The following is a guest article written by Shotaro Yoshida, who traveled to the San Francisco Bay Area with other graduate students from the University of Tokyo—under the leadership of Professor Hideto Fukudome—in January 2025. Shotaro is also a Project Assistant Professor at the University of Yamanashi. SPICE/Stanford collaborates closely with the Graduate School of Education at the University of Tokyo and met with the students during their visit to the Bay Area.

In 2024, the number of foreign residents in Japan increased by approximately 5 percent from the previous year, reaching about 3.6 million and constituting roughly 3 percent of the total population. As diversity grows, university education is placing greater emphasis on diversity initiatives. However, discussions in Japan are also being influenced by increasing headwinds against diversity promotion due to the 2025 change in government.

Despite demographic changes, Japan persists in the myth of “ethnic homogeneity” and the “absence of racial discrimination.” Although discrimination against Koreans, Ainu, and Okinawans in Japan has been recognized as racial discrimination, and a comprehensive anti-discrimination law has been recommended, this reality is often ignored. This may reflect historical amnesia and a tendency to perceive diversity as “foreign values.”

The U.S. experiences of Chinese immigrant exclusion (1882) and Japanese American internment during World War II, as discussed in this SPICE-supported program, provide valuable perspective for reflecting on Japan’s own history. This highlights that Japan has its own history of similar discrimination and exclusion.

The discriminatory structures formed during Japan’s modernization since the Meiji period developed a unique concept of “ethnicity” to counter Western classifications of Japanese as the “yellow race.” This concept functioned to differentiate Japanese from Chinese people.

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Since Yokohama’s sea port opened in 1859, Chinese immigrants were important trade intermediaries, and bridged the West and Japan. By 1899, however, Japan created systems to clearly separate “inside” from “outside” through immigration and nationality controls, with discriminatory rules targeting Chinese laborers. This blood-based system became the model for Japan’s current foreign resident management. Photo above of Chinatown, Yokohama, courtesy Shotaro Yoshida.

During the Great Kanto Earthquake of 1923, not only Koreans but also many Chinese residents were killed. During World War II in 1944, approximately 40,000 Chinese were forcibly transported to harsh labor environments including mines and ports in Japan. At the Port of Tokyo alone, about 29 percent of these transported Chinese died within a short period. During the same period, civilian internment of “enemy nationals” also occurred. These historical facts have long been overlooked in Japanese society and inadequately addressed in history education.

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In the San Francisco Bay Area, the history of Angel Island Immigration Station and Japanese American internment is preserved in museums, with educational programs communicating these experiences to future generations. For instance, SPICE Instructor Jonas Edman delivered lectures on Chinese exclusion at Angel Island, while SPICE Director Dr. Gary Mukai, who has developed educational materials on Japanese American internment, guided us through his hometown San Jose’s Japantown, and we also had a tour of the Japanese American Museum of San Jose. This appears to serve as a foundation for contemporary diversity discussions, in stark contrast to Japan, which has few facilities or educational initiatives documenting histories of discrimination and exclusion against Chinese immigrants and others. Photo above of graduate students from the University of Tokyo, courtesy Shotaro Yoshida.

The prerequisite for meaningful diversity discussions in Japan is confronting its history of discrimination and exclusion. Engaging with the diversity that already exists in Japan and these historical facts through college education is both an exercise of academic freedom and our responsibility.

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SPICE has the honor of working closely with the Yanai Tadashi Foundation. The Yanai Tadashi Foundation’s mission is twofold. The first focuses on leader development by developing “leaders who can solve issues from a global perspective and drive the growth of Japan and the world.” The Foundation works towards this goal through its International Scholarship Program and the Ryugaku Fellowship, a study abroad support program. The recipients of the International Scholarship Program have the honor of carrying the title of Yanai Scholar. Since 2015, the Yanai Tadashi Foundation has funded very generous scholarships to Japanese students who enter top colleges and universities in the United States and the United Kingdom.

The second mission focuses on the promotion of mutual understanding. The Foundation “strives to create a society where people with diverse backgrounds develop mutual understanding and live in harmony.” The Foundation works towards this goal through Stanford e-Japan, a distance-learning course administered through SPICE with generous support from the Yanai Tadashi Foundation. First offered in Spring 2015, Stanford e-Japan enrolls exceptional high school students in Japan to engage in an intensive study of U.S. society and culture and U.S.–Japan relations. The Spring 2025 course marks the tenth year of Stanford e-Japan. The instructors of Stanford e-Japan are Waka Takahashi Brown, Manager and spring session instructor, and Meiko Kotani, fall session instructor. One of the goals of the course is to encourage Japanese students to consider applying to colleges and universities in the United States. Though many Japanese students have considered doing so, one major concern has been the cost.

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Meiko Kotani and I recently met four freshman Yanai Scholars at Stanford, and they offered to share their experiences at Stanford—as well as their gratitude to Mr. Tadashi Yanai and the Yanai Tadashi Foundation—in this article. Photo above: Gary Mukai, Mr. Tadashi Yanai, and Waka Takahashi Brown, courtesy the Yanai Tadashi Foundation.

Koichi Kimoto

I am a first-year student planning to study Aerospace Engineering/Electrical Engineering. As a Yanai Tadashi Foundation Scholar at Stanford, I feel very honored and grateful to be able to attend a university abundant of opportunities in terms of activities and network at virtually no cost. I know for a fact that my family would not have been able to support my college education costs in a university in the United States (especially a private school), so being a recipient of the Yanai Tadashi Foundation scholarship was the enabling part in realizing my goals of studying Aerospace Engineering at a school in the United States, where the field is most predominant.

Receiving the scholarship acceptance before college admissions was also a huge benefit both psychologically and admissions-wise, since it alleviated my worries about financial burden and kept me solely focused on just getting into a university. Moreover, not only does the YTF scholarship help me attend Stanford right now, but being a part of such a wonderful community of such diverse, talented people has made me a part of an amazing network full of potential collaborators in various fields ranging from engineering, computer science, and music, and I have accomplished so much with my fellow Yanai Scholars, and I hope to keep and learning and growing through this opportunity of a lifetime.

Chisa Ogaki

I am beyond grateful and honored to be able to study at Stanford as a Yanai Tadashi Foundation Scholar. Thanks to Mr. Yanai and the Foundation, I am able to immerse myself fully in my college experience and pursue a degree in Mechanical Engineering without any financial burden on my family. Beyond the generous financial support, what truly differentiates the Yanai Tadashi Foundation from other scholarship foundations in Japan is the community. It has been invigorating to connect with and learn from fellow Yanai Scholars who are all incredibly skilled in their respective fields. Our alumni are always willing to offer mentorship and many of us stay connected well after graduating college.

The Foundation also actively helps us build this sense of community by hosting annual retreats and events that bring us scholars together. One of the highlights of my Stanford experience so far is the weekly dinner I have with three other first-year Yanai Scholars at Stanford. After a long and eventful week, it is always refreshing to come together on the weekend to recap and share stories. Listening to each of their experiences refuels my motivation to work harder in the following week. The connections I have made with fellow Yanai Scholars have enriched my college experience and will continue to inspire me to make the most of my education at Stanford.

Issa Sadamoto

I am a freshman studying Computer Science, with an interest in other fields such as Classics, History, and International Relations. Being able to attend Stanford through the financial assistance granted by the Yanai Tadashi Foundation, I am most grateful for the chance to attend a university that allows me to explore my breadth of interest to the fullest extent, not constrained by a narrow four-year structure. Taking classes and being able to enjoy undergraduate life having the privilege not to worry about my financial situation, the Yanai Tadashi Foundation and Stanford enable me to dive into my interests and find my future passions.

The Foundation’s support extends beyond mere financial assistance. The community it has formed has helped to push and motivate me. The environment of highly motivated peers within the community motivates me daily to excel academically and engage meaningfully with campus opportunities. The diverse perspectives I have encountered have challenged my preconceptions and enriched my worldview in ways I never anticipated. Each conversation with fellow scholars introduces new ideas that complement my technical studies with humanistic insights. This integration of knowledge domains is precisely what I hoped to achieve in my education. I hope to keep leveraging this amazing chance to further grow and develop my interests, and to keep learning from the wonderful environment offered by Stanford!

Shodai Tanaka

Firstly, I love the violin. My dream was to study the physics of musical instruments at Stanford. The dream has come true with the support of the Yanai Tadashi Foundation scholarship and the great community of Yanai Scholars. Since coming here, I have been recognizing the history of the Japanese people anew, including the history of myself. As an international student who has spent almost the entirety of my life inside Hokkaido, Japan, it is not an easy workload to study abroad and be exposed to a different culture. However, in Stanford’s environment, with freedom and therefore requiring agency, I am gaining diverse thinking perspectives from intriguing teachers and friends.

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During a recent meeting at the Yanai Tadashi Foundation in Tokyo, I had the pleasure of meeting with Chikano Shiroma, SPICE’s former main liaison at the Yanai Tadashi Foundation; photo to the left courtesy the Yanai Tadashi Foundation. She has met with many Yanai Scholars at Stanford and other colleges and universities. Waka Takahashi Brown, Meiko Kotani, and I would like to express our heartfelt gratitude to her for her unwavering support of Stanford e-Japan and the chance to work with Yanai Scholars, several of whom are alumni of Stanford e-Japan. Two of Chikano Shiroma’s colleagues—Kano Sasaki, Masami Ueda—kindly joined the meeting as well, and we are looking forward to working closely with them as well as Ayako Tamura and Takatoshi Tanaka this year. 

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The following is a guest article written by Dr. Hideto Fukudome. He is a Professor of Higher Education and Chair of the Department of Integrated Educational Sciences, Graduate School of Education, and also Special Assistant to the President, the University of Tokyo.

In October 2024, the Graduate School of Education of the University of Tokyo celebrated a memorable and highly significant day. It was the signing of the Memorandum of Understanding (MOU) for mutual academic exchange between SPICE of Stanford University and the Graduate School of Education of the University of Tokyo. The ceremony was held on a beautiful autumn day at the Hongo campus of the University of Tokyo. We invited two guests from Stanford: Dr. Gary Mukai, Director of SPICE, and Professor Stephen Murphy-Shigematsu, a lecturer at Stanford and former professor at the University of Tokyo. Eight faculty members of the School of Education and several related staff members attended the ceremony. As participants looked on, Professor Masaaki Katsuno, Dean of the Graduate School of Education, and Dr. Mukai signed the document.

The MOU document between the two organizations has an official appearance. Nevertheless, contained in its formal content is an essential friendship. Furthermore, it is not only the members who attended the ceremony that day who are in the circle of friendship. After the ceremony, faculty and students who had participated in previous SPICE collaborations gathered to renew old friendships around Dr. Mukai and Dr. Murphy-Shigematsu, and new exchanges were born there. In the evening, Professor Miho Takahashi of the Graduate School of Education hosted a research seminar and reception with Dr. Murphy-Shigematsu. Everyone had a pleasant time.

Moreover, the exchange between the two organizations is supported by many SPICE friends. The exchange between the two organizations, which began in 2019, was affected by the impact of COVID-19 along the way, but we continued to interact with each other across distances using online resources. We have continued to organize a regular Lecture Series, in which many SPICE members have participated and supported. In the process, we have learned a lot from each other about international and cross-cultural education. SPICE members offered their breadth and depth of knowledge and experience. SPICE’s willingness to engage in exchanges with Japan and Asia has deepened our friendship. Above all, all of us share a passion for education!

Here are our exchanges so far. I invited Dr. Mukai to Japan for the first time in 2019. Professor Takeo Hoshi helped me. He is currently a professor of economics and vice president of UTokyo, and he was formerly a professor at the Stanford FSI, to which SPICE belongs. In the fall of 2022, I invited Dr. Mukai to UTokyo as a foreign researcher invited by the Japan Society for the Promotion of Science (JSPS). During his two-month stay, various exchanges were born between faculty members, students, and UTokyo’s affiliated middle school, and memories were made. Among them, I will never forget the graduate class Dr. Mukai and I offered. Enthusiastic students gathered to attend. With the help of Dr. Mukai, we also held various events, and many people participated, creating many new encounters and friendships.

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Since 2023, I have been taking graduate students from UTokyo to Stanford University every year to give intensive lectures. The photo above was taken after a presentation by SPICE’s Meiko Kotani (front row far left), Sabrina Ishimatsu (front row third from left), and Irene Bryant (front row fourth from left); photo courtesy Graduate School of Education of the University of Tokyo. Each time, 15 to 20 students join the program. I ask SPICE members and Stanford University faculty and staff to give lectures and workshops. Through these, students deepen their understanding of cross-cultural education and diversity and learn a lot about American higher education, education, and cultural history. When visiting Stanford University, we also visit nearby higher education institutions such as the University of California, Berkeley, Foothill College, and San Francisco State University, which are friendly universities. We also visit related facilities, such as the Japanese American Museum of San Jose, the Immigration Museum on Angel Island, the Consulate-General of Japan in San Francisco, and IT companies in Silicon Valley in order to broaden the students’ experiences. Appreciating art and watching sports are important parts of learning about American culture.

The highlight of our visits is the meeting with SPICE members, which is always the most enjoyable time. We are grateful to all the lecturers and staff who welcome and warmly host our visits. This special opportunity provided by SPICE has significantly contributed to the internationalization and quality of teaching and research in the School of Education.

Many Japanese and Japanese Americans are active in Silicon Valley, centered around Stanford University, and they are putting into practice cross-cultural exchange. Every time I visit the area, I am greatly stimulated and learn a lot from them and people interested in Japan and Asia. My perspective has broadened dramatically, and I can gain new ways of thinking. I am also interacting with UTokyo’s alumni group Akamon-kai, which has two local groups in the San Francisco Bay Area. I hope to further strengthen the relationship through more visits in the future.

Our MOU will be an opportunity for more people to participate in our exchanges and have scholarly exchanges as well as a fun time, and our mutual friendship will deepen and broaden. The MOU itself may be a formal document, but what is important is the friendly exchange rooted in mutual friendship and common interests, which now will have even more opportunities to blossom thanks to the MOU.

Applications for Stanford e-Entrepreneurship Japan (SeEJ) are now open. This all-English online program aims to develop Japanese students’ creative thinking and problem-solving abilities to tackle social challenges. SeEJ is offered twice a year, in the fall and spring, through a collaboration between SPICE and the non-profit organization e-Entrepreneurship in Japan. The course is led by Irene Bryant in the fall and Makiko Hirata in the spring. It is available to Japanese-speaking high school students, in or from Japan, in their first and second years. The spring 2025 session will take place from early April to August.

The application form is now available at https://forms.gle/T2tX6hW9kXwo9xzB9. The submission deadline is March 22, 2025, at 11:59 PM Japan Time.

SeEJ provides students with the chance to interact with entrepreneurs and scholars from California and beyond who are working to solve social challenges. The program features virtual classes (VCs) held twice a month on Sundays. Throughout the course, students will complete two research projects—one individually and one as part of a group. The group project will be presented to a panel of guest judges, who will assess each team’s social innovation in addressing real-world issues. Participants who successfully finish the course will be awarded a Certificate of Completion from SPICE and NPO e-Entrepreneurship.

Applicants need to be available and committed to attending VCs held on the following Sunday mornings, Japan Time: 4/20, 5/4, 5/18, 6/1, 6/15, 7/6, 7/20, 8/10, and 8/24. Most classes will be from 10AM to 12PM, except for VC#1 and VC#7 which will be from 10AM to 12:30PM. In addition to the VCs, students will have assignments that will require about 3–5 hours per week for class preparation, individual assignments, and group work.

For more information about Stanford e-Entrepreneurship Japan, visit the program webpage. To apply, submit the online application by March 22.

Stanford e-Entrepreneurship Japan is one of several online courses offered by SPICE.

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3/13/25 EDIT: Application deadline updated from March 15 to March 22, 2025.

Applications are now open for the 2025 Stanford/SPICE East Asia Seminars for Teachers in Hawai‘i (Stanford SEAS Hawai‘i). This free professional development opportunity is designed for Hawai‘i educators seeking to deepen their understanding of East Asia and enhance their teaching. The program is offered by the Stanford Program on International and Cross-Cultural Education (SPICE) with generous support from the Freeman Foundation. Twenty teachers will be selected to participate in a fellowship running from April to July 2025.

The application form is available at https://forms.gle/jwenyWfREi8FCgNA6, with a submission deadline of February 25, 2025.

Eligible high school teachers across Hawai‘i will have the opportunity to expand their content knowledge of East Asia through a series of expert-led virtual seminars (April–June), culminating in a three-day, in-person teacher institute in Honolulu in July 2025. The program will explore East Asia, U.S.–Asia relations, and the Asian diaspora in the United States, with a special focus on Hawai‘i. Participants will also receive extensive teaching resources and engage in discussions on content and pedagogy to enhance classroom instruction.

Former fellow Sarah Kalawe, a teacher at Hilo High School, described her experience with Stanford SEAS Hawai‘i: “My purpose [in participating in this program] was to understand East Asian culture and history to connect with my students, community, and to select readings that represent East Asia culture ‘realistically.’ I feel that my goals were achieved and more. Stanford SEAS lecturers provided me with a lot of information that will help me connect with my students and community. The information helped me develop greater empathy and makes me want to work toward bettering our community for all types of ethnicities. … I love the different perspectives I got to hear. This was truly an amazing experience that helped me understand our community better and the different ways we contribute to it.”

Karina Hernandez, a teacher at Konawaena High School, shared a similar sentiment: “I gained a deeper appreciation for the complexity of historical narratives and the importance of considering multiple perspectives. I learned how to deconstruct traditional, often Eurocentric, viewpoints and uncover the stories of marginalized communities. I plan to actively challenge students to question the narratives they encounter.”

For more details about Stanford SEAS Hawai‘i, visit the program webpage. Interested educators should submit their applications by February 25, 2025.

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In addition to Stanford SEAS Hawai‘i, SPICE offers teacher PD opportunities virtually to teachers nationwide and locally in California to middle school teachers, high school teachers, and community college instructors. For more information on those programs, please visit the webpages below.

• East Asia Summer Institute for Middle School Teachers
• Virtual East Asia Seminar for High School Teachers in California
• Community College Programs

On November 8, 2024, a film screening of Instruments of a Beating Heart was held at Stanford University that was followed by a conversation between filmmaker Ema Ryan Yamazaki, Professor Kiyoteru Tsutsui, and Dr. Mariko Yang-Yoshihara. The film screening was sponsored by the Japan Program, Shorenstein Asia-Pacific Research Center. Erin Tsutsui shared her reflections of the film. Erin is a student at Gunn High School, Palo Alto, California.

The award-winning documentary short Instruments of a Beating Heart by Ema Ryan Yamazaki captures a core essence of Japaneseness—discipline in the name of contributing to the greater good for a harmonious society. Set in a regular elementary school in Tokyo, the film tracks a seemingly trivial event of a first grader’s performance in her school’s end-of-year ensemble. Through its portrayal of practice sessions, the film demonstrates how the Japanese school system instills Japan’s famous collectivist mindset from a young age with an emphasis on compliance and respect for others. Protagonist Ayame is reduced to tears when her school teacher points out her lack of practice in front of her peers. However, with encouragement from her mentors and a newfound motivation to practice her music, she nails her performance, thus bolstering her work ethic and penchant for a greater community good. This mindset makes Japan function so well as a society with its clean roads, low crime rates, and timely trains, but it also exerts pressure to conform and can lead to a loss of self-respect and individuality.

I grew up in the United States, where people commend individuality and free will and celebrate being different from others. I also attended Japanese elementary schools, though only for a couple of weeks each year, and noticed the stark contrast in the way students behave. I now realize that what I observed in those schools represent different social norms that govern each country. Japanese students mop the floors and serve the food to each other, carrying the responsibility of maintaining their space and learning the importance of combined efforts. In the meantime, American schools have custodians and lunch servers to shoulder all the burden while students tend to their own interests.

Personally, I remember my elementary school years in America to be freeing and unrestrained, where I learned the value of my uniqueness from the next person and celebrated our differences. These values continue to shape me today, as I hold a strong sense of selfhood and understand the power of my voice. On the other hand, during my brief time attending a Japanese school, I was struck by how disciplined my peers were, considering the tremendous amount of homework and tasks assigned to them. I remember working with my new friends to clean our classroom floors, serve lunch, and finish massive academic tasks in the classroom. At the beginning it was overwhelming and somewhat puzzling, but over time I found it rewarding knowing I contributed to the well-kept communal space and accomplished tasks with my young friends.

It is evident to me now, having experienced the contrasting school systems, that the cultural norms and ideals are integrated into the nations’ citizens early on. Though Ayame felt dejected in the beginning, her teachers’ scolding and nurturing helped improve her discipline, and she ultimately performed well. That discipline of hers, combined with that of her classmates, made the orchestra work. The instrumental orchestra is quite symbolic of the value of working together to create a masterpiece, as a slip-up from any one ensemble member can disrupt the balance of the ensemble. Writ large, Japanese society functions well because Japanese citizens exercise their discipline to work together toward a greater good. For all its other problems, such as overbearing societal pressures and suppression of individual expressions, Japan has much to offer to other societies in how to run a well-functioning society.

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Applications are now open for the Virtual East Asia Seminar for High School Teachers, a free professional development opportunity for California high school teachers who wish to enhance their teaching of East Asia. Offered by the Stanford Program on International and Cross-Cultural Education (SPICE) and the National Consortium for Teaching about Asia (NCTA), this seminar will select 20 teachers to participate in four virtual sessions from March to May 2025.

The application form is now live at https://forms.gle/zCYyEaBFjyf4kAot5. The deadline to apply is February 28, 2025.

High school teachers in California are welcome to apply. Selected teachers will strengthen their content knowledge of East Asia by learning from experts in a series of private virtual seminars via Zoom on the following Tuesdays, 4:00 to 6:00pm Pacific Time: March 25, April 8, April 22, and May 6. Throughout the program, participants will explore and examine various aspects of East Asia, U.S.–Asia relations, and the Asian diaspora in the United States.

Participants will receive extensive teaching resources and an opportunity to discuss content and pedagogy in the classroom to help support their teaching of East Asia. Teachers who attend the four Zoom sessions, complete pre-assigned readings, and participate in group discussions will receive a $300 professional stipend and be eligible to receive three units of credit from Stanford Continuing Studies.

“We are excited to launch our virtual seminar on East Asia for high school teachers again in 2025,” said Naomi Funahashi, Manager of Teacher Professional Development at SPICE. “This initiative will provide an engaging platform featuring expert lectures, interactive discussions, and valuable curricular resources. Our goal is to equip educators with the tools and resources to explore the complex histories, societies, and cultures of East Asia and the diversity of the Asian American experience. Together, we hope to explore new insights and strategies that will enhance student learning and foster global awareness, while creating a vibrant community of teachers who are excited to learn and share fresh perspectives and innovative teaching strategies with one another.”

For more information about the Virtual SPICE/NCTA East Asia Seminar for High School Teachers, visit the program webpage. To apply, submit the online application by February 28, 2025.

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I first learned about Sayama City, located in Saitama Prefecture, through its Sayama-cha—one of the three most famous teas in Japan. A thoughtful gift from an owner of a manufacturing company in Sayama City introduced me to this delightful tea, which quickly became a regular part of my daily life. Sayama’s vibrant tea culture, enriched by its lush plantations and lively festivals, reflects the city’s deep pride in this heritage. Never did I imagine that, a few years later, I would be working with a high school in this remarkable city.

In the spring of 2024, SPICE launched the Stanford e-Bunri course in partnership with Seibu Gakuen Bunri Junior and Senior High School (Seibu Bunri) in Sayama City. Under the leadership of the newly appointed principal, Dr. Pedro Marques, Seibu Bunri is dedicated to nurturing young Japanese leaders to be ready to thrive on the global stage. Principal Marques envisions the school as more than just a place for academic excellence; he sees it as a dynamic environment where students actively engage in their learning and tackle complex challenges. I was thrilled to contribute to this vision by bringing SPICE’s educational philosophy to Seibu Bunri by underscoring the importance of diverse perspectives, critical thinking, and innovation. Principal Marques commented:

In today’s rapidly changing world, education must go beyond the classroom and traditional academic boundaries. It is essential to provide students with real-world experiences that connect them deeply to the communities they live in and serve, while fostering their understanding and bonding with international communities. Partnerships like the one we have established with Stanford University’s SPICE program are critical to achieving this vision. They not only expose our students to global perspectives but also challenge them to apply their learning in meaningful ways that can make a difference locally and globally.

Modern education needs to equip students with the tools to navigate complexities and to build bridges between cultures, ideas, and communities. By integrating diverse topics such as diversity, women’s rights, and entrepreneurship into our curriculum, we aim to nurture empathetic leaders who are grounded in their heritage yet inspired to innovate and collaborate on a global scale.

This partnership is not just a program; it is a cornerstone of our mission to redefine education at Seibu Bunri. Through such initiatives, we are building a resilient community of learners and leaders who are prepared to face the challenges of tomorrow with confidence and a strong sense of purpose.

In September, we successfully concluded our inaugural Stanford e-Bunri course. Building on discussions with the school staff to address critical challenges in shaping a more inclusive, equitable, and innovative future in Japan, Stanford e-Bunri focused on three key topics: diversity, women’s rights, and entrepreneurship. Over the course of four months, 30 students participated in the virtual classrooms, completed reading and writing assignments, engaged in online discussions, and delivered group presentations on these topics.

Diversity

During our diversity-focused lessons, students were treated to lectures from Dr. Gary Mukai and Dr. Ignacio Ornelaz Rodriguez from Stanford University, focusing on diversity in the United States. Dr. Mukai explored the history of Japanese American experiences during World War II, while Dr. Ornelas shed light on the lives of Mexican workers through an overview of the Bracero Program. These topics, which represent significant yet often overlooked aspects of American history, provided students with valuable perspectives not typically covered in Japanese curricula.

The word “empathy” deepened my understanding of diversity. Both lecturers mentioned that empathy is really important in this diverse society; I felt that empathy will be the key point to building good relationships with people with different cultures and backgrounds.
—Rina Nishimori

In the last session of the diversity module, students considered the lessons learned about diversity in the United States and applied them to the issues in a Japanese context. They conducted research and delivered group presentations on various aspects of diversity, including race, gender, LGBTQ+ rights, socioeconomic status, disability, and age-related issues. These presentations offered valuable insights into the complex and multifaceted challenges surrounding diversity in Japanese society, encouraging students to recognize that diversity is not just a global concept but also deeply significant and relevant within Japan.

Women’s Rights

During the lessons on women’s rights, students learned from Dr. Mariko Yang-Yoshihara from Stanford University, who discussed the current state of STEAM education and her initiative to empower girls with STEAM education in Japan. Another lecture was given by Ms. Yukiko Kimura, former Founder and CEO at Genic Lab Inc. and Senior Product Manager at Amazon Web Services, who shared her personal journey as a female entrepreneur in Japan, including the challenges she faced and the resilience required to overcome them. Both sessions offered students a deeper understanding of the systemic and cultural barriers women encounter, while inspiring students to think critically about ways to foster equity.

Ms. Kimura’s quote made a lasting impression on me: “It is important to become the person you want to be, not the person others want you to be.” I will try to be who I want to be from now on, because limiting myself by other people’s expectations may change my life.—Seiji Yamakawa

In the final session of the women’s rights module, students researched gender-related issues and challenges in Japan and proposed solutions in group presentations. This exercise encouraged students to reflect on how they, too, could contribute to fostering greater gender equality in their own communities and beyond.

Entrepreneurship

The entrepreneurship module featured engaging and inspiring lectures from Mr. Kenji Niwa, Co-founder and CEO at Firstcard Inc., and Ms. Min Zhu, Co-founder and CTO at EnChannel Medical, both of whom shared their personal journeys and deep insights into the entrepreneurial mindset. Through their stories and expertise, the students gained a deeper understanding of the mindset needed to overcome challenges and failures, embrace innovation, and cultivate resilience—qualities that are essential not only for entrepreneurial success but also for thriving in any endeavor.

The lectures showcased inspiring stories of people who overcame obstacles to achieve their goals, highlighting the importance of resilience and continuous learning. I also realized that success is deeply personal, shaped by individual values rather than societal expectations. —Sora Ikeda

To conclude the entrepreneurship module and the entire course, students identified pressing social issues in Japan and proposed innovative solutions in a business pitch format. Their presentations received feedback from guest observer Mr. Christopher Chang, Strategic Advisor at Beenext Capital Management, providing students with valuable insights into real-world problem-solving. This interactive session not only encouraged creativity and critical thinking but also provided students with a glimpse into the practicalities of turning ideas into actionable solutions.

My experience working with Seibu Bunri and the students of the Stanford e-Bunri course has been both inspiring and rewarding. Through thought-provoking lectures, discussions, and hands-on projects, the students not only expanded their understanding of critical global topics but also delved deeply into examining key issues within their own society. This process challenged them to reflect on how they can actively contribute to creating positive changes.

I wish to express my heartfelt gratitude to my collaborators at Seibu Bunri for their amazing support and partnership. They are Dr. Pedro Marques, Mr. Toshiyuki Shijima, Ms. Tamaki Komaeda, Mr. Hiroshi Inoo, Mr. Joshua Moon, Mr. Opaon Cleo, Mr. Toshikazu Ishizaka, and Ms. Kayo Imanaga. I would also like to thank our guest lecturers who generously dedicated their time and expertise to speak for the Stanford e-Bunri course. Their contributions played a crucial role in bringing the course content to life, offering students a unique perspective on the topics of diversity, women’s rights, and entrepreneurship. Last but not least, I’d like to congratulate the dedicated students who participated in the course.

In closing, I have learned that Sayama-cha—compared to other tea plants—is characterized by its thick leaves. This is because the region’s cold climate sometimes causes frost in winter, making plants sometimes unable to survive without thick leaves. I am excited to see how the students will apply the insights and skills learned from Stanford e-Bunri to become resilient leaders who can thrive on the global stage despite inevitable “weather changes” in their lives.

Stanford e-Bunri is one of SPICE’s local student programs in Japan.

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My grandparents, who were immigrants from Hiroshima, Japan, were migrant farm workers and sharecroppers in California from the early 20th century, and they lived in many towns in California. The only other state that they lived in was Arizona when they were incarcerated by the U.S. government from 1942 to the end of World War II in 1945 in what were once called “relocation centers” and now usually referred to in U.S. history textbooks as “internment camps” for people of Japanese descent primarily from the West Coast. My parents, who were born in California and thus U.S. citizens, were also incarcerated. Because Japanese immigrants and their descendants played such a vital role in agriculture in states like California, the incarceration of approximately 120,000 people of Japanese descent—along with the military draft—caused a severe labor shortage in agriculture. These were two of the key reasons for the establishment of the Bracero Program in 1942. SPICE Consultant Dr. Ignacio Ornelas Rodriguez_, who teaches at Willow Glen High School, San Jose Unified School District, as well as at Stanford University, noted:

The Bracero Program was a series of laws that allowed the United States to recruit temporary guest workers (braceros, lit. “individuals who work with their arms”) from Mexico. As the United States entered World War II, its agriculture and railroad industries witnessed a shortage of laborers due to the U.S. military draft and the forced removal of Japanese Americans from the West Coast of the United States. The United States and Mexico entered into legal agreements that would ultimately be known as the Bracero Program, which operated from 1942 to 1964. Braceros worked throughout the United States, but the largest concentration of braceros was employed in California. There were an estimated 4.5 million contracts signed by braceros over the 22-year period. Today a large proportion of the Mexican American population can trace its heritage to former braceros.

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As a child of farm laborers in the 1950s and 1960s, I worked side-by-side with braceros. My neighbors in San Jose were braceros. Braceros were either paid by the hour or compensated by the amount of crops that they harvested, known as piecework. The braceros’ punch cards usually had at least double the punches that mine had. As a child, I felt more Mexican than Japanese American. Thus, it was particularly meaningful for me to facilitate an event called “Legacies of the Bracero Program, 1942–1964,” during which nine former braceros were recognized by SPICE, FSI, and the Center for Latin American Studies (CLAS). The event took place at Stanford University on February 27, 2014; photo above courtesy Rod Searcey. The event was conceptualized by Ornelas and organized by Ornelas and SPICE Event Coordinator Sabrina Ishimatsu. Featured speakers were former FSI Director Professor Mariano-Florentino Cuéllar, former CLAS Director Professor Rodolfo Dirzo (the son of a bracero), and Ornelas. The year, 2014, marked the 50th anniversary since the end of the Bracero Program.

Ornelas has spent the last 14 years conducting research and memorializing braceros. In addition to the event described above, he has conducted numerous public history events with colleagues and was instrumental in the naming a 17-mile stretch of U.S. Highway 101 as the Bracero Memorial Highway and Monterey County’s recognition of braceros. The naming of the Bracero Memorial Highway—and more recently the installation of a cross—are memorials to a tragic accident in Chualar, Monterey County, that killed 32 braceros on September 17, 1963. On June 2, 2020, Ornelas spoke about the history of the Bracero Program and shared reflections on “Visualizing the Essential: Mexicans in the U.S. Agricultural Workforce” in a webinar attended by educators nationwide. Since December 31, 2024 marks the 60th anniversary of the end of the Bracero Program, I highly recommend the use of the recorded webinar in high school classrooms and colleges in the United States and Mexico. The webinar recording, along with a classroom-friendly discussion guide, can be accessed here. The webinar was co-sponsored with CLAS and facilitated by SPICE Instructional Designer Jonas Edman. Also, a talk by Ornelas in Monterey County last year inspired the development of a mural that was commissioned by Monterey County and will be featured in Chualar.

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My mother, who worked with braceros since shortly after her release from the incarceration camp in Arizona in 1945 until 1964, died this year. While clearing out her home, I decided to keep the comal—a flat griddle—that the braceros who lived next to me used to make tortillas. The braceros gave the comal to my mother before their return to Mexico, and my mother had saved it because she recalled—as I do, as well—the many times that the braceros made tortillas for me. More importantly, she had the highest respect for their work ethic. I used to walk regularly to the bracero home to enjoy tortillas; photo above circa 1957. As a 10-year-old in 1964, I remember the sadness that I felt when I said “adios” to my bracero co-workers and neighbors.

I think it’s important to recognize the critical contributions of the braceros not only to the U.S. economy—especially during World War II—but also to their continued contributions to the richness of U.S. history and society broadly through their descendants like Dr. Ignacio Ornelas Rodriguez.

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Nestled along the coast of Kumamoto Prefecture in southern Japan, the city of Minamata is a remarkable place in many ways. This September, I had the privilege of visiting for the first time to celebrate the launch of the Stanford e-Minamata Program, which is made possible by the support of the Minamata Municipal Government. As my trip came to an end, one word echoed in my mind: resilience.

A brief search into Minamata’s history reveals a poignant chapter from the 1950s and 60s, when the city became synonymous with Minamata disease—a devastating neurological condition caused by mercury poisoning due to industrial wastewater pollution from a group called Chisso Corporation. Visiting the Minamata Disease Municipal Museum with Mr. Hiroki Hara, Director General of the General Affairs Planning Department at Minamata City Hall, and Mr. Minoru Koga, Director General of the Minamata Environmental Academia, I gained a deeper understanding of the community’s struggles. What struck me most, however, was how Minamata has reclaimed this painful history, transforming it into a source of strength and a commitment to protecting human and environmental well-being.

Today, Minamata is a leader in sustainability, recognized by the Japanese government as an “SDGs Future City” in 2020. The launch of the Stanford e-Minamata Program, a new SPICE initiative in collaboration with Minamata High School, marks a pivotal step forward in the city’s ongoing revitalization efforts. Rooted in Minamata’s values of sustainability and local innovation, the program focuses on three key themes: the environment, emerging technologies, and U.S.–Japan relations. These themes aim to equip the next generation of leaders with the tools they need to address critical global challenges. 

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A student from Minamata High School providing opening remarks; photo courtesy Minamata High School. 

At the opening ceremony, Minamata City Mayor Toshiharu Takaoka shared words of inspiration with the students:

This is a very remarkable collaboration between Minamata City, located in the small island nation of Japan, and Stanford University, located in the state of California in the United States. We hope this course will share the international outlook and the atmosphere of a top American university with high school students, and contribute to the development of the next generation of Minamata City’s human resources.

For me, launching this program in Minamata is particularly meaningful. As the child of parents from rural Louisiana and the second person in my family to travel outside the United States, I often sought opportunities to experience the world as a young person, but didn’t know where to start. A life-changing moment came at age 16 when I received a scholarship to live with a host family in Hiroshima for six weeks. Speaking no Japanese and having never flown alone, I truly embraced the unknown. That experience profoundly shaped my life, leading me to minor in Japanese during my university years, study abroad at Kansai Gaidai University, and later complete a Fulbright research grant in Okayama Prefecture focused on rural revitalization.

Working with the students of Minamata High School now feels like coming full circle. Their curiosity and determination to learn about the world remind me of my own journey. Providing rural students with opportunities to engage with global challenges is more critical than ever, and I am inspired by their potential to lead.

I would like to express my deepest gratitude to Mayor Takaoka, Mr. Hiroki Hara, Dr. Minoru Koga, Secretary General Kayo Fuchigami, Principal Yasunori Takaki, Vice Principal Fumiko Niibu, Planning Manager Saho Yagyu, and many others whose tireless efforts brought the Stanford e-Minamata Program to life. It is an incredible honor to support this initiative, and I look forward to seeing how it will continue to inspire and empower the next generation of Minamata leaders.

Stanford e-Minamata is one of SPICE’s local student programs in Japan.

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