This year, the Sejong Korean Scholars Program (SKSP) concluded its sixth year with its largest cohort of 22 students from across the United States. The SKSP is an intensive online course offered by the Stanford Program on International and Cross-Cultural Education (SPICE) at Stanford University for exceptional U.S. high school students who want to engage in an in-depth study of Korea, exploring its history, religion, culture, and relationship with the United States. Students who successfully complete the course earn credit from the Stanford Continuing Studies Program and a Certificate of Completion from SPICE, Stanford University.

Each year from March to June, students in the SKSP online course carry out rigorous coursework that consists of weekly readings, online lectures, assignments, discussion posts, and “virtual classroom” video conferencing sessions, where students engage in live discussion with each other and a guest speaker who is an expert-scholar on the topic of the week. As their culminating final project, students write independent research papers which are printed in journal format at the conclusion of the course.

The SKSP online course offers a unique opportunity for high school students to study Korea and U.S.–Korean relations in a college-level-type course that draws on the wealth of expertise and scholarship on Korean Studies at Stanford University. Top scholars, experts, and former diplomats at Stanford University as well as other universities in the United States provide thematically organized online lectures. The themes for each week include traditional Korean culture, religion, colonial history, the Korean War, post-war recovery, North Korea, modern South Korean society and its educational system, and Korea’s transnationalism. In addition to the recorded online lectures, the guest speakers for the weekly virtual classroom sessions engage in discussions with students and provide answers to their questions.

The co-instructors for the course, as well as guest speakers, often note the quality and maturity of students’ thoughtful insights and questions. Co-instructor HyoJung Jang has noted that “the talented and engaged high school students who participate in the SKSP online course bring their intellectual curiosity, critical thinking skills, and enthusiasm for learning about Korea and its popular culture. On top of their full academic load at their respective high schools across the country, these students go above and beyond to commit to SKSP’s demanding coursework and participate fully in the course as Korea scholars-in-training.”

“Over the past four months, our students have formed a community where they actively engage in intellectual discussions with each other—exchanging their ideas, thoughts, reflections, experiences, and perspectives on various topics,” commented co-instructor Jonas Edman. “For instance, some students contributed their own interpretations and explanations for the stark difference between the Taiwanese colonial experience and memory of Japanese rule and that of Korea. When discussing the issue of ‘comfort women’ during Japanese colonial rule in Korea, one student shared a personal story about his great-great-grandmother’s similarly painful experience under foreign rule in Eastern Europe and powerfully advocated for the importance of justice. Other students shared about their assessments of the roles of the U.S. and South Korean leaders—in addition to the roles played by North Korea, China, and Russia—on the outbreak of the Korean War and its aftermath.”

Alongside their academic engagement with each other, students have also bonded over their shared interests in Korean food and popular culture, namely “K-pop, K-dramas, and K-movies.” Some students chose to write their final research papers on analyzing Korean popular culture. Other discussions on the modern Korean education system have even incorporated students’ personal observations of the education issues portrayed in a popular Korean drama. These interests are encouraged, as students are urged to creatively explore the topics most interesting to them for their final research paper.

One of the strengths of the SKSP online course is that it encourages high school students to consider different perspectives on various issues, think critically about those different perspectives, and develop their own informed opinions. Reflecting on her participation in the course, Chloee Robison, a high school student from Indiana, said, “SKSP was a unique opportunity to explore my interest in Korean history. Even though I am not of Korean heritage, I felt deeply connected to the course material, and I found the lectures to be quite informative and engaging. Coming from a region that is largely homogeneous, hearing the perspectives of diverse-minded students opened my eyes to issues and ideas that I would have otherwise been blind to. I am so grateful to everyone involved in the course, and I would recommend it to all students who wish to challenge themselves and expand their knowledge of Korean history and culture.” Chloee’s research project on Korea’s March First Movement earned first place in Indiana’s National History Day competition.

The popularity and demand for Stanford’s SKSP online course on Korea grows each year. Interested high school students are encouraged to apply early for the program. The application period is between late August and early October each year for enrollment in the online course the following year. The online application can be found on the SPICE website at sejongscholars.org.

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

The Sejong Korean Scholars Program is one of several online courses for high school students offered by SPICE, Stanford University, including the China Scholars Program, the Reischauer Scholars Program (on Japan), and the Stanford e-Japan Program.

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• SPICE welcomes back Dr. HyoJung Jang

We are thrilled to welcome Dr. HyoJung Jang back to the SPICE team! Jang holds a Ph.D. in Educational Theory and Policy as well as in Comparative and International Education from Penn State University, and an M.A. in East Asian Studies from Stanford University. She has returned to SPICE as an instructor for the Sejong Korean Scholars Program, an intensive online course on Korea for high school students across the United States.

Prior to pursuing her doctoral studies, Jang worked at SPICE developing extensive lesson plans for high school and college classrooms. She is co-author of several East Asia-focused curriculum units, including Inter-Korean Relations: Rivalry, Reconciliation, and Reunification, China in Transition: Economic Development, Migration, and Education, and Colonial Korea in Historical Perspective.

“It’s so wonderful to be back at SPICE, where my passion for education issues was sparked,” reflects Jang. “And it’s always inspiring to work with our young Sejong Scholars. Their sharp, inquisitive minds and sincere interest in Korea make me feel optimistic about the future of U.S.–Korean relations.”

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On the centennial of the March First Independence Movement of Korea, APARC Director Gi-Wook Shin and Rennie Moon, associate professor at Yonsei University’s Underwood International College and former Koret fellow in Korean studies at APARC, discuss the origins of the movement and its impact and legacy for anti-imperialist movements in Asia and beyond.

The year 2019 is the centennial of several anti-colonialist movements that emerged in Asia, including the March First Movement of Korea. On that day a century ago, protesters shouting “Mansei!” (“Long live Korean independence!”) gathered in Seoul and formed what would become the first nationwide political protest in Korea under Japanese colonial rule. Although the movement failed to achieve national sovereignty, it left important legacies for Korea and other parts of Asia under foreign dominance.

In a new essay for The Journal of Asian Studies, “1919 in Korea: National Resistance and Contending Legacies,” APARC Director Gi-Wook Shin and Rennie Moon, associate professor at Yonsei University’s Underwood International College and former Koret fellow in Korean studies at APARC, discuss the origins of the March First Movement, its impact on colonial Korea and other parts of Asia that fought against imperialist dominance, and its implications for postcolonial and contemporary Korea, North and South. Their essay is part of the journal’s special forum entitled “Anti-colonialism in Asia: The Centenary of 1919,” which explains why 1919 was not only a single year of important events in Asia, but also a center point for the larger movements of anti-colonialism that emerged globally in the early decades of the twentieth century.

Korea became Japan's protectorate in 1905 and was “annexed” to Imperial Japan five years later. Soon after, Koreans experienced a decade of severe suppression and minimal rights under a brutal military colonial regime. In the aftermath of World War I, however, Shin and Moon write, the international geopolitical climate began to shift. Inspired by the Russian revolution of 1917 and by Wilsonian ideals of national self-determination, Korean intellectuals and leaders began secretly collaborating both inside Korea and abroad, with support from religious leaders and their nationwide mobilizing networks.

On March 1, 1919, twenty-nine leaders gathered in downtown Seoul and read aloud a declaration for Korean independence, sparking a movement that spread quickly from Seoul and Pyongyang throughout the country, with more than one million people protesting. The Japanese, who were caught by surprise, responded with brutal crackdown on protestors.

The March First Movement eventually did not achieve national independence from Japanese rule, but it forced Japan to shift from the earlier military rule to a colonial policy known as bunka seiji (cultural rule), which selectively accommodated Korean demands in nonpolitical spheres and gave rise to many cultural, educational, and media organizations and activities.

It also left Korean leaders divided over what to do next, leading to a schism between moderates, who were willing to work with the new cultural policy in preparation for future national independence, and the socialist radicals, who rejected compromise and went on to establish the Korean Communist Party in 1925. This bifurcation, note Shin and Moon, is seen by many scholars “as the primary origin of the postcolonial national division that would incite a civil war in 1950.”

South Korea recognizes the March First Movement as the basis of the founding of the republic, though conservatives and progressives still disagree about its founding date. When the Democratic People's Republic of Korea was established in the North, however, it downgraded and rewrote the movement in various ways to fit it into its own version of history that traces the legitimacy of the regime to an anti-imperialist, democratic revolution spearheaded by Kim Il-Sung, who became the leader of the DPRK after 1945.

Beyond Korea, explain Shin and Moon, the March First Movement influenced the rise of the anti-imperialist May Fourth Movement in China two months later, inspired the 1919 anti-imperialist resistance that took place in the Philippines and Egypt, and was an impetus that can be seen in the Satyagraha, or nonviolent resistance in India. “By considering the March First and other political movements of 1919 in other Asian countries from a comparative, transnational perspective,” Shin and Moon say, “we can recognize interrelationships and diffusion processes traditionally ignored in historical writings prior to the ‘historiographic revolution’ in the 1990s.”

Read the full article in The Journal of Asian Studies >>

27 April 2019 marked the first anniversary of the historic Panmunjom summit between North Korean leader Kim Jong-un and South Korean leader Moon Jae-in.

The meeting jumpstarted the whirlwind of North Korea’s summit diplomacy and prompted a new wave of hope that diplomacy could be effective after years of confrontation and tensions.

But the anniversary was marked with mixed messages and dissonant attitudes — it was celebrated by the South Koreans alone. North Korea remained unresponsive to the South’s invitation to the anniversary ceremony, and North Korea’s Committee for the Peaceful Reunification of the Country openly demanded that the South explore ‘more active measures’ to improve inter-Korean ties. The inter-Korean rapprochement efforts borne out of Panmunjom are stranded by the stalemate on the nuclear track...

Read the full article on East Asia Forum

SPICE is now accepting applications for the 2019 East Asia Summer Institute for High School Teachers. This free three-day institute is SPICE’s premier professional development opportunity for teachers, combining Stanford’s deep content expertise with SPICE’s award-winning lesson plans.

SPICE/NCTA East Asia Summer Institute for High School Teachers
July 8–10, 2019
Stanford University
Application deadline: May 6, 2019

High school teachers of social studies and language arts are especially encouraged to apply.

Participants will learn from Stanford faculty and other experts about the geography, cultures, politics, economics, history, and literature of East Asia, including a special focus on U.S.–Asia relations and the Asian diaspora in the United States. Teachers will also engage in pedagogy-focused discussions and receive training on several SPICE lesson plans on East Asia, in order to help them translate their new content knowledge to the classroom. Teachers who complete the professional development seminar will be eligible for a $250 stipend and three units of credit from Stanford Continuing Studies, and they will leave Stanford with several extensive SPICE curriculum units in hand.

This professional development opportunity will focus largely on China, Japan, and Korea. For example, last year’s speakers included Kathleen Stephens (former U.S. Ambassador to the Republic of Korea), Peter Duus (renowned Stanford scholar of modern Japan), and Clayton Dube (Director of the USC U.S.-China Institute). The institute also featured speakers like author Chun Yu (who grew up in China’s Cultural Revolution) and Joseph Yasutake (who grew up in a Japanese American internment camp), whose rich personal stories brought history to life. SPICE staff led complementary interactive curriculum training sessions on China’s economic development, the atomic bombing of Hiroshima, South Korean pop culture, and East Asia’s “history wars.”

“Every speaker added a new perspective to historical and contemporary events,” remarked participant Kimberly Gavin. “[The] lectures enriched my knowledge base of topics, curriculum demonstrations gave me ideas for effective lessons in the classroom, small group discussions led to rich conversations about primary and secondary sources, and teacher sharing introduced me to new websites. There wasn’t anything that was done that wasn’t valuable to me… I told my administrator yesterday that this was the best conference I have been to as a teacher.”

More information is available at https://spice.fsi.stanford.edu/fellowships/ncta_for_high_school_teachers. Interested high school teachers can apply directly at https://forms.gle/Jd3PP8EowXyPkAyX9. The application deadline is May 6.

The 2019 East Asia Summer Institute for High School Teachers at Stanford University is made possible by the National Consortium for Teaching about Asia.

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• The Freeman Foundation: Supporting the National Consortium for Teaching about Asia for 20 Years
• Institute highlights the teaching of Asia and the Asian-American experience

On the heels of the abrupt ending of the Hanoi summit between President Trump and North Korean leader Kim Jong Un, with the future of the diplomacy of denuclearization in question, the Korea Program at Shorenstein APARC convened the 11th Koret Workshop, appropriately titled this year “North Korea and the World in Flux.”

The workshop, an annual gathering made possible through generous funding from the Koret Foundation, brought together international experts in Korean affairs for a full day of panel discussions. Participants assessed the U.S.-DPRK summit diplomacy, examined the challenges and opportunities in media coverage related to the negotiations between the two countries, and considered the prospects and pitfalls for summitry with North Korea in the near term. A report on the workshop proceedings is forthcoming.

At a midday public keynote, General Vincent Brooks, U.S. Army (Ret.), spoke before a packed audience about the challenges and opportunities in Korea. Brooks, who recently retired from active duty as the four-star general in command of all U.S. Forces in Korea, provided his unique and very-timely assessment of the situation on the Korean peninsula, and offered his insights on where the diplomacy of denuclearization may go next.

Gen. Brooks’ public address was followed by a conversation with Karl Eikenberry, director of APARC’s U.S.-Asia Security Initative.

Watch the video recording of Gen. Brooks’ remarks:

An air of uncertainty remains prevalent in the Indo-Pacific region. The South China Sea continues to be in contention, with six governments exerting claims on overlapping areas. The threat of a full-blown trade war between China and the United States puts the stability of the regional (and global) economy in question. Meanwhile, the Korean peninsula appears to swing between the brink of conflict to the possibility of dramatic diplomatic breakthroughs. It was in the midst of this precarious period for the region that the third annual gathering of the U.S.-Japan Security and Defense Dialogue Series took place in Tokyo from January 30 to February 1.

The 2019 meeting was co-sponsored by the Sasakawa Peace Foundation and APARC’s U.S.-Asia Security Initiative (USASI). For the past three years, the series has convened senior Japanese and American policymakers, military leaders, scholars, and regional experts to discuss Japan's security strategy and the alliance between Japan and the United States. Support for the workshop came from the Carnegie Corporation of New York.

Since its inception in 2016, the dialogue series has provided a venue for in-depth discourse on contemporary Asia-Pacific security issues, and has helped build bridges between American and Asian academics, government and military officials, and other defense and security policy specialists. “We have continued to expand the range of attendees from the Japanese and U.S. government and military,” said USASI Director Karl Eikenberry. “This has ensured for our dialogue even greater policy relevance with each iteration.”

“The U.S.-Japan security dialogue is unique because it combines civilians and military officers, both retired and serving, which simply does not take place elsewhere,” observed Stanford Lecturer in International Policy Daniel Sneider, a regular participant. “It also avoids the sometimes-empty rhetoric about our alliance in favor of an operational, but strategically informed, approach that gets at not only what is being accomplished, but where the gaps exist in our alliance.”

Threats, Challenges, and the Appropriate Responses

L to R: Amb. Karl Eikenberry and Lt. General Noboru Yamaguchi (Workshop Co-Chairs)

The 2019 dialogue opened with a day of discussions on many of the challenges facing the U.S.-Japan security alliance, including an assessment of the latest security trends in the Indo-Pacific, as well as Japan’s new National Defense Program Guidelines (NDPG). Passed by the Japanese Cabinet only a month earlier, the NDPG was the focus of two sessions on day one, including a discussion of its implications for Indo-Pacific security, as well as a session on the guideline’s ramifications for concepts of Integrated Air and Missile Defense and Archipelagic Defense

“Unsurprisingly, the global rise of China—along with the U.S. and Japan’s separate and combined responses to PRC strategy in the Indo-Pacific Region—helped shape both our agenda and the selection of participants,” observed Eikenberry. “We were specifically interested in the implications for the maritime domain and certain operational aspects of the U.S.-Japan security alliance.”

The day one closing ceremony featured remarks from the U.S. Ambassador to Japan, the Honorable William Hagerty.

Developing Policy Recommendations, Meeting with Policymakers

L to R: Major Rodger Welding and Colonel Daniel Munter (United States Pacific Air Forces), and Lt. Colonel Yuka Nakazato, (Japan Air Self-Defense Force)

Days two and three were designed for small group sessions. Referred to as “Core Group”, its U.S. and Japanese members met the morning of January 31 to review the preceding day’s workshop and develop corresponding policy recommendations. The quality and depth of the conversations underscored just how great an impact the expanded range of participants had on the resulting policy.

“Participants weren't afraid to address sensitive, big-picture questions,” said Phillip Lipscy, a Center Fellow at the Freeman Spogli Institute for International Studies at Stanford, “like the slow growth of Japanese military spending in the face of increasing regional threats and the challenges posed by unpredictable US administration policies.”

“Even as an expert of Japanese politics, I found the dialogue extremely informative and stimulating,” shared Lipscy.

Sneider agreed as well. “One thing that stood out this year, in contrast to the previous years, was a greater willingness on the part of our Japanese colleagues to air their sense of unease about and even opposition to the direction of American foreign and security policy under the Trump administration,” he said. “In the past, the American participants were much more open about their criticism of their own government, the Japanese tended to be polite—not so much this year, which made for a lively exchange on many issues.”

In the afternoon, core U.S. participants again met with the US Ambassador, along with his embassy team, as well as with senior Cabinet Office officials from the government of Japan.

Field Testing Ideas

During the second annual gathering in 2018, the dialogue began including a visit by the core workshop participants to a combined U.S. military—Japanese Self Defense facility. As part of the 2019 dialogue, the Core Group spent their third and final day visiting Yokota Air Base, the headquarters of both United States Forces Japan and Japan Air Self Defense Force Air Defense Command.

“ “These visits allow us to better understand Alliance operational challenges in the field,” noted Eikenberry. “Just as importantly, it affords us an immediate opportunity to test out some of the very ideas discussed during the preceding days.”

Yokota Air Base, Japan

Chatham House Rules applied to the dialogue, but a workshop report is forthcoming.

View the reports from the first and second annual workshops.

The U.S.-Asia Security Initiative is part of Stanford University’s Walter H. Shorenstein Asia-Pacific Research Center (APARC). Led by former U.S. Ambassador and Lieutenant General (Retired) Karl Eikenberry, USASI seeks to further research, education, and policy relevant dialogues at Stanford University on contemporary Asia-Pacific security issues.

(L to R: Karl Eikenberry, Michael McFaul, Major Marcus Morgan (U.S. Army LNO to Japan Ground Self Defense Force Northern Army and Stanford University Center for East Asian Studies MA ’18), Phillip Lipscy, Daniel Sneider)