classmates to our guest speakers, the teaching methods, and more. All of these elements made my educational journey such an inspiring and meaningful one.

I first joined the program with the aim of deepening my understanding of the world’s issues that have both global and local significance in our lives through the lens of an entrepreneur. It far exceeded my expectations. I learned that the term social is inextricably linked with the concept of entrepreneurship. Most importantly, I developed a sense of global citizenship and responsibility, which has changed the way I see the world and approach different perspectives and solutions. It helped me appreciate how vital it is to live in alignment with what matters most to us as a person, as a member of our community, and as a responsible global citizen. I learned that entrepreneurship is about what you are passionate about in helping others and bringing about positive change. It means recognizing the interconnectedness of our actions with the well-being of communities, the environment, and society at large. This program has instilled in me the importance of ethical decision-making, sustainability, and the pursuit of ventures that prioritize positive contributions to the world and in others’ lives.

The course aligned perfectly with my passion for helping others. Being a disability advocate is something I’m very passionate about. I chose to share my experience of living with a non-apparent disability in the hope that it will help others. I was an aspiring ballet dancer for as long as I can remember. A few years ago, however, I sustained a severe injury, making me rely on a wheelchair and leaving me with a lasting disability. Accessibility became a significant struggle for me. It really changed me completely as a person. This challenging experience provided me with a glimpse into the reality faced by disabled individuals and broadened my perspectives on attitudes and approaches to issues related to disability.

I am therefore on a mission to make a positive impact, foster understanding, support those facing adversity, and improve the lives of disabled individuals for the better. I hope to raise awareness and help flip the narrative toward viewing disability as ability and seeing people with disabilities as contributors to society.

My individual research paper, which is a major component of the SeEJ program, explored disability inclusion and particularly inclusive entrepreneurship as one possible solution and a key pathway to providing equal opportunities and participation for people with disabilities. I am also a big believer in the power of technology and innovation, especially disability tech, and I believe that social innovation can really transform people’s lives, particularly by improving accessibility and social inclusion. This was the central theme of the final group project that my classmates and I chose to work on. We had a lot of fun working as a team to come up with our vision for a more inclusive future and pitch our cutting-edge assistive technology prototype to “investors” to empower the community of visually impaired and blind people and provide them with newfound independence, safety, and confidence in navigating the world.

With the deep opportunities that the SeEJ program has given us, I have come to greatly appreciate the individuality and diversity of others. Working with people of different backgrounds helps to foster deeper interpersonal understanding and collaboration and creates conditions that are conducive to creativity.

Moreover, I really enjoyed the different workshops and group projects, as they were highly interactive and engaging. The step-by-step human-centered design thinking process was such an eye-opener for me. I realized how empathy and collaboration are critical in the process of understanding and meeting the needs of others, as well as prototyping, testing, and getting constant feedback to improve your solutions.

Overall, I am leaving the program with so many powerful insights and a determination to apply those valuable takeaways on my ongoing path to achieving my goals and dreams and growing as a person. One of my favorite inspiring quotes was from Sukemasa Kabayama, one of our guest speakers and co-founder and CEO of Uplift, who gave us this advice: “Be comfortable with the uncomfortable so that we see life as more interesting and richer!” If this resonates with you like it did with me, I enthusiastically recommend the Stanford e-Entrepreneurship Japan program!

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Stanford e-Entrepreneurship Japan: Fostering Innovative Ways to Address Social Issues

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High school student Aylie Guyodo Oyama reflects on her transformative educational experience in Stanford e-Entrepreneurship Japan, and on connecting entrepreneurship with her passion for helping others.

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Webinar recording: https://youtu.be/OuqgZCnXyo4 

When the U.S. government incarcerated over 120,000 people of Japanese descent during World War II (most of whom were U.S. citizens), Japanese Americans struggled to find a sense of normalcy behind the barbed wire. For some, this was achieved by playing baseball. 

Using baseball as a lens to explore the history of Japanese Americans and the U.S.–Japan relationship, this webinar offers K–12 educators a virtual tour of “Baseball’s Bridge to the Pacific,” a special exhibit currently on display at Dodger Stadium. The tour will be led by Kerry Yo Nakagawa, the founder and director of the Nisei Baseball Research Project (NBRP). The exhibit celebrates the 150th anniversary of U.S.–Japan diplomacy (1872–2022) and chronicles the introduction and development of baseball in Japan since the early 1870s. The exhibit’s photos, memorabilia, and artifacts offer a unique glimpse into key milestones of Japanese and Japanese Americans in baseball over the past 150 years. 

Join Nakagawa as he brings the legacy of Japanese Americans and baseball to life, live from Dodger Stadium! Attendees will receive a PDF of free curriculum materials on teaching about baseball and Japanese American incarceration, developed by SPICE and NBRP for high school and community college teachers.

This webinar is sponsored by the Stanford Program on International and Cross-Cultural Education (SPICE), the Nisei Baseball Research Project (NBRP), the National Consortium for Teaching about Asia (NCTA), and the USC U.S.-China Institute.

Kerry Yo Nakagawa is the author of "Through a Diamond: 100 Years of Japanese American Baseball." He is the founder and director of the non-profit Nisei Baseball Research Project (NBRP) and curator of “Diamonds in the Rough: Japanese Americans in Baseball,” an exhibition that was displayed at the Japanese American National Museum in 2000. He is also a consultant to the prestigious Baseball Hall of Fame tour entitled “Baseball in America” and an independent producer/filmmaker, actor, researcher, and writer.
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Naomi Funahashi

Online via Zoom.

Kerry Yo Nakagawa Founder and Director Nisei Baseball Research Project
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The update below also appears on SPICE’s Diversity, Equity, and Inclusion page, where we post periodic updates about SPICE’s DEI-focused work.


SPICE serves as a bridge between FSI and K–12 schools and community colleges. As noted in fall 2020, the SPICE staff has agreed to do more to help move our local community, nation, and the world to achieve racial justice. SPICE works in three areas: (1) curriculum development; (2) teacher professional development; and (3) online course offerings. Below are a few recent efforts that SPICE has made with the goal of achieving racial justice.

Curriculum: SPICE launched an interactive website called “What Does It Mean to Be an American?” in 2020. It focuses on topics like civil liberties & equity, civic engagement, and justice & reconciliation and includes videos called “What Does It Mean to Be a Young Black Man in America?” and “What It Means to Be Muslim American.” Student reflections on the website continued to be featured in articles on March 16, 2021, May 18, 2021, and July 20, 2021. This article series will continue in 2021.

SPICE is collaborating with the Center for International Security and Cooperation (CISAC) to introduce underrepresented minority high school students to issues in international security and increase awareness of career opportunities available in international security.

Teacher Professional Development: Given the pandemic, SPICE has transitioned its teacher professional development seminars to online webinars.

SPICE worked with community college educators who participated in the Education Partnership for Internationalizing Curriculum (EPIC) program of Stanford Global Studies. On May 22, 2021, SGS hosted the 2021 EPIC Symposium and SPICE staff moderated two panels.

SPICE offered a webinar, “Indigenous Voices: Educational Perspectives from Navajo, Native Hawaiian, and Ainu Scholars in the Diaspora,” for teachers on June 18, 2021.

From June 28 to July 1, 2021, SPICE hosted a summer institute for middle school teachers that focused on East Asia and the Asian American experience. From July 26 to July 30, 2021, SPICE hosted a similar summer institute for high school teachers. Teachers from 20 states attended the seminars as well as teachers from China and Canada.

Online Course Offerings: SPICE currently offers three courses (on China, Japan, and Korea) for high school students in the United States and courses for students in Japan and China. SPICE seeks to broaden its offerings in the United States.

SPICE pledges to continue to do the following:

  • In its recruitment of students for SPICE’s online classes, we will redouble our efforts to recruit from diverse areas throughout the United States.
  • SPICE will seek to increase the diversity of the teachers who attend its teacher professional development seminars.
  • SPICE will seek to expand the diversity of the students who enroll in its online course offerings.
  • SPICE will continue to host webinars that focus on diversity.
  • SPICE will continue to explore—with the FSI REDI Task Force—additional outreach activities that focus on enhancing diversity at FSI.

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Reimagining Public Health

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The Silva Family’s Bracero Legacy and Stanford University: Abuelito and Abuelita’s Journey

Isa Silva, grandson of a bracero from Jalisco, will enter Stanford next fall as a recruit for the Stanford Men’s Basketball team.
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Read about SPICE's recent and current DEI-related efforts.

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The California Department of Education adopted the Ethnic Studies Model Curriculum last March. Chapter 3 of the Model Curriculum includes a section on “Native American Studies.”

On June 18, 2021, SPICE will host a panel of three Native and Indigenous scholars to reflect on California’s new model curriculum and the state of ethnic studies in their respective regions. The panel will include Navajo, Native Hawaiian, and Ainu educators who will provide a range of educational perspectives on Native and Indigenous studies in the United States and Japan.

  • Dr. Harold Begay, Superintendent of Schools, Navajo Nation
  • Dr. Sachi Edwards, Faculty Member at Soka University in Tokyo, Japan
  • Dr. Ronda Māpuana Shizuko Hayashi-Simpliciano, Vice Principal, Ke Kula Kaiapuni ʻo Ānuenue, Honolulu, Hawaiʻi

The webinar, titled “Indigenous Voices: Educational Perspectives from Navajo, Native Hawaiian, and Ainu Scholars in the Diaspora,” will address several additional topics, such as the various academic field names of the study of Native and Indigenous people, the complexity and diversity of Native and Indigenous people’s experiences, and recommended resources for K–12 educators.

These topics are not only relevant to teachers in California but to educators in other states as well. K–12 educators and administrators are encouraged to attend. Register in advance at https://bit.ly/3z4kxtc.

This webinar is a joint collaboration with the National Consortium for Teaching about Asia (NCTA) and the Center for East Asian Studies at Stanford University.

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

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Tokyo’s Shin Okubo neighborhood, known for its Korea Town
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Global Human Rights and Minority Social Movements in Japan: A Webinar by Professor Kiyoteru Tsutsui

Tsutsui introduced the audience to three minority groups in Japan—the Ainu, resident Koreans (Zainichi), and the Burakumin—and illustrated how human rights have galvanized minority social movements there.
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Stanford’s Center for East Asian Studies and SPICE Co-Sponsor Webinar on “Chinese Railroad Workers in North America Project”

The speakers shared extensive primary source documents from Stanford Libraries’ Department of Special Collections, as well as free lesson plans from SPICE's online curriculum unit on Chinese railroad workers.
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Visualizing the Essential: Mexicans in the U.S. Agricultural Workforce

During multiple periods of economic crisis, the U.S. economy has depended on Mexican labor.
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Navajo, Native Hawaiian, and Ainu educators will join together on June 18 to examine the state of Indigenous studies.

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Webinar recording: https://youtu.be/8oDHKdyhZO0

 

In recognition of Human Rights Day on December 10, SPICE is honored to feature Dr. Kiyoteru Tsutsui, Professor of Sociology at Stanford University. Tsutsui’s research and scholarship on the globalization of human rights and its impact on local policy and politics—particularly with regards to minority groups in Japan—has helped to shape student awareness and understanding of the multitude of issues surrounding the protection of human rights.

In this webinar, Tsutsui will address the following:

  • How did “human rights” emerge as a universal norm and become institutionalized into various international treaties, organs, and instruments?
  • What impact have all the international institutions had on actual local human rights practices?
  • How do the case studies of the three most salient minority groups in Japan—the Ainu, Koreans, and Burakumin—help us to understand the transformative effect of global human rights ideas and institutions on minority activists?

Tsutsui’s in-depth historical comparative analysis in his book, Rights Make Might: Global Human Rights and Minority Social Movements in Japan, offers rare windows into local, micro-level impact of global human rights and contributes to our understanding of international norms and institutions, social movements, human rights, ethnoracial politics, and Japanese society.

This webinar is a joint collaboration between the Japan Program at the Shorenstein Asia-Pacific Research Center, Center for East Asian Studies, and SPICE at Stanford University.

 

Featured Speaker:

Kiyoteru Tsutsui, PhD 

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Portrait of Kiyoteru Tsutsui
Kiyoteru Tsutsui is the Henri H. and Tomoye Takahashi Professor and Senior Fellow in Japanese Studies at Shorenstein APARC, the Director of the Japan Program at APARC, a Senior Fellow of the Freeman Spogli Institute for International Studies, and Professor of Sociology at Stanford University. Prior to his appointment at Stanford in July 2020, Tsutsui was Professor of Sociology, Director of the Center for Japanese Studies, and Director of the Donia Human Rights Center at the University of Michigan, Ann Arbor. Tsutsui’s research interests lie in political/comparative sociology, social movements, globalization, human rights, and Japanese society. More specifically, he has conducted (1) cross-national quantitative analyses on how human rights ideas and instruments have expanded globally and impacted local politics and (2) qualitative case studies of the impact of global human rights on Japanese politics. 

His research on the globalization of human rights and its impact on local politics has appeared in numerous academic publications and social science journals. His recent book publications include Rights Make Might: Global Human Rights and Minority Social Movements in Japan (Oxford University Press 2018), and the co-edited volume Corporate Social Responsibility in a Globalizing World (with Alwyn Lim, Cambridge University Press 2015). He has been a recipient of the National Endowment for the Humanities Fellowship, National Science Foundation grants, and the SSRC/CGP Abe Fellowship, among numerous other grants and awards. Tsutsui received his bachelor’s and master’s degrees from Kyoto University and earned an additional master’s degree and PhD from Stanford’s sociology department in 2002.

 

Via Zoom Webinar. Registration Link: https://bit.ly/3mMf8Aj.

Kiyoteru Tsutsui, PhD Stanford University
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