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Applications opened this week for Stanford e-Entrepreneurship Japan (SeEJ), an all-English online course to foster Japanese students’ creative thinking and innovative problem-solving skills to address social issues. SeEJ is offered twice annually in the fall and spring by SPICE and the non-profit organization e-Entrepreneurship in Japan. The instructors are Irene Bryant (fall) and Makiko Hirata (spring). It is open to Japanese students in their first and second years of high school. The spring 2023 course will run from early July through September.

The application form is now live at https://forms.gle/C8gTBAae71yHi5bZ8. The deadline to apply is June 19, 2023 23:59 Japan Time.

Participating in the program has broadened my world enormously.
Yura Mizutani, fall 2022 participant

SeEJ offers students an opportunity to engage with impactful entrepreneurs from California and beyond through its virtual classes offered twice a month on Sundays. The course will culminate in an individual research paper and final group research projects, the latter of which will be presented at the last virtual class of the course in September. Students who successfully complete the course will receive a Certificate of Completion from SPICE, Stanford University, and NPO e-Entrepreneurship.

Testimonials from recent alumni attest to the transformative experience that the course has offered students since its inaugural year in 2020. Yura Mizutani (fall 2022 SeEJ) wrote about how the course introduced her to more complex, layered, and multidisciplinary approaches to addressing social issues. “Before joining Stanford e-Entrepreneurship, I was passionate about solving social problems from a public policy perspective. Participating in the program has broadened my world enormously, as I have learned that there are many ways to solve social problems from an entrepreneurial perspective as well.”

For more information about Stanford e-Entrepreneurship Japan, visit the program webpage. To apply, submit the online application by June 19.

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

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

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Nahoko Okamoto, Mona Abe, Yamato Obinata, and Scott Watanuki with their instructors
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SPICE Recognizes Top Students in Stanford e-Entrepreneurship Japan

Congratulations to the summer 2021 and fall 2021 honorees.
SPICE Recognizes Top Students in Stanford e-Entrepreneurship Japan
Stanford e-Entrepreneurship Japan honorees with their instructors
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Fostering the Entrepreneurs and Innovators of Tomorrow

On August 11, 2021, SPICE honored the top students in the 2020 Stanford e-Entrepreneurship Japan Program in a virtual ceremony.
Fostering the Entrepreneurs and Innovators of Tomorrow
Stanford e-Entrepreneurship Japan student Naho Abe in Mexico City
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Stanford e-Entrepreneurship Japan: Fostering Innovative Ways to Address Social Issues

The following reflection is a guest post written by Naho Abe, an alumna of Stanford e-Entrepreneurship Japan.
Stanford e-Entrepreneurship Japan: Fostering Innovative Ways to Address Social Issues
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Applications are now being accepted for the spring 2023 session. Interested high school students in Japan should apply by June 19, 2023.

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Gary Mukai
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On May 5, 2023, the Spring 2023 TEACH Conference attracted people from across Stanford University for professional development, networking, and socializing around undergraduate and graduate teaching and learning. The conference engaged participants in the following key topics: 

  • Engagement: How can we captivate students and motivate them to apply what they are learning effectively to their projects, assignments, research, and so on?

  • Well-being: How can we support thriving among learners and teachers?

  • Belonging: How can we invite learners and teachers to bring their whole selves to class?  
     

Makiko Hirata touched upon each of the three key topics through her perspective and experiences as a concert pianist, educator, and researcher. Hirata opened her session on “Sound Communication” with a performance of Chopin’s “Etude Op. 25-1 in A-flat Major” a.k.a. “Aeolian Harp” and immediately drew in the audience.

Hirata demonstrated how music can encourage people to be more empathetic and imaginative through a series of short vocalization and listening exercises. Between different exercises, she interspersed research on the synching or coupling of brainwaves between listeners in effective communication. She structured her talk around four components of music—silence, rhythm, melody, and harmony—and she offered insightful remarks on how understanding such components can make people better educators who can also help to facilitate the well-being and belonging of their learners.

Makiko Hirata at TEACH conference

Her interactive session included asking the participants to sit in silence. “If you only have two minutes to relax,” Hirata told the participants, “studies show that sitting in silence is more effective than listening to so-called ‘relaxing music.’ We only have so much cognitive capacity, and the brain needs silence in between inputs to process the information it receives.” Another exercise focused on rhythm as she engaged the audience in a clapping exercise. It was a lesson on non-verbal leadership, including the importance of using breath, body language, and eye contact as cues. 

Hirata also made references to neuroscience, which has documented the effects of music. A summary of this is captured in the March 31, 2023 edition of the Los Angeles Times: “When we listen to music together, our heartbeats actually start to align and we start breathing together to the lyrics. Even our brain waves start to synchronize, according to Makiko Hirata, an international concert pianist who works with neuroscientists to quantify the benefits of music on our well-being.” 

After participating in her workshop, I was eager to apply these musical concepts to my teaching for more enhanced sense of belonging and engagement among my students. In addition to the four components of music, I will also keep the following four questions—outlined by Hirata—in mind as I plan my future lessons. 

  • How much attention do you pay to your tone of voice in the classroom? 

  • What is the range of your vocal inflections during your presentations? 

  • What is the tempo of your bullet points and rhythms in your choice of words? 

  • Do you know the power that sonification can give to a set of data? 


Hollie Fortcamp, one of the organizers of the TEACH Conference, noted, “It was a joy to attend ‘Sound Communication’ by Dr. Makiko Hirata, SPICE, at the TEACH Conference. We are so blessed to have her expertise and delight! She captivated the room. She gave us all much to ponder about how the various aspects of musicality influence communication, especially the communication of teaching and learning. We are still talking about it.” In addition, three of the participants’ written comments noted “Makiko’s lovely piano playing and moments of silence in a great workshop”; “the measurable value of silence in information processing”; and “music/sound and more importantly, silence in teaching is important.” Fortcamp continued, “Makiko was an ideal presenter as she highlighted all three topics of the TEACH Conference—that is, engagement, well-being, and belonging.” 

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

Reference: 

“Can music inspire more people to care about climate change?” Los Angeles Times, 31 March, 2023; https://www.latimes.com/podcasts/story/2023-03-31/column-one-podcast-lu…

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Marie Fujimoto at Tsuda Elementary School, Yokohama City
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Music Beyond Boundaries

Graduate student Marie Fujimoto reflects on a course co-taught by SPICE Director Gary Mukai and former CASEER Director Hideto Fukudome.
Music Beyond Boundaries
Students with Yasuhiro Fukano, Manager at the Wakayama Prefectural Board of Education, and Makiko Hirata
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SPICE Launches New Course for Students in Wakayama Prefecture

Instructor Makiko Hirata reflects on the launch of Stanford e-Wakayama, SPICE’s newest regional program in Japan.
SPICE Launches New Course for Students in Wakayama Prefecture
Yo-Yo Ma and Kinan Azmeh
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Kinan Azmeh and Yo-Yo Ma: Art in a Time of Crisis

On April 6, 2022, Silkroad will be performing at Stanford University.
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The workshop was part of the Spring 2023 TEACH Conference, which explored the theme of belonging and wellness in teaching and learning.

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Applications opened this week for the China Scholars Program, an intensive, college-level online course on contemporary China for U.S. high school students. The China Scholars Program (CSP) is offered by the Stanford Program on International and Cross-Cultural Education (SPICE) at Stanford University, and is open to rising 10th, 11th, and 12th graders across the United States. The Fall 2023 online course will run from late August through December. Applications are due June 15, 2023.

Stanford University China Scholars Program for high school students
Fall 2023 session (late August through December)
Application period: May 8 to June 15, 2023

Accepted applicants will engage in a rigorous academic exploration of key issues in China, spanning politics, economics, social issues, culture, and the arts, with an emphasis on the relationship between the United States and China. In real-time conversations with leading scholars, experts, and diplomats from Stanford University and other institutions, participants will be exposed to the cutting edge of U.S.–China relations and scholarship. CSP students will also have an opportunity to meet online with Chinese students in our Stanford e-China Program. Students who complete the online course will be equipped with a rare degree of expertise about China and international relations that may have a significant impact on their choice of study and future career.

“CSP was one of the best academic programs that I have attended,” said Michelle Jin, a recent alum of the program. “By engaging with CSP’s rigorous and unique curriculum, I explored aspects of contemporary China that were not covered in my high school curriculum and had meaningful discussions with invited professors and cohort peers. The curriculum culminated with an independent research paper that allowed me to delve deeper into understanding China’s ‘Rust Belt,’ a topic of immense personal interest. I would highly recommend CSP to any student willing to challenge themselves and grow!”

More information on the China Scholars Program is available at http://chinascholars.org. Interested high school students should apply now at https://spicestanford.smapply.io/prog/china_scholars_program/. The deadline to apply is June 15, 2023.

The China Scholars Program is one of several online courses offered by SPICE.

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

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China Scholars Program and Stanford e-China Alumnae Launch Project 17

Project 17 is a 501(c)(3) nonprofit organization connecting students around the world to address the 17 Sustainable Development Goals of the UN.
China Scholars Program and Stanford e-China Alumnae Launch Project 17
Santiago Calderon at Harvard University for debate tournament
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How SPICE’s China Scholars Program Accelerated My Love for International Relations

The following reflection is a guest post written by Santiago Calderon, an alumnus of the China Scholars Program, which is currently accepting applications for the Fall 2021 course.
How SPICE’s China Scholars Program Accelerated My Love for International Relations
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China Scholars Program: East Asia Through a STEM Lens

The following reflection is a guest post written by Mallika Pajjuri, an alumna of the China Scholars Program and the Reischauer Scholars Program. She is now a student at MIT.
China Scholars Program: East Asia Through a STEM Lens
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Applications are being accepted for the Fall 2023 session. Interested students should apply by June 15, 2023.

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Gary Mukai
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Thirty years ago, Katsusada Hirose spent a year (1993–94) as a Visiting Scholar with the Global Affiliates Program at the Walter H. Shorenstein Asia-Pacific Research Center (APARC). Hirose represented Japan’s Ministry of International Trade and Industry (MITI) at APARC and worked closely with the founding director of APARC, now Professor Emeritus Daniel Okimoto. Hirose fondly recalls being able to commute by bicycle to campus. In his last position at MITI in 1999, Hirose held the post of Administrative Vice-Minister of MITI and METI (Ministry of Economy, Trade and Industry) and after a distinguished career with MITI and METI, Hirose became Governor of Oita Prefecture in 2003. Governor Hirose has also served as the President of the Governor’s Association of Kyushu Region since 2010.

On August 26, 2019, Okimoto organized a California-Japan Governors’ Symposium at Stanford University and invited Governor Hirose as well as Governor Ryuta Ibaragi (Okayama), Governor Heita Kawakatsu (Shizuoka), Vice Governor Yutaka Ota (Nagano), and Governor Hidehiko Yuzaki (Hiroshima). The California-Japan Governors’ Symposium was co-hosted by the Silicon Valley Japan Platform (SVJP) and the U.S.-Japan Council. Okimoto serves as Co-Chair of the SVJP Executive Committee.

Man and woman holding a Stanford University pennant
Governor Hirose and Kasumi Yamashita

On the same day as the Governors’ Symposium, SPICE officially launched Stanford e-Oita, an online course that is offered annually to high school students in Oita Prefecture and is taught by Kasumi Yamashita. Former Ambassador to Japan and former APARC Fellow Michael Armacost joined the ceremony and made opening comments, including a statement about how leaders like Governor Hirose have been pivotal in strengthening U.S.–Japan relations. Governor Hirose followed by not only recalling the invaluable intellectual experiences and opportunities to network that his year at Stanford provided him, but also fondly recalling the informal experiences like outings with Armacost at Stanford Golf Course. Stanford e-Oita would not have been possible without the vision and leadership of Governor Hirose.

Three men in suits
Superintendent Okamoto, Gary Mukai, and Governor Hirose

I had the honor of meeting with Governor Hirose last month in his office in Oita Prefecture and learned that he will be retiring this year after serving 20 years as governor. We were joined by Superintendent Tetsuo Okamoto of Oita Prefecture. When I informed Professor Okimoto of the Governor’s upcoming retirement, he stated, “Governor Hirose is a highly respected political leader who has devoted his long career to public service as a higher civil servant in Japan’s Ministry of Economy, Trade and Industry (METI) and as the elected Governor of Oita Prefecture from 2003 to 2023, spanning a productive era of two decades. What an extraordinary career and remarkable legacy.”

Stanford e-Oita Instructor Kasumi Yamashita added, “Empowering Stanford e-Oita high school students has been a highlight of my teaching career, and I am grateful to Governor Hirose for his unwavering support and for this opportunity.”

Professor Emeritus Okimoto, Instructor Yamashita, and I would like to wish Governor Hirose a wonderful retirement and look forward to his next visit to Stanford University. 

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Announcing Stanford e-Oita, a New Online Course for High School Students in Oita Prefecture, Japan

Announcing Stanford e-Oita, a New Online Course for High School Students in Oita Prefecture, Japan
Hotojima, Oita Prefecture
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Stanford e-Oita: Distance Learning Amid the Coronavirus Pandemic

Stanford e-Oita: Distance Learning Amid the Coronavirus Pandemic
Education session at the California-Japan Governors’ Symposium
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SPICE/FSI Serves as Stanford University Host of the California-Japan Governors’ Symposium

SPICE/FSI Serves as Stanford University Host of the California-Japan Governors’ Symposium
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Professor Emeritus Daniel Okimoto, founding Director of the Shorenstein Asia-Pacific Research Center, has collaborated with Governor Hirose since 1993.

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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 supported by the Yanai Tadashi Foundation.

In August 2023, three of the top students of the Fall 2022 Stanford e-Japan distance-learning course will be honored at a Japan Day ceremony through Stanford University. The three Stanford e-Japan honorees—Yukie Arashida (Yonezawa Kojokan High School, Yamagata), Yohkoh Hineno (Tokai High School, Aichi), and Ami Osaka (International Christian University High School, Tokyo)—will be recognized for their coursework and exceptional research essays that focused respectively on “Proposals for Appropriate Employment System: A Comparative Study of Employment Systems Between the United States and Japan,” “Gender Equality: The Potential Incentive,” and “Abortion: The Current System That Is Failing to Protect Women’s Rights in Japan and the United States.” 

Risa Fukushima (Senzoku Gakuen High School, Kanagawa) received an Honorable Mention for her research paper on “The Legitimacy of Implementing Electoral Gender Quota System in the United States and Japan.” Kotaro Tomita (Shibuya Junior and Senior High School, Tokyo) also received an Honorable Mention for his paper on “Saturday Night Live’s Leftward Shift and America’s Political Polarization: How SNL Can Help Unify Americans.”

In the Fall 2022 session of Stanford e-Japan, students from Hiroshima Global Academy (Hiroshima), International Christian University High School (Tokyo), Katoh Gakuen Gyoshu Junior and Senior High School (Shizuoka), Keio Girls Senior High School (Tokyo), Kumamoto High School (Kumamoto), Matsuyama East High School (Ehime), Mita International School (Tokyo), Municipal Urawa High School (Saitama), Okayama Prefectural Okayama Asahi Senior High School (Okayama), Otemaetakamatsu High School (Kagawa), Ritsumeikan Keisho Junior and Senior High School (Hokkaido), Sagami Koyokan High School (Kanagawa), Seikyo Gakuen Senior High School (Osaka), Senior High School at Otsuka, University of Tsukuba (Tokyo), Senzoku Gakuen High School (Kanagawa), Shibuya Junior and Senior High School (Tokyo), Shibuya Kyouiku Gakuen Makuhari Senior High School (Chiba), Shirayuri Gakuen Senior High School (Tokyo), Tochigi Prefectural Utsunomiya Chuo Girls’ High School (Tochigi), Tokai High School (Aichi), Tokyo Gakugei University International Secondary School (Tokyo), Tsurumaru High School (Kagoshima), Waseda University High School (Tokyo), and Yonezawa Kojokan High School (Yamagata) participated in the course.

For more information about the Stanford e-Japan Program, please visit stanfordejapan.org. The application period for the fall 2023 session will begin June 30, 2023.

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

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Hana Kameyama, Miyu Kato, and Yuta Muraki
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Winners Announced for the Spring 2022 Stanford e-Japan Award

Congratulations to our newest student honorees.
Winners Announced for the Spring 2022 Stanford e-Japan Award
Stanford e-Japan honorees from across Japan gathered in Tokyo for the Japan Day award ceremony
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SPICE Recognizes Top Students in Stanford e-Japan and the Reischauer Scholars Program

Congratulations to the 2021 Stanford e-Japan and 2022 RSP honorees.
SPICE Recognizes Top Students in Stanford e-Japan and the Reischauer Scholars Program
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Empowering the Next Generation of Japanese Leaders

Yanai Scholars, Stanford e-Japan alumni, and EducationUSA representatives highlight a special session for the Spring 2022 Stanford e-Japan students.
Empowering the Next Generation of Japanese Leaders
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Congratulations to our newest student honorees.

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The following is Part 10 of a multiple-part series. To read previous installments in this series, please visit the following articles: Part 1, Part 2, Part 3, Part 4, Part 5, Part 6, Part 7, Part 8 and Part 9

Since December 8, 2020, SPICE has posted nine articles that highlight reflections from 72 students on the question, “What does it mean to be an American?” Part 10 features eight additional reflections. The reflections below do not necessarily reflect those of the SPICE staff.

The free educational website “What Does It Mean to Be an American?” offers six lessons on immigration, civic engagement, leadership, civil liberties & equity, justice & reconciliation, and U.S.–Japan relations. The lessons encourage critical thinking through class activities and discussions. On March 24, 2021, SPICE’s Rylan Sekiguchi was honored by the Association for Asian Studies for his authorship of the lessons that are featured on the website, which was developed by the Mineta Legacy Project in partnership with SPICE.

Tai Brown, Oregon 
When I think about what being an American means to me, in my mind, it’s about how I am able to voice my opinion and be heard by others. This is a reality that many people take for granted. The ability that I, and all other Americans have, to influence the people around us with our voices and our individual opinions is something which I feel many Americans think of as more of a right, and don’t realize it is such a privilege. I recognize that I have this privilege, so even when I don’t get my way, I’m able to realize how people in some countries aren’t able to say what they want. Being aware of this freedom makes me realize how lucky I am to be an American. 

Thea Louise Dai, California 
When I think of the term “American,” my mind immediately drifts toward the American dream: a promise of opportunity and freedom that drew my parents—and so many others like them—to this country. But the United States, as I’ve grown to learn, is far from perfect. In the past few years alone, I’ve witnessed that inequalities can divide our country, violence can terrorize our communities, and systemic racism can cripple our institutions. In the classroom, I’ve read about racist housing policies, discriminatory immigration practices, and failed U.S. military missions. To me, being American means seeing the United States with all its blemishes and imperfections, and still believing in the possibility of change. Americans actively invest in the U.S.’s future by celebrating our successes and values, acknowledging our shortcomings, and fighting for the prospect of a better country.

Tadeusz Jose, California 
There is something abstract about America. Being so vast in the experiences of its people, America is hugely interpretable. And each interpretation, however contradictory to another, is justifiable and valid. To many, America has been a land of safety and success. To many, America has been a cruel home, a source of pain and anguish on the individual to the societal level. So then, how can a common identity exist between people without a common experience? How can people who live in such different Americas have a common American identity? Because our identity lies in the American ideal, not the American reality. Every American believes in this country’s promise of opportunity, freedom, and equality. I think someone who came to America ten minutes ago believing in those ideals is just as American as a founding father. Being American is believing in America.

Kai Kaplinsky, California 
I do not have a short and clear answer. I was born in Israel and raised in Tel Aviv, Tokyo, and now California. My family is both Japanese and Israeli/Jewish, and my upbringing and nationalities are filled with diversity. When I think of the United States or being an American, it means having opportunities; viewing failure as not trying or an incentive to try harder; appreciating differences; and having an impact as an immigrant. Like any other place, differences in gender, race, and ethnicity can make life as a minority challenging in the United States. But I feel that the United States, as a country, is represented by people who are vocal and trying to execute changes and are constantly moving in a better direction. I feel that what it means to be an American depends on us, and how we live our lives.

Abigail Kim, California 
To me, the American identity is like the inside of a mixing pot. I cannot think of one culture that ties us all together. We are the product of so many different cultures and people from all over the world interacting and learning from one another, eventually evolving into a broad identity labeled as “American.” As the daughter of two Korean immigrants, it’s hard for me to feel “American.” Being American in its very essence is not limited to my own experience. Even though the American identity is so inclusive, I feel as though knowing only one culture—my Korean American culture—and knowing less about the other cultures that mix into being American limits my ability to truly be an American. Thus, I think that being American is really about education: how keenly aware one is of the people who make up this country and the individual experiences we have as we intermingle with each other.

Joshua Koo, California 
I am fully Korean by birth and spend every summer there. So do I feel fully “American”? That is something I’ve always wondered. Sometimes I feel like a stranger in a strange land in both countries, despite having dual citizenship. People always ask me in what country I will choose to live my adult life, and, to be honest, I don’t know. But that is the beauty of America. America does not make me choose. America allows everyone to find out who they are and live for that. I can live in Korea for twenty years and still return as a U.S. citizen, and I will feel at home. That is the dream of America: to make everyone feel at home. Not everyone does, of course, but America is the one place whose ideal is to always try.

Elise Lamb, Oregon 
To me, being an American means having the rights I am entitled to while being confident in my ability to take a stand against any who attempt to strip them away from me. Looking at the patriotism of those around me, it often feels as though the privileges of being an American get drowned out in the negative aspects of the country. However, unlike the vast majority of the world, America not only allows, but encourages independence and self-determination, placing importance on those finding their own identity and success. Of course, America is far from perfect, but it’s essential that Americans acknowledge the liberties and opportunities allotted to them, especially in a setting where those privileges are hard to find.

Alyssa Wang, California 
To me, being American means being free. This concept is shown throughout our history, from the First Amendment (the right to freedom of speech and religion), to America’s icon of Lady Liberty, and so much more. Being Japanese on my mother’s side and Chinese and European on my father’s, I have heard stories from my maternal grandparents about the Japanese American internment camps and stories about my paternal grandparents’ experiences in New York. Looking back, I feel incredibly grateful for the freedoms that we have today. Even though the United States is not perfect, we are doing our best to provide liberty and opportunities that aren’t possible in some other countries. We, as Americans, have the freedom to pursue our dreams and make our own choices. We have the freedom to determine our government, to decide our beliefs, and to define our own future.

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What Does It Mean to Be an American?: Reflections from Students (Part 9)

Reflections of seven students on the educational website “What Does It Mean to Be an American?”
What Does It Mean to Be an American?: Reflections from Students (Part 9)
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What Does It Mean to Be an American?: Reflections from Students (Part 8)

Reflections of eight students on the website “What Does It Mean to Be an American?”
What Does It Mean to Be an American?: Reflections from Students (Part 8)
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What Does It Mean to Be an American?: Reflections from Students (Part 7)

Reflections of eight students on the website “What Does It Mean to Be an American?”
What Does It Mean to Be an American?: Reflections from Students (Part 7)
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Reflections of eight students on the educational website “What Does It Mean to Be an American?”

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The Stanford/SPICE East Asia Seminars for Teachers in Hawai‘i or “Stanford SEAS Hawai‘i” is a nine-month fellowship program created to empower educators to reinvigorate their teaching of Asia. The program is made possible through the generous support of the Freeman Foundation.

Stanford SEAS Hawai‘i convenes Stanford/Freeman SEAS Hawai‘i Fellows for four virtual seminars during the academic year and a culminating three-day in-person institute the following summer. So far, this year’s Fellows have participated in virtual seminars featuring Stanford-affiliated scholars Ethan Segal (Associate Professor of History and Chairperson of the Japan Council at Michigan State University), Zoë Gioja (PhD candidate in History and a PhD minor in Feminist, Gender, and Sexuality Studies at Stanford University), and Andrew Walder (Denise O’Leary and Kent Thiry Professor in the School of Humanities and Sciences at Stanford University). These sessions have focused on Japan, Korea, and China, respectively. The final virtual seminar will take place next month, when Fellows will meet Scot Marciel, former U.S. Ambassador to Myanmar and Indonesia, and deepen their understanding of Southeast Asia.

“I’ve really enjoyed learning in this environment alongside all of the SPICE fellows, and [I] find the content very interesting and informative to my work,” commented Fellow Jonathan Chang, who manages a national mentorship program for Asian American youth. “I’ve had several conversations with my family, friends, and colleagues about our learnings and it’s been really great!”

Besides receiving content lectures and engaging in Q&A sessions with the guest speakers, Fellows also debrief their learnings and share favorite teaching resources with each other, so that everyone can benefit from their shared learning and teaching experience.

Fellows discuss the lecture content and share their key takeaways in small groups
Fellows discuss the lecture content and share their key takeaways in small groups.


The current 2022–23 cohort of Stanford/Freeman SEAS Hawai‘i Fellows is comprised of 19 teachers representing three islands (Kaua‘i, O‘ahu, and Hawai‘i Island). Most teach world history and/or U.S. history, and others teach subjects such as English, math, foreign language, and civics. The SPICE staff is pleased to work with the Hawai‘i educators below. 

Amy Boehning, Mililani High School
Carl Wright, Kapolei High School
Chayanee Brooks, Ka‘u High and Pahala Elementary School
David Brooks, Ka‘u High and Pahala Elementary School 
Grace Nguyen, Konawaena High School  
Gregory Gushiken, Punahou School 
Hannah Lim, ‘Iolani School 
John Ates, Le Jardin Academy 
Jonathan Chang, Apex for Youth 
Jonathon Medeiros, Kauaʻi High School
Laura Viana, Mid-Pacific Institute 
Mariko Shiraishi, Hawaii Baptist Academy 
Michael Hamilton, Leilehua High School 
Molly M. Satta-Ellis, Konawaena High School 
Niti D. Villinger, Hawai‘i Pacific University 
Patricia Tupinio, Leilehua High School 
Ria Lulla, Kawananakoa Middle School 
Sarah Fujioka, Waipahu High School 
William Milks, ‘Iolani School

Fellow Amy Boehning launched Mililani High School’s Asian Studies class eight years ago, offering it for a single period. Now it is offered for four periods and still has a waiting list. Like many others in her cohort, she joined Stanford SEAS Hawai‘i in hopes of adding more depth and richness to her existing practice. “I’m so excited to be a part of [this] program. Everything so far has been stellar, and I have immediately been able to add to my Asian Studies curriculum and Social Studies Directed Studies curriculum.”

Boehning also leads Mililani’s National History Day program, and she has noticed that each year more students choose to focus their projects on Asia-centric topics.

“It’s our goal to support teachers like Amy as they coach and mentor students like that,” said Sabrina Ishimatsu, a coordinator of Stanford SEAS Hawai‘i. “It’s always gratifying to know that our program is making a positive difference for both educators and students.”

Stanford SEAS Hawai‘i is coordinated by Ishimatsu and Rylan Sekiguchi.

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.

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

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Stanford/SPICE East Asia Seminars for Teachers in Hawai‘i Summer Institute

First Lady Dawn Amano-Ige delivers welcoming comments at the East-West Center.
Stanford/SPICE East Asia Seminars for Teachers in Hawai‘i Summer Institute
SPICE Instructor Kasumi Yamashita speaks with Native and Indigenous educators
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Indigenous Voices: Educational Perspectives from Navajo, Native Hawaiian, and Ainu Scholars in the Diaspora

This article recaps a June 18, 2021 webinar that featured three Native and Indigenous scholars and includes recommendations for using the webinar recording in classrooms.
Indigenous Voices: Educational Perspectives from Navajo, Native Hawaiian, and Ainu Scholars in the Diaspora
Stanford/SPICE East Asia Seminars for Teachers in Hawaii
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Announcing the Stanford/SPICE East Asia Seminars for Teachers in Hawaii

SPICE, with generous support from the Freeman Foundation, is proud to announce the launch of a new teacher professional development opportunity for secondary school teachers in Hawaii.
Announcing the Stanford/SPICE East Asia Seminars for Teachers in Hawaii
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Teachers from Kaua‘i, O‘ahu, and Hawai‘i Island participate in the third year of the Stanford SEAS Hawai‘i program.

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Greg Francis
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By traditional measures, South Korea is not a large country. It ranks 28th in the world in population and only 107th in land mass. Its language is not widely spoken outside the Korean peninsula, and it does not have a large diaspora. Yet since around 2005, it has arguably become the major producer of youth culture in the world. How did this happen?

Stanford professor Dafna Zur has filmed a video to answer that complicated and important question. Dr. Zur is an Associate Professor of Korean literature and culture in the Department of East Asian Languages and Cultures of Stanford University. She specializes in Korean literature, cinema, and popular culture. As part of her research, Dr. Zur has interviewed the main architects of South Korea’s popular culture wave, including SM Entertainment founder Lee Soo-man and many K-Pop stars.

Stanford’s Center for East Asian Studies and SPICE collaborated on a discussion guide to bring the lessons from Dr. Zur’s video to high school and university students. The video and discussion guide are available for free on SPICE’s Multimedia page. They address the following questions:

  • What is popular culture?

  • What is soft power, and why is it important?

  • How did South Korea become such a successful producer of popular culture in the past 20 years?

  • How can we measure South Korea’s success in becoming a popular culture powerhouse? 

  • How did South Korea’s popular culture evolve in response to the COVID-19 pandemic? What’s the next stage in its development?

  • How easy would it be for other countries to replicate South Korea’s soft power success? 

Because the main vehicle for South Korea’s rise as a soft power giant has been Korean pop music, known as K-Pop, Dr. Zur directs viewers to several music videos that illustrate how K-Pop has evolved since 1997 and where it might go in the future.

She provides deep insight into the building blocks of K-Pop’s success, which she identifies as support from the national government, the kihoeksa (entertainment conglomerate) system, technology, timing, content release strategy, and fan communities. In particular, Dr. Zur explains how the kihoeksa are able to produce high-quality entertainment at a low cost and how their scale has allowed them to invest in new technologies that keep them at the forefront of pop culture production.

The discussion guide provides context for students to understand the complexity in Dr. Zur’s video. In preparation for the video, students take and then discuss a quiz on South Korea’s popular culture. The teacher then defines key terms such as popular culture and soft power and displays charts that show how South Korea’s soft power has increased since 2000. 

Students view Dr. Zur’s video and the accompanying K-Pop music videos as homework and respond to a series of questions on the main themes of the video. During the next class period, they work in groups to develop a plan for another country to elevate its soft power by drawing on what they learned about South Korea’s success. This complex activity requires students to clearly define the factors that have led to the popularity of Korean popular culture, distinguish between the factors they believe are replicable and those that are not, and then adapt this analysis into a set of recommendations for another country that hopes to achieve the same success as South Korea. After groups present their findings to the class, the teacher concludes the lesson by asking students to predict whether South Korea will be able to maintain its soft power dominance into the future. 

The discussion guide contains a complete transcript of the video and is appropriate for advanced secondary students and university students. 

The video lecture and guide were made possible through the support of U.S. Department of Education National Resource Center funding under the auspices of Title VI, Section 602(a) of the Higher Education Act of 1965.

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Mia Shay at The Branson School, Ross, California.
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New Roots: Discovering the Intricacies of Korean Culture Through the Sejong Korea Scholars Program

The following reflection is a guest post written by Mia Shay, an alumna of the 2022 Sejong Korea Scholars Program, which is accepting student applications until October 31, 2022.
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Michelle Murcia at Gyeongbokgung Palace, South Korea
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Academic Exploration: My Studies in the Sejong Korea Scholars Program and Korean Peninsula

The following reflection is a guest post written by Michelle Murcia, an alumna of the 2021 Sejong Korea Scholars Program.
Academic Exploration: My Studies in the Sejong Korea Scholars Program and Korean Peninsula
George Mukai in Munsan, a town south of the Imjin River near Panmunjom, during the Korean War, 1951
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SPICE’s Educational Offerings on Korea

SPICE offers a series of Korea-focused lesson plans, an online course for U.S. high school students, and teacher professional development opportunities.
SPICE’s Educational Offerings on Korea
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Stanford’s Center for East Asian Studies and SPICE release new video lecture and discussion guide.

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Marie Fujimoto
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The following is a guest article written by Marie Fujimoto, a graduate student at the University of Tokyo. Fujimoto enrolled in a course at the University of Tokyo’s Graduate School of Education called “Introduction to International and Cross-Cultural Education,” which was co-taught by SPICE Director Dr. Gary Mukai and former CASEER Director Dr. Hideto Fukudome. SPICE will feature several student reflections on the course in 2023.

In the course “Introduction to International and Cross-Cultural Education,” I was intellectually and emotionally challenged by the lectures of Dr. Mukai and our guest speakers. I was impressed by the pedagogical materials on Angel Island Immigrant Station by SPICE’s Jonas Edman and Angel Island Immigration Station Foundation Executive Director Edward Tepporn. I also grew frustrated to hear that not all schools recognize the value of teaching the diverse history of the United States. Listening to Dr. Liz Baham’s story of many African American children never aspiring to higher education due to systemic racial discrimination that is deep-rooted in U.S. society, I once again felt helpless. 

I am fully Japanese but have an international background. When I was 13 years old, I went to England by myself to learn violin in a music boarding school. I was lucky to be surrounded by supportive teachers and peers. But still, I often recognized that I was an “outsider” because I was short with darker skin, hair, eyes, and had a strange accent, even though I rarely spoke in class in the first place. 

After two years, I came back to Japan and completed high school in Tokyo. I then decided to attend the New England Conservatory in Boston, attaining a Bachelor of Music in Violin Performance in 2021. In school, there were many international students from China and Korea, and there were also Asian American students. At first, I felt comfortable to be with people who looked similar to me. However, I gradually realized that some Asian Americans went through hardships because they were not “American enough.” I sometimes heard stories of music teachers making comments on race, such as “Asian musicians have techniques, but not hearts.” These teachers were not at the New England Conservatory. I loved all the professors I met at NEC. However, classical music also has a dark history of privileging White, male, and European musicians. 

Despite social and political challenges, all of the guest instructors in our class did not give up on their goals in life, including teaching students in the United States of its diverse history.

In Japan, diversity is also difficult to embrace for many, but in a different way. Compared to other countries, Japanese are generally very good at noticing small differences, creating strict social norms. This may be contributing to a Japanese society that is uniform, organized, and clean, but people are constantly pressured to be assimilated into that mainstream. And it’s not always easy for people who cannot do so for whatever reason. Once, international students told me that they were hurt by the way some Japanese interacted with them. They felt that they were treated as “outsiders.” That said, I could also see that these Japanese did not mean to be offensive at all. And that’s why I think we have a problem in our society that needs to be addressed. 

Despite social and political challenges, all of the guest instructors in our class did not give up on their goals in life, including teaching students in the United States of its diverse history. They clearly do not want more children to be confused, ignored, or alienated in school and beyond—as they often felt as students—so they have emphasized the importance of giving a voice to the traditionally unheard. This empowered me.

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Marie Fujimoto headshot

Since last year, I started coaching the International Youth Orchestra at the Tokyo College of Music. It is the first orchestra in the Eastern area of Japan for pre-collegiate students with diverse national and ethnic backgrounds in Japan. Applying some of the pedagogical skills that I learned from the course, I try to create an encouraging community within the orchestra together with my co-workers. In the beginning, students seemed intimidated, but now they help each other and ask for extra support. I also collaborate with music teachers and Yukiko Tsubonou, Professor Emeritus at Japan Women’s University and Executive Director of the Institute of Creativity in Music Education. Our collaborative work is to design music classes for public schools and special needs schools, where every student can participate actively with improvisation. I bring my violin to a classroom, and students and I explore music-making spontaneously. Music can go beyond boundaries not only between countries but also within countries like Japan. 

Education can either divide or connect us, and it depends on the mindset of teachers. So, I will keep listening to voices and explore possibilities that music can have in education. I will keep moving forward, as Dr. Mukai and all the guest instructors have done.

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Hideto Fukudome in front of the avenue of ginkgo trees, University of Tokyo
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Reflections on Education and Diversity

Collaboration between the Graduate School of Education, the University of Tokyo and SPICE/Stanford offers opportunities to discuss education and diversity.
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Professor Yujin Yaguchi in front of the main library at University of Tokyo
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Professor Yujin Yaguchi, University of Tokyo, Offers Lecture on Pearl Harbor for Stanford e-Japan

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Shuoyang Meng with University of Tokyo students and alumni at Stanford University on January 27, 2023
Blogs

Commonality Out of Difference

Reflections on the SPICE-CASEER joint courses
Commonality Out of Difference
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Graduate student Marie Fujimoto reflects on a course co-taught by SPICE Director Gary Mukai and former CASEER Director Hideto Fukudome.

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Sonosuke Nagai
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The following is a guest article written by Sonosuke Nagai, a graduate student at the University of Tokyo. Nagai enrolled in a course at the University of Tokyo’s Graduate School of Education called “Introduction to International and Cross-Cultural Education,” which was co-taught by SPICE Director Dr. Gary Mukai and former CASEER Director Dr. Hideto Fukudome. SPICE will feature several student reflections on the course in 2023.

This course began with a story that strongly attracted my interest. It is a story of a Japanese immigrant woman who married a U.S. soldier and moved to the United States after World War II. This story that was captured on video included interviews of the Japanese war bride and her family members looking back on that time. This particular story—as well as those of most Japanese war brides—informed me that though they were able to live productive lives, it was difficult for them to establish their identities in their new homes in the United States. I had never known about Japanese war brides before this class. In each class, Mukai presented theoretical models and studies on issues concerning topics like identity, providing me with deep insights. I was especially surprised that SPICE and former long-time journalist with The Washington Post Kathryn Tolbert collaborated on the development of curriculum on the topic of Japanese war brides for students in the United States. This made me reflect upon diversity, equity, and inclusion or DEI-related issues in a Japanese context.

I also learned other topics in this course such as culturally relevant curriculum, women’s empowerment, and multiple intelligences. The discussions were very enlightening for me as I am conducting research on diversity in universities, including in the United States.

This course has provided me with cultural experiences and insights that have made me more aware of the importance of respecting diverse perspectives and continuing to set goals related to diversity, equity, and inclusion.

Through my research, I have learned that the promotion of diversity, equity, and inclusion in U.S. society has been a history of struggle, even though the United States is a very diverse society. In this respect, there is a significant difference from Japan, where diversity-related goals are often focused on the need to acknowledge the growing diversity within Japan, which is often perceived as homogeneous. I believe that Japan needs to promote issues related to not only diversity but also to equity and inclusion as well.

Diversity-related issues in Japanese society often focus on women and people with disabilities. They certainly have a history of social disadvantages that have yet to be resolved and require ongoing efforts. Furthermore, I feel that Japanese society also needs to look at people who have not extensively been discussed in the context of diversity, such as Zainichi Koreans in Japan. I feel that Japanese society should pay more attention to the identity of Zainichi Koreans and others like Zainichi Chinese. It was this course that made me think about these issues.

This course has provided me with cultural experiences and insights that have made me more aware of the importance of respecting diverse perspectives and continuing to set goals related to diversity, equity, and inclusion. I will continue to pursue my own research with high motivation.

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Hideto Fukudome in front of the avenue of ginkgo trees, University of Tokyo
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Collaboration between the Graduate School of Education, the University of Tokyo and SPICE/Stanford offers opportunities to discuss education and diversity.
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Professor Yujin Yaguchi in front of the main library at University of Tokyo
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Professor Yujin Yaguchi, University of Tokyo, Offers Lecture on Pearl Harbor for Stanford e-Japan

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Shuoyang Meng with University of Tokyo students and alumni at Stanford University on January 27, 2023
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Commonality Out of Difference

Reflections on the SPICE-CASEER joint courses
Commonality Out of Difference
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Reflections on the SPICE-CASEER joint course

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