On August 9, 2021, a virtual award ceremony was held to honor SPICE’s Spring and Fall 2020 Stanford e-Japan honorees and 2021 Reischauer Scholars Program honorees. The honorees performed at the highest levels of their courses as determined by Stanford e-Japan Instructors Waka Brown and Meiko Kotani, Reischauer Scholars Program Instructor Naomi Funahashi, and research paper review committees.

Spring and Fall 2020 Stanford e-Japan Program Honorees and Their Research Paper Topics

• Coco Kawaguchi (Keio Girls Senior High School, Tokyo), “To Infinity and Beyond! National Survival in the Era of Venture Space Development”
• Sotaro Kunieda (Suwa Seiryo High School, Nagano), “Fostering Social Enterprises in Japan: Lessons from the United States”
• Yun-Tzu (Allison) Lin (Canadian Academy, Kobe), “Nuclear Deterrence Theory: An Evaluation of Its Effectiveness in Preventing Future Deployment of Nuclear Weapons”
• Minami Matsushima (Senri & Osaka International Schools of Kwansei Gakuin, Osaka), “The Price We Pay for Men to Be Men: Toxic Masculinity in the United States”
• Yuna Naoi (Tokyo Metropolitan Hibiya High School, Tokyo), “Online Secondary School Education in Japan and the U.S. Amid the COVID-19 Crisis”
• Kenta Yoshii (Shukutoku Junior and Senior High School, Tokyo), “In Search of a Realistic Substitute for U.S. Extended Deterrence for Japan”

Honorable Mentions: Risako Nomura (Yokohama Senior High School of International Studies, Kanagawa); Satoru Uchida (Tokyo Metropolitan High School, Tokyo)

2021 Reischauer Scholars Program Honorees and Their Research Paper Topics

• Erica Cai (The Harker School, San Jose, California), “The Darkness in Pursuing Lightness: Western Perspectives on Japanese Colorism”
• Kristine Pashin (Notre Dame High School, San Jose, California), “The Rite of Rights: An Examination of Socio-Cultural Precedent in Japanese Law”
• Kasha Tyranski (St. Petersburg High School, St. Petersburg, Florida), “Gastrodiplomacy: Examining the Soft Power of Food in U.S.–Japan Relations”

Honorable Mentions: Noah Kurima (Sage Creek High School, Carlsbad, California); Kalia Lai (The College Preparatory School, Oakland, California); Benjamin Thomas (Garfield High School, Seattle, Washington)

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The Honorable Keiichi Higuchi, Deputy Consul General of Japan in San Francisco, made opening comments. “I commend each and every one of you for your hard work and dedication to complete your program in spite of your regular school responsibilities,” he remarked. “You have demonstrated your initiative and determination to further your understanding of Japan and the United States. However, this should not be the end but just the beginning of your journey. I strongly encourage you to continue your studies, and I hope that your experiences in these programs will inspire you to think about a career involving Japan and the United States. I look forward to the day when I hear that some of you will be actively engaged in furthering the Japan–U.S. relationship in your careers and in your lives.”

He continued, “I would like you to know that the special expertise and knowledge that you gained makes you uniquely qualified to take a leading role in promoting Japan–U.S. relations… With young people like you, I have full confidence that the Japan–U.S. relationship will continue to grow and thrive for many years to come.”

Following Deputy Consul General Higuchi’s comments, the student honorees made presentations based on their research papers and expertly fielded questions from the audience.

Yu Higashisawa, Osaka University North American Center for Academic Initiatives, commented, “It’s been a pleasure and honor to be invited to Japan Day for several years. It’s wonderful to see that SPICE has provided a platform for high school students in Japan and the United States to exchange ideas and build relationships remotely. The presentations by the honorees of the RSP and Stanford e-Japan always amaze me and open my eyes to new perspectives. They are ready to go out into the world and make changes in our future!”

Funahashi hopes that her students will someday have the opportunity to study abroad at universities like Osaka University, and Brown and Kotani hope that their students will someday have the opportunity to study abroad at universities like Stanford in the United States.  

The Yanai Tadashi Foundation is the current supporter of Stanford e-Japan, and Daisuke Kato represented the Yanai Tadashi Foundation during the ceremony. SPICE is grateful to Tadashi Yanai for his generous support and to Daisuke Kato and Chikano Shiroma of the Yanai Tadashi Foundation for their regular correspondence and encouragement. Naoaki and Yuka Mashita are the current supporters of the Reischauer Scholars Program, and SPICE is thankful to them for their generous support. These courses and the ceremony would not have been possible without them.

The Reischauer Scholars Program’s next application period will begin September 6, 2021. Stanford e-Japan’s next application period will begin mid-November 2021.

At first, I almost didn’t apply to the Reischauer Scholars Program (RSP). As someone with primarily Eastern European heritage, I doubted that I had a unique perspective to add to a coalition of students dedicated to learning more about Japan’s rich culture, economics, history, and society. In my mind, my personal experience couldn’t have been further from the course’s content. However, as a recent graduate of the RSP, my experience has completely shattered my previous misconceptions. Stanford’s RSP isn’t just an online program that gives students a comprehensive, in-depth view of Japan—it brings together a community of academically and socially diverse individuals from across the United States, along with their manifold perspectives, to build future leaders in the U.S.–Japan relationship. 

My path to the RSP began in Model United Nations (MUN) and my tenth-grade world history class that encouraged me to delve deeper into the political and ideological theories that govern and shape our society. Japan was a major focus for multiple of my MUN conferences, where I descended into multiple Wikipedia rabbit-holes on a wide range of topics, from Japan’s stance on sustainable development to socio-political effects on Japanese gender equality quotas. Furthermore, throughout my dual enrollment in a MicroMasters program in international jurisprudence and a course on East Asian culture and law, I learned more about the intricacies of Japan’s Eurocentric depiction in the geo-political sphere. In the international law resources I was exposed to, Japan was often portrayed as “lawless,” while the Western legal system was presented as the “key” to maintaining a proper rule of law in East Asia. Through the latter course which focused on the intersection between Japanese culture and law, Japanese law was accurately shown as an extension of the rich Japanese culture I had learned about in my history classes; in this regard, each cultural facet needed to be taken into account with the legal theory of the state. Since then, I’ve been hooked on understanding the role of implicit motives in shaping international policy and cultural precedent in jurisprudence. At the RSP, I have been able to pursue my passions alongside like-minded peers.

From the first week of the RSP, the diversity of students was evident. Each of my fellow peers offered their own outlook on topics ranging from “Religions in Japan” to “The Power of Popular Culture.” Across online forums and virtual classrooms, complex concepts were thoroughly discussed through witty back-and-forth banter, new ideas were buttressed by comprehensive research, and interconnected themes were explored via collaboration. The RSP’s inclusive and dynamic environment was one of my favorite aspects of the program. Weekly Zoom meetings with our instructor, Ms. Naomi Funahashi, and my peers allowed me to grasp unfamiliar concepts and take a deep dive into the things I didn’t previously know through active engagement. Moreover, at each virtual classroom, we had the opportunity to meet government officials, business leaders, and scholars at the forefront of U.S.–Japan relations. Each speaker’s ideas will forever retain importance to my understanding of the Japanese American experience, which remains equally relevant in the modern day.

The RSP’s commitment to educating the future leaders of the U.S.–Japan relationship is shown in its culmination. Near the final months of the 20-week RSP, students are given the opportunity to explore a topic of their choosing related to Japan or the U.S.–Japan dynamic. In my final paper, titled “The Rite of Rights: An Examination of Socio-Cultural Precedent in Japanese Law,” I coalesced my RSP education with my interest in international and Japanese jurisprudence. Even after its conclusion, the RSP continues the discussion on U.S.–Japan relations for the years to come by compiling and sharing all the research papers written within that year’s program. 

Ultimately, I am grateful to the Reischauer Scholars Program for creating a mosaic of different experiences and cultures by bringing together my peers. Throughout my involvement in the RSP, I have strengthened my belief in the cross-cultural intersections that bind us all together. It is through these bonds, along with empathy and compassion, that the RSP helps students weave themselves into the U.S.–Japan international tapestry, shaping the world. 

The next session of the Reischauer Scholars Program will run from February to June 2022. The application will open September 6, 2021.

On March 18, 2021, the California Department of Education adopted the Ethnic Studies Model Curriculum. Chapter 3 of the Model Curriculum includes a section on “Native American Studies.” During a June 18, 2021 webinar, three Native and Indigenous scholars reflected on some of the key themes noted in the section and commented on the state of ethnic studies in their regions. The educators were:

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

Kasumi Yamashita served as the moderator of the panel. The webinar was divided into three sections: (1) personal stories about the scholars’ Native and Indigenous identities and cultural backgrounds; (2) understandings of ethnic studies in the continental United States, Hawaiʻi, and Japan; and (3) insights and take-aways for K–12 educators to create more diverse, equitable, and inclusive learning environments for students.

In section one, the scholars commented on various factors that contributed to the formation of their identities. These factors ranged from being raised biculturally in the Navajo Nation bound by his traditional Dine’ (Navajo) culture and mainstream Western education in the United States (Begay); to ancestral ties to Ainu Moshir or Moshiri (“Land of the Ainu,” northern region of Honshu, Hokkaido, Kuril Islands, Sakhalin, and southern Kamchatka Peninsula) as well as Hawaiʻi (Hayashi-Simpliciano); and to being a fourth-generation settler in Hawaiʻi with ancestral ties to Japan, but not learning of her Ainu heritage until adulthood (Edwards).

In section two, the scholars placed importance upon epistemology when considering the field of ethnic studies and teaching in general. Begay also emphasized ontology in the Dine’ philosophy, which has shaped his teaching. Hayashi-Simpliciano underscored the importance of teacher education and professional development in preparing educators to be welcoming of various cultural identities in their classrooms. Edwards noted that in Japan ethnic diversity is primarily viewed through the presence of people from other countries, with the assumption that Japanese are ethnically homogeneous, which has shaped the teaching of ethnic diversity in Japan.

In section three, the scholars provided numerous insights and take-aways for K–12 educators. Begay noted that in their teaching, Navajo Nation educators keep the four sacred mountains in mind. Hayashi-Simpliciano reflected that in her Hawaiian language immersion school, the educators are not “doing ethnic studies” but rather “doing heritage restoration.” Edwards argued that Indigenous studies—whether in Japan, Hawaiʻi, or the U.S. mainland—should not be taught just in ethnic studies or relegated to a specific subject; rather Indigenous studies should be interwoven with all subjects.

Educators may find the webinar recording to be useful in their classrooms and may want to use some of the questions and topics provided here.

Following the webinar, many teachers from across the United States commented that the topics that were shared are relevant not only to teachers in California but also to those in other states as well. Reflecting on the webinar, Dr. Kristyn Nicole Mahealani Hara, Outreach & Academic Coordinator at Stanford Global Studies, stated, “I found the speakers very engaging and learned a lot from their inspiring insights on the linkages between their lived experiences, Indigenous ontologies and epistemologies, and ways of foregrounding diversity, equity, and inclusion in educational practice. I especially appreciated their wisdom on ways of honoring the cultural heritage of students so that classrooms—and, by extension, schools—can be safe spaces for self-expression, healing, and learning, and the importance of integrating Indigenous knowledge across diverse fields of study.” SPICE encourages educators to review the resources recommended below.

This webinar was a joint collaboration between the National Consortium for Teaching about Asia (NCTA), the Center for East Asian Studies, and SPICE.
 

—Additional Resources—
The following resources were recommended by the scholars.

Ethnic Studies Model Curriculum [website]
Native land acknowledgments and why they matter [article]
Appropriation of Marginalized Knowledge and Practice as Innovation [article by Dr. Sachi Edwards]

Navajo Nation
Harold Begay [bio]
Arizona State University Indigenous Land Acknowledgment [video]
When Geniuses Fail: Na-Dene’ (Navajo) Conception of Giftedness in the Eyes of the Holy Deities [book chapter by Harold Begay and C.J. Maker]

Native Hawaiian
Land Acknowledgement [website]
Hawaiian Culture, History, and Language Resources [website]
Indigenous Studies in the Elementary Curriculum: A Cautionary Hawaiian Example [article]

Ainu in Diaspora
Japanese American Memorial Pilgrimages: Ainu in Diaspora [videos including talks by Dr. Hayashi-Simpliciano and Dr. Edwards]
Charanke and Hip Hop [dissertation by Dr. Ronda Māpuana Shizuko Hayashi-Simpliciano]
The Ainu and Their Culture: A Critical Twenty-First Century Assessment [book]
The Fabric of Indigeneity: Ainu Identity, Gender, and Settler Colonialism in Japan [book]

Ainu (Japan)
The Centre for Environmental and Minority Policy Studies (CEMiPoS) [website]
Our Land Was a Forest: An Ainu Memoir [book]
Future in MINE: Ainu My Voice [video]

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.

Stanford e-Entrepreneurship Japan is an online course offered to high school students in Japan. It is offered annually in fall and spring by SPICE and the Japanese NPO e-Entrepreneurship, led by Yusuke Matsuda. The instructors are Irene Bryant (fall) and Maiko Tamagawa Bacha (spring). The goal of the course is to foster creative thinking and problem-solving skills in students with a focus on innovation to address social issues.

Because of my experiences with social issues in Brazil, Argentina, the United States, Japan, and Mexico, my decision to apply to Stanford e-Entrepreneurship Japan—a course for those with a passion in social issues and innovation—was immediate. However, when I started taking the course, I had little idea of the connection between business and social issues. Soon after classes began, I saw real-life examples of how unique innovations can improve the world. Every two weeks, a different professional gave us a lecture. Getting to hear stories of their first-hand experiences as entrepreneurs was an opportunity I never received at school, and I embraced it fully by asking question after question.

My favorite lecture was one given by David “Mas” Masumoto, who runs a sustainable peach farm in California. Through his lesson on growing organic peaches and passing down the farm to his children, I was able to make connections to a larger social issue in Japan: the lack of young people in agriculture. His lecture provided insights on specific ways professionals were practicing social entrepreneurship.

The course was certainly demanding. After the lectures, we had to work on group projects to come up with our own solutions, which enabled me to further understand and practice aspects of social entrepreneurship. It took hours of preparation and as I was one of the only students who lived abroad, I sometimes had to work with peers at ungodly hours. Nonetheless, all the hard work was absolutely worth it. The diversity provided by the unique regional backgrounds of other students located all around Japan exposed me to important perspectives on social issues.

For the final project, which included an individual research report on a social issue and a group business pitch, we had full control of what we wanted to do. The individual paper was refreshing for me because at school there is never this much flexibility, and it was a perfect chance for me to explore my interest in addressing social issues like environmental sustainability through entrepreneurship. For the group project, we created a business plan for a sustainable toothpaste. I have never worked with such motivated, diverse, and brilliant students willing to put in so many hours of work. Through the project, not only did I get to put skills that I learned during the program into practice, but I also made lifelong friends who shared the same passions as me.

Finally, Stanford e-Entrepreneurship Japan has grown my interest in how social issues can be resolved through entrepreneurship, and has motivated me to pursue not only the exploration of social issues, but business in college. It is a course like no other, with wonderful peers, invaluable lessons, and a supportive teaching staff. I encourage people who are curious about social issues or business in general to take advantage of the program.

SPICE currently runs four regional programs for high school students in Japan: Stanford e-Hiroshima, Stanford e-Kawasaki, Stanford e-Oita, and Stanford e-Tottori. These online courses are coordinated in collaboration with school and government officials at the city and prefectural levels, with the goal of presenting 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 2020–21 term. This summer, two top students from each course will be honored through a virtual event hosted by SPICE, Stanford University. Congratulations to the eight honorees below on their academic excellence!

Stanford e-Hiroshima (Instructor Rylan Sekiguchi)

Student Honoree: Sara Arakawa
School: Hiroshima Prefectural Hiroshima Kokutaiji Senior High School
Project Title: Silicon Valley: Secrets Behind Success

Student Honoree: Chika Isone
School: Hiroshima Prefectural Hiroshima Senior High School
Project Title: Making Innovation by Design Thinking in Silicon Valley

Stanford e-Kawasaki (Instructor Maiko Tamagawa Bacha)

Student Honoree: Eric Silang
School: Kawasaki High School
Project Title: Humor and America

Student Honoree: Shunya Tani
School: Kawasaki High School
Project Title: Possible Ways to Promote Renewable Energy in Japan and the U.S.

Stanford e-Oita (Instructor Kasumi Yamashita)

Student Honoree: Hana Burkart
School: Hofu High School
Project Title: Social Discrimination Against Foreigners in Japan

Student Honoree: Yayano Okuda
School: Usa High School
Project Title: Environmental Education

Stanford e-Tottori (Instructor Jonas Edman)

Student Honoree: Eri Tamura
School: Tottori Nishi High School
Project Title: Teachers’ Treatment in the U.S.

Student Honoree: Hinata Yonemura
School: Yonago Higashi High School
Project Title: Veganism: How Japanese Society Can Promote It

The SPICE staff is looking forward to honoring these eight students in a virtual ceremony on August 23, 2021 (August 24 in Japan). Each student will be given the opportunity to make a formal presentation to members of the Stanford community and the Japanese community in the San Francisco Bay Area.

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) 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.

The Instructor of the Reischauer Scholars Program (RSP) is Naomi Funahashi.

When Tai Young Whang, an ambitious high school graduate from Pyongyang, stepped onto the dock in Tokyo in 1933 to attend Hitotsubashi University, he never could have imagined that his personal dream of building economic bridges between Korea and Japan would fuel his great-grandson’s desire to follow in his footsteps almost a century later.

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At the end of my first year of middle school, I chose to study the Japanese language for the first time. What started out as a curiosity of the language and some of Japan’s popular cultural exports (such as Pokémon games) gradually blossomed into a deeper passion for Japan’s culture and history. During my eighth-grade world history class, I turned my focus to researching the intricate sankin kōtai system and skilled political maneuverings underlying the Tokugawa shogunate’s iron grip on power during the 17th century. I even found myself at Eiheiji Temple in Fukui Prefecture that May meditating towards a blank wooden wall at four in the morning. Yet, I was not satisfied. These brief historical vignettes, like still frames in the film reel of humanity, remained fragments of a larger narrative that I was increasingly eager to discover.

As my school did not offer courses in East Asian or Japanese history, I was excited to apply during my sophomore year to Stanford’s Reischauer Scholars Program (RSP), an online program on Japan offered to high school students across the United States. By providing its students with the ability to comprehensively explore Japanese history, economics, society, and more, the program presents a unique opportunity to delve into these topics alongside similarly motivated peers. While the course taught me a lot about Japan proper, I also gained a much deeper understanding of the U.S.–Japanese relationship.

During the course of the 20-week program, we spent the first 14 weeks on a series of in-depth readings and comprehensive seminars led by government officials, business leaders, and scholars. As actual practitioners of the fields we were studying, these visiting experts brought their worldviews and inspiring insights to life. During one of the virtual seminars, for example, we had the opportunity to meet Rachel Brunette-Chen, the then-Principal Officer for the U.S. Consulate General in Sapporo, and learn about both the U.S.–Japan Security Alliance and her own foreign service experience bolstering the ties that connect the two countries. Hearing from an actual foreign service officer provided a tangible sense of the dedication and importance of those who work to link American and Japanese interests on the ground.

Starting from week one, we unpacked what we had learned from our readings and virtual classrooms through weekly discussion boards. These online forums continued throughout the week, often filled with thought-provoking perspectives, respectful rebuttals, and witty banter. We debated the efficiency of Abenomics, the impact of textbook revisions on Japanese history education, and the societal strains of modernization on early 20th century Japan, among other topics. Each new post became another thread weaving our different ideas together into a tapestry of cross-cultural connections that we all grew to treasure. Even today, many of us remain connected both online and by our shared experience.

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Brandon Cho’s great-grandparents, Tai Young Whang and Bong Soon Whang, Seoul; photo courtesy Brandon Cho

Stanford e-Japan is an online course that teaches Japanese high school students about U.S. society and culture and U.S.–Japan relations. The course introduces students to both U.S. and Japanese perspectives on many historical and contemporary issues. It is offered biannually by the Stanford Program on International and Cross-Cultural Education (SPICE). Stanford e-Japan is currently supported by the Yanai Tadashi Foundation.

In Summer 2021, top students of the Spring 2020 and the Fall 2020 Stanford e-Japan courses will be honored through an event at Stanford University.

The three Spring 2020 honorees—Minami Matsushima (Senri & Osaka International Schools of Kwansei Gakuin), Yuna Naoi (Tokyo Metropolitan Hibiya High School), and Kenta Yoshii (Shukutoku Junior and Senior High School)—will be recognized for their coursework and exceptional research essays that focused respectively on “The Price We Pay for Men to be Men: Toxic Masculinity in the United States,” “Online Secondary School Education in Japan and the U.S. Amid the COVID-19 Crisis,” and “In Search of a Realistic Substitute for U.S. Extended Deterrence for Japan.”

Risako Nomura (Yokohama Senior High School of International Studies) received an Honorable Mention for her research paper on “How Untranslatability Between Japanese and English Fosters the U.S.–Japan Relationship.”

The three Fall 2020 honorees—Coco Kawaguchi (Keio Girls Senior High School), Sotaro Kunieda (Suwa Seiryo High School), and Yun-Tzu (Allison) Lin (Canadian Academy)—will be recognized for their coursework and exceptional research essays that focused respectively on “To Infinity and Beyond! National Survival in the Era of Venture Space Development,” “Fostering Social Enterprises in Japan: Lessons from the United States,” and “Nuclear Deterrence Theory: An Evaluation of Its Effectiveness in Preventing Future Deployment of Nuclear Weapons.”

Satoru Uchida (Tokyo Metropolitan High School) received an Honorable Mention for his coursework and research paper on “What the Japanese Government Should Do Immediately to Protect Children’s Human Rights.”

In the Spring 2020 session of Stanford e-Japan, students from the following schools completed the course: Aoba Japan International School (Tokyo); Clark Memorial International High School (Osaka); Hiroshima Jogakuin Senior High School (Hiroshima); Hiroshima Prefectural Junior/Senior High School (Hiroshima); Kaijo High School (Tokyo); Kamakura Gakuen High School (Kamakura); Katoh Gakuen Gyoshu Senior High School (Shizuoka); Keio Girls Senior High School (Tokyo); Kurume University Senior High School (Fukuoka); Meikei High School (Ibaraki); Municipal Urawa High School (Saitama); Musashino University Chiyoda High School (Tokyo); Nirayama High School (Shizuoka); Okayama Prefectural Okayama Asahi High School (Okayama); Seigakuin High School (Tokyo); Senior High School at Komaba, University of Tsukuba (Tokyo); Senior High School at Otsuka, University of Tsukuba (Tokyo); Senri & Osaka International Schools of Kwansei Gakuin (Osaka); Shibuya Makuhari Senior High School (Chiba); Shukutoku Junior and Senior High School (Tokyo); Tokyo Gakugei University International Secondary School (Tokyo); Tokyo Metropolitan Hibiya High School (Tokyo); Tokyo Metropolitan Ryogoku High School (Tokyo); Urawa Minami High School (Saitama); Waseda University Senior High School (Tokyo); Yokohama Senior High School of International Studies (Kanagawa); Yonezawa Kojokan High School (Yamagata); and Zero High School (Fukushima).

In the Fall 2020 session of Stanford e-Japan, students from the following schools completed the course: Canadian Academy (Hyogo), Doshisha International High School (Kyoto), Fukushima Prefectural High School (Fukushima), Hamamatsu Nishi High School (Shizuoka), Hiroo Gakuen High School (Tokyo), Hiroshima Prefectural Hiroshima Senior High School (Hiroshima), Fukuoka Prefectural Kaho High School (Fukuoka), Kaichi Junior/Senior High School (Wakayama), Kamakura Jogakuin (Kanagawa), Keio Girls Senior High School (Tokyo), Kyoto Prefectural Rakuhoku Senior High School (Kyoto), Miyagi Prefectural Sendai Nika High School (Miyagi), Musashino University Chiyoda High School (Tokyo), N-High School (Okinawa), Otaru Choryo High School (Hokkaido), Seikei High School (Tokyo), Seisho High School (Nara), Senior High School at Otsuka, University of Tsukuba (Tokyo), Shibuya Makuhari Senior High School (Tokyo), Suwa Seiryo High School (Nagano), Takada Senior High School (Mie), Tokyo Gakugei University International Secondary School (Tokyo), Tokyo Metropolitan Hitotsubashi High School (Tokyo), Tokyo Metropolitan Ryogoku High School (Tokyo), Tsurumaru Senior High School (Kagoshima), and Waseda University Senior High School (Tokyo).

For more information about the Stanford e-Japan Program, please visit stanfordejapan.org.

To stay informed of news about Stanford e-Japan and SPICE’s other programs, join our email list and follow us on Facebook, Twitter, and Instagram.

SPICE offers separate courses for U.S. high school students. For more information, please see the Reischauer Scholars Program (online course about Japan), Sejong Scholars Program (online course about Korea), and China Scholars Program (online course about China).