Thirty sophomores and juniors in Osaka, Japan, recently completed the inaugural Stanford e-Course on Global Health for Takatsuki Senior High School. The course, jointly developed and offered by the Stanford Program on International and Cross-Cultural Education (SPICE) and Takatsuki Senior High School, provided students with a broad overview of the importance of global health with a special focus on a few pioneering examples of international work conducted by researchers at the Freeman Spogli Institute for International Studies (FSI) at Stanford University and the Stanford University School of Medicine. The course provided students of Takatsuki High’s Global Advanced Course with unique opportunities to interact with top global health researchers including the following: Scott Rozelle, PhD, the Helen F. Farnsworth Senior Fellow at FSI and Co-director of the Rural Education Action Program; Kathryn M. McDonald, MM, Executive Director of the Center for Health Policy and the Center for Primary Care and Outcomes Research at Stanford (CHP/PCOR); Phillip C. Yang, MD, Associate Professor of Medicine (Cardiovascular Medicine); C. Jason Wang, MD, PhD, Associate Professor of Pediatrics; Nomita Divi, Project Manager of the Stanford India Health Policy Initiative; and Karen Eggleston, PhD, Director of the Asia Health Policy Program, and Center Fellow at CHP/PCOR.

From September 2015 to February 2016, the students participated in eight web-based lectures, or “virtual classes,” in English and had the opportunity to engage the guest lecturers in question and answer sessions. The virtual classes covered a variety of topics ranging from stem cell research to building a health care system from scratch. The students completed reading and homework assignments for each topic.

“Teaching this course, I felt the students were given the unique experience to practice and improve their English language abilities in the context of global health and they rose to the challenge. And the guest lecturers were excellent role models to my students,” commented course instructor Sabrina Ishimatsu. “They provided non-Japanese perspectives on global health that may have a strong influence on students aspiring to attend medical school or to pursue their studies in other health-related fields.”

The course’s distinct mix of content with cross-cultural and linguistic aspects was also appreciated by Tsuyoshi Kudo, Takatsuki’s Vice Principal. “Through this course the students learned it is possible and it is enjoyable to learn something new in English,” he said. “I think education at school is to help students realize their potential. In this sense, I feel very pleased that SPICE/Stanford and Takatsuki were able to offer this great course.”

Following his talk on stem cell research, guest lecturer Phillip C. Yang, MD, said, “I truly enjoyed the online experience with the students, and they were very intelligent, inquisitive, and conscientious. During the Q&A their questions were very insightful and relevant. I appreciate the opportunity to experience this unique teaching method.”

The primary aim of the course was to nurture future global leaders who have a profound awareness of the significance of global health. Students who successfully completed the course earned a Certificate of Completion from SPICE, Stanford University.

For more information, please email Sabrina Ishimatsu, course instructor, at sishi@stanford.edu.

On February 12, 2016, the Stanford Program on International and Cross-Cultural Education (SPICE) and Stanford Live (in collaboration with the National Consortium for Teaching about Asia) co-hosted a teacher professional development seminar that focused on the Silk Road. The seminar was held just prior to a Stanford Live performance by the Silk Road Ensemble at Stanford Bing Concert Hall on February 24, 2016 and a student matinee on February 25, 2016. Made up of performers and composers from more than 20 countries, the Silk Road Ensemble was formed under the artistic direction of Yo-Yo Ma in 2000.

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Jonas Edman (SPICE) and Ben Frandzel (Stanford Live) organized the day-long seminar. The morning featured a two-part lecture by Professor Emeritus Albert E. Dien, Stanford University. Part one focused on a general overview of the history and geography of the Silk Road and part two focused on a specific introduction to the religions along the Silk Road. Dr. Dien highlighted religion as an example of the many ways that the Silk Road helped to facilitate cultural exchange for millennia, resulting in the tremendous diversity one witnesses today in the region.

The afternoon featured a presentation and performance by composer and santur player Faraz Minooei, and a curriculum demonstration by SPICE staff. Minooei gave an overview of how the Silk Road played a role in the transmission of musical tradition, and also shared his personal story from his birth and childhood in Tehran, his immigrant experience in the United States, and his musical discoveries along the way. In particular, he shared his reflections on his deep spiritual desire to study music, seeing music as an “unexplainable souvenir from the eternal truth.”

Reflecting on Minooei’s presentation, Frandzel commented, “Faraz’s presentation really embodied the ways in which the Silk Road’s tradition of cultural exchange is a living story that continues to this day. His performances of Persian classical music and of his own compositions were entrancing, ear-opening experiences. As Faraz discussed his background and the musical forms that feed into his current work, his personal history and music seemed to encapsulate, in a fast-moving way, the kinds of cultural mixing that would have happened along the historic Silk Road. In our teacher workshops, we aim to provide teachers with arts-based teaching tools, and also to provide a larger social and cultural context for the art forms under discussion. The wonderful opportunity to partner with SPICE on the workshop, and the presence of this fascinating and brilliant musician, made this so much more possible.”

The curriculum demonstration was led by Rylan Sekiguchi, Naomi Funahashi, and Johanna Wee, who introduced both print- and web-based materials from the curriculum unit, Along the Silk Road, which were developed in collaboration with the Silk Road Ensemble and Dr. Dien. The 20 teachers in attendance interactively engaged with the materials and each received a complimentary copy of the curriculum unit as well as a large wall map of the Silk Road. The development of such materials has been a hallmark of SPICE for 40 years. The materials help to make content from teacher professional development seminars accessible to students.

Following the seminar, Edman reflected, “It is always such a pleasure to share with teachers the curriculum we produce here at SPICE. And to be able to collaborate with Stanford Live on a professional development workshop in conjunction with the Silk Road Ensemble’s visit to Stanford was a wonderful opportunity and experience. The Silk Road—with its themes of cross-cultural communication, exchange, and understanding—seems like an ideal topic for middle school students trying to understand today’s globalized world. We hope the speakers and pedagogical strategies and materials shared at the workshop will help teachers bring the topic to life in the classroom!”

My daughter, Emily, was teaching English at a middle school in Asahi City, Chiba Prefecture, on the Japan Exchange and Teaching (JET) Program when the 2011 Tohoku earthquake struck on March 11, 2011. Tohoku is a region in the northeast portion of the island of Honshu, the largest island in Japan. Though Asahi City, a coastal city, is not in the Tohoku region, it was still heavily damaged by the resulting tsunami. Several of Emily’s students lost their homes. She was emotionally shaken, of course, but was fortunate not to sustain any injuries.

With the fifth anniversary of the 2011 Tohoku earthquake and tsunami approaching, I have been reflecting upon the tremendous anxiety that I felt that day about Emily’s safety, my wife’s family in Tohoku, and the people of Japan in general. My reflections deepened last week while observing the interaction of SPICE’s Reischauer Scholars Program (RSP) students (American high school students studying about Japan) with SPICE’s Stanford e-Japan students (Japanese high school students studying about the United States) in an informal online “social hour.” The RSP and Stanford e-Japan are distance-learning courses that are offered by SPICE.

Stanford e-Japan instructor Waka Brown and RSP instructor Naomi Funahashi organized the social hour to help to build bridges between youth in Japan and the United States. During the latter part of the social hour, RSP student, David Jaffe (Mesa, Arizona), posed the question, “How is 3.11 remembered today?” Among the many Stanford e-Japan students who spoke was Minoru Takeuchi (Sakura City, Chiba Prefecture), who stated, “When the earthquake happened, I was an elementary school student (12 years old). I still remember very well… at that time, I was in school. Some students were very afraid and crying… Maybe after the earthquake, many Japanese noticed the importance of working together, the preciousness that they could meet their friends…” The Japanese students’ sharing of their experiences related to 3.11 extended the social hour far beyond the hour, and the gratitude expressed by the American students to their counterparts in Japan flowed for many minutes in a text-chat box.

Observing the students was one of the most rewarding experiences of my career at SPICE. The Japanese students’ remembrances of 3.11 brought back poignant and difficult memories for me but also provided me with hopeful thoughts on the future of the U.S.–Japan relationship as I witnessed students from across the Pacific forming budding friendships and discussing topics of mutual relevance.
 

Resources for the classroom
 

My hope is that teachers will carve out some time in their curriculum to engage their students in a study of 3.11 as well as its legacies. The study of natural hazards ought to be a core part of school curriculum. SPICE has undertaken many curricular projects related to 3.11. I would recommend that teachers show the film, After the Darkness, which was produced by Risa Morimoto and Funahashi. After the Darkness is a documentary film that touches upon the events of the disaster itself but also focuses on the experiences of two survivors in particular. It is accompanied with free curricular lessons that are accessible to students of various ages. I also recommend a lecture by Professor Emeritus Daniel Okimoto, Stanford University, on “Japan’s Geological Factors,” which is accompanied by a free lesson plan. Another recommended curricular unit is SPICE’s Examining Long-term Radiation Effects, which was produced prior to 3.11 but can help students understand the radiation-related concerns following the Fukushima Daiichi nuclear disaster. In addition, the film, Live Your Dream: The Taylor Anderson Story, is about one of two American JET Program teachers who lost their lives during 3.11. SPICE developed a teacher’s guide for the film that can be freely downloaded from the Live Your Dream: The Taylor Anderson Story website. Lastly, I recommend the use of the films from the 113 Project in classrooms. Earlier this week, I moderated a panel discussion that included Wesley Julian (director of the 113 Project), Andy Anderson (father of Taylor Anderson and board member of the Taylor Anderson Memorial Fund) as well as other Americans and Japanese who continue to contribute to relief efforts in the Tohoku region.

Standing upright, then slowly clasping both hands and drawing them up to shoulder height, Kevin Won next kneeled on the floor. Bending forward, he bowed his head toward his silent audience.

Won’s demonstration of the Sebae, a traditional bow performed for elders during South Korea’s lunar new year, may have seemed out of place during a warm, sunny day on Stanford’s campus. But the intricate display was in perfect context during a cross-cultural conference for secondary school teachers from the United States to learn about Korean society, as well as providing a forum to directly engage with Korean teachers and students.

Despite Korea’s growing relevance worldwide, there has been little development of Korean studies below university-level, leaving a vacuum for misunderstanding, including stereotypes, to form at an early age. The conference – now in its third year – aims to shift this reality.

For three days in late July, twenty-four teachers from across America participated in a variety of activities and seminars intended to give them new perspectives and teaching strategies.

Gary Mukai, director of SPICE, welcomes participants.

The conference was co-organized by the Korean Studies Program (KSP) at the Shorenstein Asia-Pacific Research Center (APARC) and the Stanford Program on International and Cross-Cultural Education (SPICE), both in the Freeman Spogli Institute for International Studies. The two groups work together to convert research on Asia into material that is suitable for younger students.

“Our mission is to make Stanford scholarship accessible to all,” said SPICE director Gary Mukai, who has been with SPICE for over 26 years. SPICE and Shorenstein APARC, under the direction of Gi-Wook Shin, a professor of sociology, have coordinated curriculum development for key projects on Korean history and perceptions of wartime history in Northeast Asia. 

A cadre of scholars and practitioners from Stanford and other universities and organizations offered talking points and actionable ideas for instruction. Among them was David Straub, the associate director of KSP, who lived in Korea for eight years as a senior U.S. diplomat. 

The United States and Korea have a very close relationship, but lack equal dialogue, explained Straub. America is still “number one” for Koreans, as such, Koreans know more about the United States than Americans know about Korea. This imbalance can lead to misunderstanding. Straub took the teachers through the recent history of U.S.-Korea relations, which is often narrowed to the context of the Korean War. 

Two teachers work together on a curriculum exercise comparing political cartoons.

Since 1945, South Korea overcame extreme poverty and effectively established a democratic society, a transition that was uncommonly quick and relatively smooth, and one that now supports a global powerhouse of trade and culture.

Throughout the conference, SPICE staff demonstrated ways for educators to bring Korea, and greater Northeast Asia, into their classrooms. They gave the teachers a chance to practice student lessons. In one exercise, the teachers deciphered sets of political cartoons and compared news headlines from Japan, China and Korea, using material from SPICE instructional materials. 

Each activity was carefully prepared to guide teachers to examine their own preconceptions. Greater cultural awareness can come when both teachers and students are “more critical consumers of information,” said Rylan Sekiguchi, a SPICE curriculum specialist, in his presentation.

While curriculum is important, establishing rapport seemed an essential part of the conference. A key component to a successful cross-cultural workshop is creating a community, “and looking around the room, I think we’ve done that here,” said Mukai, in an address to participants at a reception.

Also in attendance was a delegation of 11 Korean teachers and students from Hana Academy Seoul, a private high school in Korea with a unique structure and curriculum. The school’s name comes from the Hana Financial Group, which established the school in 2010, and is also the supporter of the Stanford conference. The Korean students gave presentations that covered a wide range of topics, including an analysis of teenage life and the public education system in Korea.

(Left to right): Students Nayoon Kim, Kevin Won, Seung-hyun Kim and Sarah Chey presented on Korean culture and society.

Six students from Hana Academy Seoul performed Samulnori, one of Korea’s most popular genres of music. The musical group, known as Da-Seu-Reum, showcased their talents while wearing traditional, brightly colored outfits. Afterward, the students became the teachers – when they invited the American teachers to come up and play the instruments. 

Three students were also honored for their research and participation in the Sejong Korean Scholars Program (SKSP), a distance-learning opportunity for 25 high school students across the United States to engage in an intensive study of Korea for a semester. SKSP is dually led by SPICE and Shorenstein APARC, and sponsored by the Korea Foundation.

“I feel very honored to attend, and have learned a lot about U.S.-Korea relations,” said Won, who is from Korea and attends The Taft School in Connecticut. “But mostly, I am just glad my presentation went well.” 

Won, a relative newcomer to public speaking, explained Korean holidays and how to perform a traditional bow. After demonstrating the correct posture and sequence to the audience, he asked for, and easily received, teacher participation. 

Kelly McKee, a teacher from Illinois, tries playing the Buk, a drum used in Samulnori, with direction from a Hana Academy Seoul student.

“From the impeccably credentialed presenters to the wonderful pacing of the presentations, I thoroughly enjoyed my three days here,” said Eladio “Lalo” Martin, a humanities teacher at Cesar Chavez Middle School in Watsonville.

“This conference, by far, is the best I’ve ever attended,” he added. Martin has been teaching for more than 18 years, and says he looks forward to returning to Stanford.

“The speakers have been fantastic,” said Kelly McKee, a social studies teacher. “They’ve shared in-depth expertise on topics like Korea’s special economic zones and North Korea – areas you can’t find in professional development workshops elsewhere.”

McKee, who works at Lake Forest High School in Illinois and is a leader of a student exchange program to Shanghai, says she plans to supplement her Korea unit with what she has learned. As the availability of Asian studies curriculum continues to grow, she says the future certainly looks bright.

On July 30, 2014, three anxious but very poised high school students from the Sejong Korean Scholars Program (SKSP)—an online course on Korea sponsored by the Stanford Program on International and Cross-Cultural Education (SPICE) and the Shorenstein Asia-Pacific Research Center—took the stage to present their final papers to an audience of 25 American and Korean high school teachers and several university professors at a three-day conference on Korea at Stanford University. 

The students—Alex Boylston, a recent graduate of Riverwood International Charter School in Atlanta, GA; Anne Kim, a rising senior at Richard Montgomery High School in Rockville, MD; and Elaine Lee, a rising senior at Los Altos High School in Los Altos, CA—were selected from a class of 26 students, based on the excellence of their academic work and final course papers. 

When asked how he came to choose his topic on Koreans in Japan’s yakuza, Alex Boylston thoughtfully replied that he had thought “outside the box” because he didn’t want his instructor “to have to read 20 essays on the Korean War.” Taking a different tack, Anne Kim turned her personal interest in historical Korean dramas (“sageuk”) into the topic for her final paper, “Let’s Talk Drama: Sageuk as a Reflector and Perpetrator of Societal Change in South Korea.” Closing out the presentations, Elaine Lee stepped up to the podium and discussed the challenges South Korea faces as a global economic power, leaving no doubt she will achieve her goal of participating in the future of U.S.–South Korean relations. All three were honored with an award for excellence, following their presentations.

The SKSP accepts 20-25 exceptional high school students from throughout the United States for each course offering. The course provides students with a broad overview of Korean history and culture as well as U.S.–Korean relations and an opportunity to learn from and interact with top scholars and experts in Korean studies. The SKSP is now accepting applications for its spring 2015 term; www.sejongscholars.org.

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

—By Ignacio Ornelas Rodriguez

My Childhood

I have a personal connection to braceros. The forced removal of people of Japanese descent from the West Coast in 1942 contributed to the labor shortage in states like California. My family was interned in Poston, Arizona, in what was called the Poston War Relocation Center from 1942 until the end of World War II in 1945. The “relocation center” was built on a Colorado River Indian Tribes reservation and was surrounded by barbed wire. My family returned to California after the end of the war. As a child of farm laborers in the 1950s and 1960s, I worked side-by-side with braceros. My neighbors in San Jose were braceros. I thought that I was a hard worker until I met them. I was compensated by the amount of crops I harvested, known as piecework. The braceros’ punch cards usually had at least double the punches that mine had.

Some years ago, I asked my mother if she had a photo of the bracero home that stood next to my home. She did have a photo, and to my surprise, I was in it. One of the fondest memories of my childhood was occasionally telling my mother that I didn’t want rice and tofu and instead going to the bracero home to enjoy homemade tortillas and beans. The tortillas were made from flour and manteca or lard. As a child, I felt more Mexican than Japanese.

In my work as a teacher (from 1977 to 1988) and at SPICE (since 1988), I have always known that there were legacies from my life growing up with braceros that have profoundly impacted me. I used to be ashamed of being the son of farm laborers, but through the years, I have come to appreciate the importance of farm labor, and I could not have had greater role models than the braceros when it came to hard work and discipline.  

Thus, it was particularly meaningful for me to facilitate an event called “Legacies of the Bracero Program, 1942–1964,” during which ten former braceros were recognized by SPICE, FSI, and the Center for Latin American Studies (CLAS). The event was meticulously organized by SPICE Event Coordinator Sabrina Ishimatsu and took place at Stanford University on February 27, 2014. 

The Speakers

Rodolfo Dirzo, CLAS Director, whose father was a bracero, spoke about the transmission of the richness and diversity of Mexican culture to generations of Mexican Americans. His message of “pride in one’s identity” prompted multiple generations of Mexican Americans in the audience to consider the pioneers of their community. Francis Dominguez, the granddaughter of former bracero José Guadalupe Rodriguez Fonseca, reflected, “I felt that the speeches were educational for those not familiar with the history, but also connected with the families of braceros on an emotional level.” 

“Three things are interesting to me about what happened during the bracero years that have made what the country is today,” noted Mariano-Florentino Cuéllar, FSI Director. “Number one, the United States realized that it could not function without immigration…; number two, immigration was considered vital to our national security…; number three, we came to realize that sometimes what looks temporary is actually permanent.”

These three points resonated with Ignacio Ornelas Rodriguez, whose grandfather is Fonseca. Rodriguez, a former high school teacher in Salinas and now with the Special Collections and University Archives Department of Stanford University Libraries, noted that, “Tino’s historical analysis and considerations about immigration and the Bracero Program have implications that polarizing opposite left/right political views have failed to consider. Tino’s perspective was quite fascinating.” 

Several high school teachers were in the audience, and Rodriguez spoke about ways that teachers can interactively engage students in the study of the Bracero Program. “This event is a great example of how SPICE reaches out to the larger community and bridges the gap between academia and communities,” said Rodriguez. Rodriguez and the other teachers in the audience have used SPICE curricular materials to underscore the importance of understanding and appreciating diverse perspectives on U.S. history. SPICE curricular materials on topics like the history of U.S.–Mexico relations serve as a bridge between FSI/Stanford University and schools nationally.

Recognition

Each former bracero was presented with three certificates from Stanford University, the California State Assembly (signed by Luis A. Alejo, 30th Assembly District), and Monterey County (signed by Supervisor Simón Salinas). The former braceros proudly posed in Stanford sweatshirts, and tears could be seen among their families’ photographers, making even clear photographs seem blurry.  

 

Reflecting upon the event, Fonseca humbly stated, “I felt very honored to be recognized for my work and proud to be reunited with fellow braceros.” He was particularly touched that the honorable Carlos Ponce Martinez, Consul General of Mexico in San Jose, and Simón Salinas, Monterey County Supervisor, were in attendance. “I would like to thank the organizers of the event and Stanford University.”

Adios

Toward the end of the evening, Supervisor Salinas, whose father was a bracero, approached me and asked if I was related to the Mukai family that once farmed in Salinas before and after World War II. I was, I told him. To my astonishment, he informed me that his family used to sharecrop with my family and that he was particularly close to one of my uncles and two of my cousins who once worked for Driscoll’s, growers of berries. Though the Bracero Program ended 50 years ago, I continue to discover new connections and ways in which it has affected my life and my family. 

As sons and grandsons of former braceros, Dirzo, Rodriguez, and Salinas are prime examples of proud legacies of the Bracero Program. As the former braceros were departing the Bechtel Conference Center at Encina Hall, I had a flashback to 1964 at the Bracero Program’s end, when I said “adios” to my bracero co-workers from childhood. A faded memory of my childhood suddenly became clear and poignant once again, as I wondered if I would ever see them again.