Just two days after the 60th anniversary of the signing of the Korean Armistice Agreement, educators and students from both sides of the Pacific gathered at Stanford University to participate in the second annual Hana–Stanford Conference for Secondary School Teachers.  

Credit: Rod Searcey

In his opening comments, Consul General Dongman Han, Consulate General of the Republic of Korea in San Francisco, noted the anniversary of the Korean Armistice Agreement and thanked the teachers for their dedication to teaching about Korea and U.S.–Korean relations. Professor Gi-Wook Shin, Director, Shorenstein APARC, welcomed the 32 teachers from across the United States and from the Hana Academy Seoul. Professor Shin extended his gratitude to the Hana Financial Group for providing the primary support for this conference and expressed special appreciation to Dr. Hyeon Kee Bae, CEO of the Hana Institute of Finance, for his enthusiastic support and his presence. Gary Mukai, Director, SPICE, introduced the conference goal, which was to underscore the importance of integrating the study of Korea in U.S. schools.

Grace Kim, PhD candidate at U.C. Berkeley and Curriculum Writer, SPICE, served as the facilitator of the conference and introduced six distinguished scholars, including Professor Michael Robinson of Indiana University who spoke on “Fitting Korea into Its Regional, Global, and Contemporary Geo-Political Contexts.” Amanda Sutton from Valdosta, Georgia, reflected on Robinson’s lecture noting, “A great way to start off the conference by giving the audience a uniform basis of Korea’s history and geography. I learned a lot and it was an honor to have met him.” 

SPICE staff also demonstrated a number of SPICE’s Korea-focused curricular materials to help teachers easily bring Korea into their classrooms. The titles of the curriculum units that teachers received included “Divided Memories: Comparing History Textbooks,” “U.S.-South Korean Relations,” “Uncovering North Korea,” “Inter-Korean Relations: Rivalry, Reconciliation, and Reunification,” and “Dynamics of the Korean American Experience.” “I’ve used SPICE materials in the past, so I’m sure these will meet those high standards,” remarked Will Linser from Bellevue, Washington. “I have incorporated Korea in my past classes, but after this conference I have a greater understanding, so I will highlight South Korea in the district’s globalization unit. I am looking forward to using the materials.”

The teachers were also treated to a lecture and performance of P’ansori, Korean story singing, by Professor Chan E. Park, Department of East Asian Languages and Literatures, The Ohio State University, and a talk and performance by Da-seu-reum, a Samulnori Korean percussion group at the Hana Academy Seoul.

Credit:Rod Searcey	Credit:Rod Searcey

Presentations by high school students from both Korea and the United States proved to be among the highlights of the conference. Three American high school students of the Sejong Korean Scholars Program, a national online course on Korea that is funded by the Korea Foundation, gave presentations and were honored by their instructor, Annie Lim, SPICE. Also, Korean students from Yongsan International School of Seoul, North London Collegiate School Jeju, and the Hana Academy Seoul provided teachers with insight into Korean society and the lives of Korean high school students.

Media coverage of the conference appeared in the Korea Times (in Korean), Korea Daily (in Korean), and the Valdosta Daily, Georgia, which carried a story about the experiences of teacher attendees Amanda Sutton and Connie Wells. 

Because of the 60th anniversary, the conference had special symbolic meaning—especially when topics of the Korean War and U.S.–Korean relations were discussed. The teachers’ dedication to the teaching of U.S.–Korean relations to their students provides much hope and promise for greater understanding between the two countries. The conference planning committee hopes that the collegial relationships that formed during the formal and informal events of the conference will lend themselves to the creation of a community of learners amongst the teachers—a community that extends beyond the conference itself. 

The Hana–Stanford Conference for Secondary School Teachers will be offered again in the summers of 2014, 2015, and 2016 and is sponsored by Shorenstein APARC and SPICE with a generous gift from the Hana Financial Group. Applications for the 2014 conference will become available on the SPICE website in November 2013. 

Stanford’s Korean Studies Program (KSP) has recently been awarded with a major gift from Hana Financial Group and a grant from the Korea Foundation, which will provide a major boost to Stanford’s already strong K-12 outreach education offerings. KSP will collaborate closely with the Stanford Program on International and Cross-Cultural Education (SPICE) on its outreach activities.

Hana Financial Group has provided $600,000 for the next five years in support of an annual Hana-Stanford Conference on Korea for U.S. Secondary School Teachers. The first conference took place this summer, from July 23 to 25, at Stanford. It brought together secondary school educators from across the United States and a cadre of Korean teachers from Hana Academy Seoul for intensive and lively sessions on a wide assortment of Korean studies-related topics ranging from U.S.-Korea relations to history, and religion to popular culture. In addition to scholarly lectures, the teachers took part in curriculum workshops and received numerous classroom resources developed by SPICE.

The Korea Foundation has awarded a three-year grant of $609,527 to support the new K-12 Education on Korea in the United States curriculum development project. Gary Mukai, director of SPICE, noted, “The coverage of Korea in U.S. high school curriculum is often limited to the Korean War.” To help address the identified need to broaden the coverage of Korea, KSP will work with SPICE to develop three high school-level curriculum units and Stanford’s first distance-learning course on Korea for high school students. The curriculum units will examine the experience of Korean Americans in U.S. history; various aspects of traditional and modern Korean culture; and the development of South Korea’s economy. The distance-learning course, called the Sejong Korean Scholars Program (SKSP), will be offered in 2013.

The SKSP will annually select 25 exceptional high school sophomores, juniors, and seniors (from public and private schools) from throughout the United States to engage in an intensive study of Korea. The SKSP will provide students with a broad overview of Korean history, literature, religion, art, politics, and economics—with a special focus on the U.S.–Korean relationship. Top scholars, leading diplomats, and other professionals will provide lectures to students as well as engage them in dialogue. These lectures and discussions will be woven into a broader curriculum that provides students with reading materials and assignments. The SKSP will encourage these students to become future leaders in the U.S.–Korean relationship and lifelong learners of Korea.

“We’re grateful to receive these two major sources of funding for Korean studies outreach education, and look forward to working with SPICE to establish Korea as a subject taught regularly in classrooms throughout the United States,” said Gi-Wook Shin, director of KSP.

Connie Straub selected a small pink jar from the bottles and utensils scattered on the picnic table. “It’s shrimp – kind of a shrimp paste,” she told her audience, giving the jar a skeptical glance. “But it’s optional, it really doesn’t matter.”

Laughter erupted from the crowd of Koreans and Americans new to their cuisine. Straub, who grew up in Korea, set the jar aside and reached for a bottle of soy sauce – the base, she explained, for a traditional Korean marinade.

The cooking demonstration was part of a national conference that brought nearly two dozen American teachers to Stanford to learn about Korean history, culture, security, and politics from scholars at the university and other schools. Teachers and students from Hana Academy Seoul, a private high school in South Korea, also attended.

Stanford’s Korean Studies Program (KSP) co-sponsored the conference, along with the Stanford Program on International and Cross-Cultural Education (SPICE), an organization that works with Stanford’s Freeman Spogli Institute for International Studies to develop curricula on international topics for American elementary and secondary school students.

Despite Korea’s growing economic clout and important role in international security, little is taught about Korean history, politics, and culture in American schools. The conference organizers are trying to change that.

“South Korea is an incredibly important U.S. ally and partner,” Gi-Wook Shin, founding director of KSP and a sociology professor, told the conference participants. “And Korean-Americans are becoming a very important part of American society.”

David Straub, the program’s associate director who is married to Connie Straub, said South Korea is significant “not only because of the North Korean division… [and] because it is the world’s eighth-largest trading economy…but also because of its impressive development.”

Since 1979, South Korea’s per-capita GDP has increased more than twentyfold. The country has also undergone sweeping political reform and dramatic social change in the last three decades.

“I don’t know of any other country that’s developed as quickly,” Straub said. “Not only economically, but also socially and culturally.”

SPICE has produced several middle and high school curriculum units focused on Korea. Each teacher attending the conference received a collection of SPICE materials, and SPICE staff also conducted curriculum demonstrations and shared instructional strategies during the event.

SPICE director Gary Mukai said he believes early exposure to the country’s history and culture could inspire students to study Korea in college and beyond.

“Coverage of Korea in U.S. high schools has generally been limited to the Korean War,” he said. “The fact that the coverage is so limited really restricts students’ understanding of a very vibrant country.”

Mukai told visiting teachers that he hoped the conference would lead to “the creation of a community of learners” including both Korean and American teachers.

The teachers appeared to be fulfilling Mukai’s hopes. On the first day of the conference, after a presentation by Hana Academy teachers on the Korean educational system, American and Korean teachers discussed educational policy.

James Covi, who teaches world history at Lakeside High School in Seattle, commented on Korea’s efforts to move away from rigorous standardized testing in secondary education.

“Here in the U.S., we look at [Korean] test scores and we’re quite jealous,” Covi said, laughing. “Maybe there’s some common ground in the middle we’re trying to meet at?”

Covi attended the conference to expand his knowledge of Korea, which he said is insufficient to “teach [Korea] well.” He said he enjoyed learning more about Korean culture, through events such as the cooking demonstration and presentations on the educational system, as well as about the divided peninsula’s history and politics.

American teachers also learned from several visiting Korean students, who delivered short presentations on Korean society. The students also interacted with American teachers during meals and social events, answering questions about academics and daily life in Korean high schools. 

“The concept of coming abroad to meet other people from this country, and to talk about my country, was really exciting,” said Minji Choi, one of the students. “It’s a great opportunity.”

But the best opportunity for cross-cultural engagement may have come in a simpler form, as Connie Straub concluded her demonstration and her audience scattered to nearby tables piled high with traditional Korean food. The spread including several varieties of the fermented and fragrant vegetable dish known as kimchi, often approached with skepticism by the uninitiated.

The American teachers quickly shed their inhibitions – and then their misconceptions. “It’s delicious,” said one, a loaded forkful raised to her mouth. “The cucumber is extraordinary.”

SPICE staff members Naomi Funahashi, Rylan Sekiguchi, and Johanna Wee participated in the European Council of Independent Schools (ECIS) Annual Conference in Lisbon, Portugal, from November 18 to 20, 2011. One of the teacher seminars that SPICE offered was titled “Divided Memories: Teaching about Bias and Perspective.” Sekiguchi and Funahashi introduced the important concepts of bias and perspective by engaging over 40 teachers from throughout Europe and Central Asia in an examination of textbooks from five Pacific Rim societies: China, Japan, South Korea, Taiwan, and the United States. The seminar was based on the SPICE curriculum unit, Divided Memories: Comparing History Textbooks, which was developed by Sekiguchi in 2009.

Funahashi and Sekiguchi facilitated a provocative discussion around the notion that because the past continues to influence the present, and because our sense of history helps shape our perception of the world, debates over how history is taught in schools can become extremely controversial and political. History textbooks, too, have become arguably the most politically scrutinized component of modern education. In part, this is because school textbooks provide an opportunity for a society to record or endorse the “correct” version of history and to build a shared memory of history among its populace. In small groups, teachers had the opportunity to first consider newspaper headlines that describe the same event in very different ways, and second to critically examine sample excerpts from five textbooks and consider the questions: How do textbooks from different societies treat such episodes? Do they present similar or dissimilar interpretations of history?

Wee, who staffed a SPICE booth at ECIS, has noted that SPICE’s participation in international conferences like ECIS has significantly increased the dissemination of SPICE curricula to countries that have not historically been reached by SPICE. Lastly, the successful ECIS seminar has prompted discussions about the possible creation of another “divided memories”-type curriculum unit with a focus on how various European textbooks depict particular episodes in world history.