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

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

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

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

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

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

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Stanford’s Center for East Asian Studies and SPICE Co-Sponsor Webinar on “Chinese Railroad Workers in North America Project”

The speakers shared extensive primary source documents from Stanford Libraries’ Department of Special Collections, as well as free lesson plans from SPICE's online curriculum unit on Chinese railroad workers.
Stanford’s Center for East Asian Studies and SPICE Co-Sponsor Webinar on “Chinese Railroad Workers in North America Project”
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Flyer for the SPICE webinar "Indigenous Voices: Educational Perspectives from Navajo, Native Hawaiian, and Ainu Scholars in the Diaspora"
The June 18 webinar will feature Dr. Harold Begay, Dr. Sachi Edwards, and Dr. Ronda Māpuana Shizuko Hayashi-Simpliciano.
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Navajo, Native Hawaiian, and Ainu educators will join together on June 18 to examine the state of Indigenous studies.

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Webinar recording: https://youtu.be/sQBR-NZBWks

 

Webinar Description:

On March 18, 2021, the California Department of Education adopted the Ethnic Studies Model Curriculum. Chapter 3 of the Model Curriculum includes a section on “Native American Studies.” Three Native and Indigenous educators will reflect on this and the state of ethnic studies in their regions. The educators are Dr. Harold Begay, Dr. Sachi Edwards, and Dr. Ronda Māpuana Shizuko Hayashi-Simpliciano. Kasumi Yamashita will serve as the moderator of the panel. She is an Instructor for SPICE and was trained as a cultural anthropologist at Harvard University and was a Fulbright Scholar to Brazil.

Some of the topics that will be addressed include (1) the various academic field names of the study of Native and Indigenous people; (2) the complexity and diversity of Native and Indigenous people’s experiences, highlighting key concepts like indigeneity, settler colonialism, diaspora, social justice and activism; and ontological and epistemological philosophy; and (3) recommended resources for K–12 educators.

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

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

Featured Speakers:

Dr. Harold Begay

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Dr. Harold Begay, Superintendent of Schools, Navajo Nation, was raised on the Navajo Nation in northern Arizona, amid a deep bicultural chasm irrevocably bound by his traditional Dine’ (Navajo) culture upbringing and mainstream Western Greco-Roman education in the United States. He completed his Ph.D. in school finance/economics, concentrating his advanced studies in educational administration, bilingual education, and social foundations of education from the University of Arizona. Dr. Begay has worked in several Native American school districts in different teaching and administrative capacities over a span of 25 years. Has been a Visiting Scholar at U.C. Berkeley and is currently doing transnational educational work with Stanford University.


Dr. Sachi Edwards

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Dr. Sachi Edwards is a Faculty Member at Soka University in Tokyo, Japan, and also a Lecturer in the Educational Foundations department at the University of Hawaiʻi, Mānoa. Her areas of research include higher education, internationalization, and religious identity, diversity, and oppression. Dr. Edwards received a Ph.D. in higher education from the University of Maryland, College Park. She teaches classes about higher education, international and intercultural education, educational theory/philosophy, qualitative research methods, and academic writing. She was recently featured with Dr. Ronda Māpuana Shizuko Hayashi-Simpliciano in discussion on “Ainu in Diaspora: Rising from Shame, Honoring Ainu Resilience,” hosted by the Japanese American Memorial Pilgrimages.


Dr. Ronda Māpuana Shizuko Hayashi-Simpliciano

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Dr. Ronda Māpuana Shizuko Hayashi-Simpliciano is Vice Principal of the Hawaiian language immersion school, Ke Kula Kaiapuni ʻo Ānuenue, Honolulu, Hawaiʻi. She is an Ainu-Hawaiian scholar and educator who works in the field of indigenous language and culture restoration. She did her doctoral work at the University of Hawaiʻi, Mānoa. Dr. Hayashi-Simpliciano recently gave a talk on “Ainu in Diaspora History,” hosted by the Japanese American Memorial Pilgrimages.

Via Zoom Webinar. Registration Link: https://bit.ly/3z4kxtc.

Dr. Harold Begay Superintendent of Schools, Navajo Nation
Dr. Sachi Edwards Faculty Member at Soka University in Tokyo, Japan
Dr. Ronda Māpuana Shizuko Hayashi-Simpliciano Vice Principal, Ke Kula Kaiapuni ʻo Ānuenue, Honolulu, Hawaiʻi
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On Saturday, May 22, 2021, Stanford Global Studies (SGS) hosted the 2021 Education Partnership for Internationalizing Curriculum (EPIC) Symposium which featured presentations by the 12 2020–21 EPIC Fellows. SPICE along with the Center for Spatial and Textual Analysis are SGS’s EPIC partners. Jonas Edman worked with six of the EPIC Fellows during the academic year as they sought to increase the international, intercultural, and global dimensions in their curriculum.

During the EPIC Symposium, Edman moderated two panels that featured the following six instructors. The “pitches” for their talks can be found here.

Panel One

  • Sravani Banerjee, Evergreen Valley College, San Jose, California; “Incorporating Social Justice and Global Issues in Freshman Composition”
  • Maiya Evans, Skyline College, San Bruno, California; “Reimagining Public Health: Expanding the Borders of Public Health Curriculum”
  • Joanna Sobala, Mission College, Santa Clara, California; “Women and Feminism in the World”
     

Panel Two

  • Julia diLiberti, College of DuPage, Glen Ellyn, Illinois; “The Need for Globalizing Curriculum Post Pandemic”
  • Melissa King, San Bernadino Valley College, San Bernadino, California; “Defining Moments in Global Studies Education”
  • Rebecca Nieman, San Diego Mesa College, San Diego, California; “Internationalizing Business Law Curriculum in Community Colleges Through Experiential Learning Activities”


The EPIC Fellows not only conceptualized and developed ways to globalize their curriculum through the incorporation of new subject matter knowledge but also carefully considered the importance of pedagogical content knowledge, which was popularized by Stanford scholar Lee Shulman. Shulman argued that subject matter knowledge and pedagogical content knowledge—teachers’ interpretations and transformations of subject-matter knowledge in the context of facilitating student learning—should not be treated as mutually exclusive. Edman commented, “While moderating the two panels, I was struck by how each embraced this notion.”

In panel one, Banerjee introduced her project, which focused on incorporating social justice and global issues in freshman composition, and spoke about how her thematic units on topics like human rights not only introduced students to subject matter knowledge such as the Universal Declaration of Human Rights but also engaged them in an inquiry-based learning pedagogical approach. Similarly, Sobala described how she internationalized her social justice course by including the critical viewing of documentaries that focus on women from around the world among her pedagogical approaches. Evans introduced her Reimaging Public Health Roundtable Series, which invites students to reshape and rethink approaches to health and health care in the United States by borrowing from public health methodologies from other countries. She not only introduced students to topics like international perspectives on mental health (including stigma) but also spoke about how she engaged students in creating podcasts as a pedagogical approach.

In panel two, King described her project, which crystalized around the question, “How can San Bernadino Valley College students learn about the world from a different perspective?” Her project engaged students with a podcast that she created called “Within a Grain of Sand” and focused on topics such as migration and refugees as she sought to encourage her students to seek connections between the local and global. Nieman and diLiberti focused their projects on faculty professional development. For Nieman, she challenged faculty to think about how to teach an unfamiliar topic, which happens to be a learning objective of the course, to students. She recommended the engagement of students in experiential learning activities as she internationalized her law courses in areas such as tort law, dispute resolution, and corporate governance. diLiberti developed an eight-week professional development course that has the goal of having the participants gain a more concrete understanding of globalization in tangible ways. As an example, she recommended the use of narrative maps, which she learned from EPIC guest speaker Professor Kären Wigen, as a pedagogical tool.

During the question-and-answer period, 2018–19 EPIC Fellow Dave Dillon, Grossmont College, El Cajon, California, asked how the projects of the 2020–21 EPIC Fellows evolved especially given the pandemic. Evans and Sobala noted that they felt the need to keep strict parameters around the scope of their EPIC projects, and throughout the 2020–21 EPIC Program, the EPIC Fellows expressed the challenges they faced as they transitioned to teaching online. After the Symposium, Edman commented, “despite the enormous challenges that the pandemic posed to the EPIC Fellows, they produced very engaging and meaningful globally focused projects that had direct outcomes on faculty and students, and will continue to have an impact in the years to come.” Edman was especially struck by a comment from one of King’s students who commented on a lesson on refugees: “… I was very unaware of the global refugee situation, and still feel like I do not understand the entire scope of it… when doing more research for the assignment, I found a refugee resettlement tracker that actually showed me how many refugees had resettled in my area historically… That was something I had not previously considered, and the questions asking what my community is doing to help refugees and immigrants really made me think about this issue and how much more there is that we can do at a community level.”

After hearing this student reflection, Edman commented that “perhaps a silver lining to the pandemic is that students began to vividly see the connection between the local and global not only in terms of health but also in other areas that the EPIC Fellows touched upon… for example, refugees, climate, hunger, feminism, immigration, and law as well.”

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

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Collegiality and the 2020–21 EPIC Fellows

On August 13 and 14, 2020, Stanford Global Studies welcomed 12 new Education Partnership for Internationalizing Curriculum (EPIC) Fellowship Program community college instructors as members of its 2020–21 cohort.
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Stanford EPIC Fellowship for community college instructors
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The Education Partnership for Internationalizing Curriculum: Reflections on Collaborating with Community College Educators

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The Stanford EPIC fellowship for community college instructors

Since 2012, SPICE has been proud to collaborate with Stanford Global Studies (SGS) on Title VI-funded initiatives aimed at internationalizing community college curricula.
The Stanford EPIC fellowship for community college instructors
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Top row, left to right: Jonas Edman, Gary Mukai, Maiya Evans; second row, left to right: Melissa King, Rebecca Nieman, Julia diLiberti; third row, left to right: Joanna Sobala, Sravani Banerjee; screenshot courtesy Stanford Global Studies
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On Saturday, May 22, 2021, SPICE’s Jonas Edman moderated two panels during the 2021 EPIC Fellowship Program Symposium for community college educators.

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The following is Part 4 of a multiple-part series. For Part 1, please visit here, for Part 2, please visit here, and for Part 3, please visit here.

On December 8, 2020, January 19, 2021, and March 16, 2021 SPICE posted three articles that highlight reflections from 25 students on the question, “What does it mean to be an American?” I have decided to continue the series based on the enthusiastic engagement that I have felt from students and teachers from throughout the United States. Part 4 features eight additional reflections.

The SPICE staff’s hope is that the free educational website—“What Does It Mean to Be an American?”—will help students reflect upon their civil liberties during this challenging time. 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.

For part 4, a special effort was made to include some reflections of students of Asian American and Pacific Islander descent since May is AAPI heritage month. The reflections below do not necessarily reflect those of the SPICE staff.

Kaliʻu Boteilho, Hawaii
As a Hawaiian language speaker, something that I’ve always understood and live by is a Hawaiian proverb that says “‘A‘ole pau ka ‘ike i ka hālau ho’okahi” or “All knowledge is not taught in the same school, one can learn from many sources.” Much like this proverb says, we are not all from the same school, place, or background. We all have different ethnicities, races, and religious beliefs, yet in America we’re able to live side by side and coexist. To me being an American not only means to respect people’s beliefs but to uphold the integrity of my country, my home, and most of all my people. Being an American is an honor, but I shall not forget who I truly am...a Hawaiian.

Santiago Calderon, Florida
Many people in Latin America think of Whites as the stereotypical American. I have been perceived as White due to my palish skin despite my proud Venezuelan and Peruvian heritage. Regardless of how I have been perceived, I am proud of America’s unique ability to diffuse diverse talents, perspectives, and cultures as a point of opportunity and refuge. Of course, America isn’t perfect. Someone once told me to stop speaking Spanish because this is an “English-only” country, but my passion is to continue fighting for my American dream while contributing to a better society for other Americans, regardless of their biases about me. Working at my parents’ Latin restaurant, I engage in conversations with customers visiting from all over the world to share ideas with others, bonded not by ethnic background but by our pride as Americans.

Selina Chen, California
A year ago, I received my U.S. passport, a blue booklet with a silver eagle that replaced my red one with “People’s Republic of China.” Yet I can’t think of myself as “American” in entirety because I’m only comfortable with using the adjective for certain traits or parts of my personality. My full identity, rather, is “Chinese-American,” perhaps because my entire American experience has been during the pandemic, in which, initially, my identity meant being too scared to cough or to wear a mask after the first time someone hollered “Corona!” at me and, now, the weight of pepper spray is in my pocket wherever I go. But although society deems that my appearance is the most defining part of me, being “American” means the opportunity to right this wrong.

Haley Goto, Hawaii
As a Japanese American growing up in Hawaii, I was surrounded by people of different ethnicities and the idea of “‘ohana”—being family with those in my community. My world was small, but now as a teenager, I realize America’s pressing issues of racism and injustice. What happened to the famous “all men are created equal”? Why is there so much disunity in the “United” States of America? To me, being American means being a part of this large country as one great ‘ohana, embracing the diversity that makes our nation unique with different ideas, races, and cultures. “Patriotism” should mean respecting and devoting oneself to America’s diversity. The amazing thing about America is we have the freedom to choose to support diversity over division and respect over ego.

Kyle Kotanchek, California
The foundation of the United States is the Constitution, but I believe the 1st Amendment is what really makes our nation the United States of America. The freedoms of speech, religion, press, assembly, and petition together are in essence the freedom to change people’s minds. We aren’t the only country with these freedoms, but we were the first to have all five specified in a constitution. The United States doesn’t always hold up these freedoms, and we’re far from perfect, but we’re also far from completely broken. The January 6th insurrection proved the United States’ vulnerability to ideas, while the Black Lives Matter movement showed our resilience and fighting desire for equality. The United States is the land of the people, and it’s up to Americans to decide whether we create good or evil.

Faizah Naqvi, New Jersey
There’s nothing about my appearance that suggests I’m American. However, after a conversation with me, it’s apparent that I am—because I’m not afraid to speak my mind. This is in stark contrast to my culture, where women are traditionally quiet. It’s the American part of me that is outspoken, and the American half that chooses to address controversy. What’s unique about being American is that you don’t have to choose between your nationality and heritage—being American enhances your ability to advocate for your own culture. The spirit of American duality inspires me to face controversial topics head on, fielding vitriolic comments. America is not perfect—racial inequality, polarized politics, and systemic imbalances plague the country—but there’s something to be said for the way America makes those who were once invisible shine.

Rylynn Toyama, Hawaii
As a 13-year-old Asian American who has lived in Hawaii all my life, my idea of what being an American means has been largely shaped by my family and local community. Like America at large, Hawaii is home to many cultures and ethnicities. Here, we embrace the differences of our multicultural population, enjoying traditions and cuisines from all over the world. Unfortunately, some Americans disdain races other than their own, which leads to hate crimes and violence. These aggressive acts do not depict my ideal America. My vision of a true American is a person who respects and supports his fellow citizens by treating them with care and kindness, as they would their own family. Every American should be willing to protect the freedom and individuality of all citizens. To me, that is what it means to be an American.

Samantha Williams, California
A few years ago, I would have said that being an American means having the freedom to lead a life full of opportunities and having the ability to achieve anything you desire. After experiencing a year that no one could have predicted—full of protests, demonstrations, and racial injustice—I now realize that these opportunities are not afforded to all Americans equally and that they vary among racial and socioeconomic lines. Personally, it has recently meant that I have the ability to work towards my goals, have some sense of equality, and the freedom to voice my opinions. I have hope that we, as Americans, can exercise our freedoms by speaking our minds, implementing change, and fighting for all to receive equal rights.

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What Does It Mean to Be an American?: Reflections from Students (Part 3)

Reflections of nine students on the website "What Does It Mean to Be an American?"
What Does It Mean to Be an American?: Reflections from Students (Part 3)
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What Does It Mean to Be an American?: Reflections from Students (Part 2)

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 2)
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What Does It Mean to Be an American?: Reflections from Students

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
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Clockwise from top left: Kaliʻu Boteilho, Santiago Calderon, Selina Chen, Haley Goto, Kyle Kotanchek, Faizah Naqvi, Rylynn Toyama, Samantha Williams
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Reflections of eight students on the website "What Does It Mean to Be an American?"

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SPICE currently runs four regional programs for high school students in Japan: Stanford e-Hiroshima, Stanford e-Kawasaki, Stanford e-Oita, and Stanford e-Tottori. These online courses are coordinated in collaboration with school and government officials at the city and prefectural levels, with the goal of presenting creative and innovative approaches to teaching Japanese high school students about U.S. society and culture and global themes.

All four courses recently finished their 2020–21 term. This summer, two top students from each course will be honored through a virtual event hosted by SPICE, Stanford University. Congratulations to the eight honorees below on their academic excellence!

Stanford e-Hiroshima (Instructor Rylan Sekiguchi)

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

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

Stanford e-Kawasaki (Instructor Maiko Tamagawa Bacha)

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

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

Stanford e-Oita (Instructor Kasumi Yamashita)

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

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

Stanford e-Tottori (Instructor Jonas Edman)

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

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


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


SPICE also offers online courses to U.S. high school students on Japan (Reischauer Scholars Program), China (China Scholars Program), and Korea (Sejong Korea Scholars Program), and online courses to Chinese high school students on the United States (Stanford e-China) and to Japanese high school students on the United States and U.S.–Japan relations (Stanford e-Japan).

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Ceremony Honors Top Students from SPICE’s Regional Programs in Japan

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Ceremony Honors Top Students from SPICE’s Regional Programs in Japan
Victoria Tsai in Kyoto
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Stanford e-Kawasaki Guest Speaker: Victoria Tsai, Founder and CEO, Tatcha
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Journey into the World of Entrepreneurship: Stanford e-Hiroshima Guest Speakers, Risa Ishii and Takaho Iwasaki

Stanford e-Hiroshima is an online course for high school students in Hiroshima Prefecture, Japan, that is sponsored by the Hiroshima Prefectural Government.
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Sumire Hirotsuru performing in Tokyo; photo courtesy Sumire Hirotsuru
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Stanford e-Tottori: An Oasis of Promise

Stanford e-Tottori: An Oasis of Promise
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Cherry blossoms in bloom in Karuizawa, Japan; photo courtesy Naoaki Mashita.
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Congratulations to the eight student honorees from Hiroshima Prefecture, Kawasaki City, Oita Prefecture, and Tottori Prefecture.

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Applications are open 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), Stanford University, and is open to rising 10th, 11th, and 12th graders. Due to the pandemic, for 2021 only, students who are taking a “gap year”—who have graduated from high school but are not yet enrolling in college—are also eligible to apply.


Stanford University China Scholars Program for high school students
Fall 2021 session (late August through December)
Application period: April 28 to June 15, 2021

 

The CSP’s goal is to offer high-achieving high school students across the United States a comprehensive distance-learning course on contemporary China, with an emphasis on how the United States and China have influenced and understood each other in recent history. Current issues are placed in broader historical and cultural contexts, and both American and Chinese viewpoints are represented.

Accepted applicants will explore China from different disciplinary perspectives, spanning politics, economics, social issues, culture, and the arts. 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. 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.

“The CSP has opened up my eyes to China and its role in the world,” says Angela Li, a recent alum of the program. “While we were examining multiple facets of China from experts in the field, we were also encouraged to make connections and think critically. The class structure forced me to take the basic facts and examine them to create my own conclusions in ways I had never experienced in the classroom before.”

The Fall 2021 cohort of China Scholars will comprise high school students from across the United States. The diversity of student backgrounds and experiences will create an especially rich exchange of ideas and perspectives among the young scholars—a crucial and invaluable component of the learning experience.

“My classmates were truly brilliant students who brought various perspectives I would not have seen anywhere else,” reflects Li. “I thoroughly enjoyed the CSP and hope other students can too learn about the wonders of China.”

More information on the China Scholars Program is available at http://chinascholars.org. Interested high school students can apply now at https://spicestanford.smapply.io/prog/china_scholars_program/. The deadline to apply is June 15, 2021.

To be notified when the next China Scholars Program application period opens, join our email list or follow us on Facebook, Twitter, and Instagram.


The China Scholars Program is one of several online courses for high school students offered by SPICE, Stanford University, including the Reischauer Scholars Program (on Japan), the Sejong Korea Scholars Program, the Stanford e-Japan Program (on U.S. society, offered to high school students in Japan), and the Stanford e-China Program (on technologies changing the world, offered to high school students in China).

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Valerie Wu at Stanford University, August 10, 2018
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China Scholars Program Instructor Dr. Tanya Lee Interviewed by US-China Today

Lee shares her experience teaching the CSP and discusses an upcoming cross-cultural collaboration between American and Chinese high school students.
China Scholars Program Instructor Dr. Tanya Lee Interviewed by US-China Today
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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
China Scholars Program instructor Tanya Lee & Professor Gordon Chang
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The China Scholars Program: Continuing a 45-year tradition of bridging Stanford and schools

The China Scholars Program: Continuing a 45-year tradition of bridging Stanford and schools
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Stanford University Hoover Tower; photo courtesy Ian Mackey on Unsplash
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The Instructor of the Reischauer Scholars Program (RSP) is Naomi Funahashi.


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

***

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

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

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

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

***

Brandon Cho’s great-grandparents, Tai Young Whang and Bong Soon Whang, Seoul Brandon Cho’s great-grandparents, Tai Young Whang and Bong Soon Whang, Seoul; photo courtesy Brandon Cho
In 1956, Tai Young Whang founded the first private commercial television broadcasting company in South Korea, based on the knowledge he had gained from working in Japan. Like my great-grandfather 88 years ago, I’ve come to appreciate the intercultural bonds that tie us all together. Truly, learning from others builds empathy and understanding. I am grateful to the RSP for providing such a comprehensive learning experience and strengthening my own aspiration to pursue further studies and contribute positively to the U.S.–Japanese relationship.

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SPICE Recognizes Top Students in Stanford e-Japan and the Reischauer Scholars Program

On March 26, 2021, a virtual award ceremony was held to honor SPICE’s Spring and Fall 2019 Stanford e-Japan honorees and 2020 Reischauer Scholars Program honorees.
SPICE Recognizes Top Students in Stanford e-Japan and the Reischauer Scholars Program
George Takei, Hosato Enterprises, Inc., Los Angeles
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Live Long and Prosper… and Stand Back

In his March 15, 2021 lecture for SPICE’s Reischauer Scholars Program, actor George Takei—who played Hikaru Sulu, helmsman of the USS Enterprise in Star Trek—added “and Stand Back” to the iconic Star Trek words, “Live Long and Prosper,” as he was greeting students.
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Bridging “Social Distancing” Across the Pacific: 6 Tips for Facilitating Cross-Cultural Online Learning

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Brandon Cho at Todaiji Temple, Nara
Brandon Cho at Tōdai-ji Temple, Nara; photo courtesy Brandon Cho
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The following reflection is a guest post written by Brandon Cho, an alumnus of the Reischauer Scholars Program.

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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 currently supported by the Yanai Tadashi Foundation.

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

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

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

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

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

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

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

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

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


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

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SPICE Recognizes Top Students in Stanford e-Japan and the Reischauer Scholars Program

On March 26, 2021, a virtual award ceremony was held to honor SPICE’s Spring and Fall 2019 Stanford e-Japan honorees and 2020 Reischauer Scholars Program honorees.
SPICE Recognizes Top Students in Stanford e-Japan and the Reischauer Scholars Program
John Roos
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Ambassador John Roos and the Importance of Student-to-Student Exchange

Just over ten years after becoming the first U.S. ambassador to Japan to participate in the Hiroshima Peace Memorial Ceremony in 2010, Ambassador John Roos spoke about his experiences with 26 high school students in Stanford e-Japan from throughout Japan.
Ambassador John Roos and the Importance of Student-to-Student Exchange
female student standing in front of Akamon in Japan
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Stanford e-Japan: A Turning Point in My Life

The following reflection is a guest post written by Hikaru Suzuki, a 2015 alumna and honoree of the Stanford e-Japan Program, which is currently accepting applications for Spring 2021.
Stanford e-Japan: A Turning Point in My Life
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Sakura (cherry blossoms); photo courtesy Tomoko Nakamura, Fukiai High School, Kobe City
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Congratulations to the eight students who have been named our top honorees and Honorable Mention recipients for 2020.

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On March 26, 2021, a virtual award ceremony was held to honor SPICE’s Spring and Fall 2019 Stanford e-Japan honorees and 2020 Reischauer Scholars Program honorees. The honorees performed at the highest levels of their courses as determined by Stanford e-Japan Instructors Waka Brown and Meiko Kotani, Reischauer Scholars Program Instructor Naomi Funahashi, and research paper review committees.

Spring and Fall 2019 Stanford e-Japan Program Honorees

  • Ayano Hirose (Okayama Sozan High School, Okayama)
  • Rinko Kawamoto (UWC ISAK Japan, Nagano)
  • Yuta Myojo (Rikkyo Ikebukuro High School, Tokyo), honorable mention
  • Renee Ohnuki (Senior High School at Sakado, University of Tsukuba, Saitama)
  • Chisaki Sano (Gunma Kokusai Academy, Gunma)
  • Natsumi Shindo (Keio Girls Senior High School, Tokyo)
  • Kota Watanabe (Waseda University Senior High School, Tokyo)
  • Isshin Yunoki (Kaisei Academy, Tokyo), honorable mention
     

2020 Reischauer Scholars Program Honorees

  • Brandon Cho (The Nueva School, California)
  • Sara Fujimori (Menlo School, California)
  • Noah Harrigan (Great Valley High School, Pennsylvania), honorable mention
  • Kristie Moore (Irvine High School, California), honorable mention
  • Tyler Vold (Kamiak High School, Washington), honorable mention
  • Amy Joy Zhai


 

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Photo of Consul General Toru Maeda

The Honorable Toru Maeda, Consul General of Japan in San Francisco, made opening comments and underscored the students’ critical roles as future leaders in both countries and key players in the U.S.–Japan relationship. He noted, “By enrolling in and completing these programs, you have demonstrated initiative and determination to further your understanding of Japan and the United States. I strongly encourage you to continue your studies. I hope that this experience will inspire you to consider a career involving Japan and the United States… The continued strength of our government, business, and culture relations will be determined by the coming generations.” Consul General Maeda’s comments perfectly set the stage for the presentations by the honorees.

The honorees’ presentations focused on their course research projects that included U.S.–Japan relations in the areas of technology, security, and economics; Japanese education-related topics such as language learning for foreign students and cross-cultural understanding; identity issues and Zainichi Koreans; and topics that are regularly in the news such as Hollywood films, nuclear power and energy policy, and immigration. Their presentations were followed by the presentation of plaques by Brown, Kotani, and Funahashi.

Professor Rie Kijima (PhD, Stanford ’13) of the University of Toronto commented, “There is no doubt that the honorees of Stanford e-Japan and the RSP will use the experience they gained from participating in SPICE’s programs to engage in further research and activities that will bring greater awareness of and appreciation for the social, economic, political, and cultural contexts unique to the United States and Japan.” She continued, “What I am most impressed about the honorees of the Stanford e-Japan and the RSP programs are the quality of their research papers and their persuasiveness in conveying their main argument to a larger audience.” Brown, Kotani, and Funahashi hope that their students will have the opportunity to study with scholars like Kijima in their college years—scholars who would encourage them to explore careers involving Japan and the United States, a hope expressed by Consul General Maeda.

I was in touch with each of the honorees following the ceremony and they all expressed their gratitude to their instructors and the supporters of the courses. The Yanai Tadashi Foundation is the supporter of Stanford e-Japan, and Chikano Shiroma and Daisuke Kato represented the Yanai Tadashi Foundation during the ceremony. Naoaki and Yuka Mashita are the current supporters of the Reischauer Scholars Program. These courses and the ceremony would not have been possible with their support.

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John Roos
Blogs

Ambassador John Roos and the Importance of Student-to-Student Exchange

Just over ten years after becoming the first U.S. ambassador to Japan to participate in the Hiroshima Peace Memorial Ceremony in 2010, Ambassador John Roos spoke about his experiences with 26 high school students in Stanford e-Japan from throughout Japan.
Ambassador John Roos and the Importance of Student-to-Student Exchange
Japanese scholar and Ambassador Armacost chatting in a conference room
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Four Stanford e-Japan Alumni Awarded Yanai Tadashi Foundation Scholarships

In 2015, SPICE launched the inaugural online course, Stanford e-Japan, for high school students in Japan.
Four Stanford e-Japan Alumni Awarded Yanai Tadashi Foundation Scholarships
High school student honorees with Japanese Consul General at Stanford Japan Day
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Honoring High School Students from Japan and the United States: A Glow for Global Peace

Honoring High School Students from Japan and the United States: A Glow for Global Peace
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On March 26, 2021, a virtual award ceremony was held to honor SPICE’s Spring and Fall 2019 Stanford e-Japan honorees and 2020 Reischauer Scholars Program honorees.

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