More than 2 million visitors flock each year to California’s San Onofre state beach, a dreamy slice of coastline just north of San Diego. The beach is popular with surfers, lies across one of the largest Marine Corps bases in the Unites States and has a 10,000-year-old sacred Native American site nearby. It even landed a shout-out in the Beach Boys’ 1963 classic Surfin’ USA.

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How will US-Russia relations develop within the next few years? Are we on the verge of a new cold war? What is needed to maintain strategic stability after the New START expires in 2026? What should be the format and aspects of the follow-on treaty? Do we really need depoliticization of negotiations? Is the elimination of all nuclear weapons is a realistic goal today? Can a nuclear-weapons-free world be really achieved? What will be the US policy on China within the next few years?

Pifer addresses these key international security questions.

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Stanford e-Entrepreneurship Japan is an online course offered to high school students from throughout Japan. It is offered annually in spring and fall by SPICE and the Japanese NPO e-Entrepreneurship, led by Yusuke Matsuda. The instructors are Maiko Tamagawa Bacha (spring) and Irene Bryant (fall).

On August 11, 2021, the top students in the 2020 spring and fall cohorts were honored in a virtual ceremony. They are listed below alphabetically.  

• Naho Abe, The American School Foundation in Mexico City
• Yasuko Kinoshita, graduate of Akita Senior High School, Akita Prefecture
• Rion Kurihara, Shibuya Senior High School, Tokyo
• Sungyeon “Sunny” Park, The British School in Tokyo

The goal of Stanford e-Entrepreneurship Japan is to foster creative thinking and problem-solving skills in students with a focus on innovation to address social issues. During the ceremony, the honorees made presentations that focused on history textbook controversies in Japan (Abe); aging communities in rural prefectures like Akita (Kinoshita); gun control in the United States (Kurihara); and poverty alleviation (Park).

While listening to the presentations, Bacha and Bryant were struck by the diversity represented by the honorees. Bryant, who is a former Coordinator of International Relations on the Japan Exchange and Teaching (JET) Program in Sendai, Miyagi Prefecture, reflected, “As an American who has lived outside of the United States for many years, I have no doubt that Naho’s attendance at a high school in Mexico City and Sunny’s attendance at The British School in Tokyo will have a profound effect on their college studies and possibly careers, just as my overseas experiences have had a profound effect on my life.” Bacha similarly reflected, “As a Japanese national who attended graduate school in California and also worked in San Francisco, I think it’s great that Yasuko, who is from the rural prefecture of Akita, will be enrolling at Minerva University in San Francisco this year, and hope that Rion will fulfill her dream of enrolling in a university in the United States as well.”

Bryant and Bacha are most grateful to the following educators in Japan for their support throughout the 2020 courses:

• Mana Miura, Curriculum Designer, NPO e-Entrepreneurship
• Roy Lee, former teacher at Seiko Jr. and Sr. High School
• Sara Inoue, currently a student at Harvard University’s Graduate School of Education

The spring 2020 Stanford e-Entrepreneurship Japan course was generously supported by the Water Dragon Foundation. The fall 2020 Stanford e-Entrepreneurship Japan course was generously supported by Noriko Honda Chen and the Capital Group, Norman Chen, Andrew Ogawa, and Mako Ogawa.

For more information about SPICE’s online courses for students, visit our Student Programs page.

On August 9, 2021, a virtual award ceremony was held to honor SPICE’s Spring and Fall 2020 Stanford e-Japan honorees and 2021 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 2020 Stanford e-Japan Program Honorees and Their Research Paper Topics

• Coco Kawaguchi (Keio Girls Senior High School, Tokyo), “To Infinity and Beyond! National Survival in the Era of Venture Space Development”
• Sotaro Kunieda (Suwa Seiryo High School, Nagano), “Fostering Social Enterprises in Japan: Lessons from the United States”
• Yun-Tzu (Allison) Lin (Canadian Academy, Kobe), “Nuclear Deterrence Theory: An Evaluation of Its Effectiveness in Preventing Future Deployment of Nuclear Weapons”
• Minami Matsushima (Senri & Osaka International Schools of Kwansei Gakuin, Osaka), “The Price We Pay for Men to Be Men: Toxic Masculinity in the United States”
• Yuna Naoi (Tokyo Metropolitan Hibiya High School, Tokyo), “Online Secondary School Education in Japan and the U.S. Amid the COVID-19 Crisis”
• Kenta Yoshii (Shukutoku Junior and Senior High School, Tokyo), “In Search of a Realistic Substitute for U.S. Extended Deterrence for Japan”

Honorable Mentions: Risako Nomura (Yokohama Senior High School of International Studies, Kanagawa); Satoru Uchida (Tokyo Metropolitan High School, Tokyo)

2021 Reischauer Scholars Program Honorees and Their Research Paper Topics

• Erica Cai (The Harker School, San Jose, California), “The Darkness in Pursuing Lightness: Western Perspectives on Japanese Colorism”
• Kristine Pashin (Notre Dame High School, San Jose, California), “The Rite of Rights: An Examination of Socio-Cultural Precedent in Japanese Law”
• Kasha Tyranski (St. Petersburg High School, St. Petersburg, Florida), “Gastrodiplomacy: Examining the Soft Power of Food in U.S.–Japan Relations”

Honorable Mentions: Noah Kurima (Sage Creek High School, Carlsbad, California); Kalia Lai (The College Preparatory School, Oakland, California); Benjamin Thomas (Garfield High School, Seattle, Washington)

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The Honorable Keiichi Higuchi, Deputy Consul General of Japan in San Francisco, made opening comments. “I commend each and every one of you for your hard work and dedication to complete your program in spite of your regular school responsibilities,” he remarked. “You have demonstrated your initiative and determination to further your understanding of Japan and the United States. However, this should not be the end but just the beginning of your journey. I strongly encourage you to continue your studies, and I hope that your experiences in these programs will inspire you to think about a career involving Japan and the United States. I look forward to the day when I hear that some of you will be actively engaged in furthering the Japan–U.S. relationship in your careers and in your lives.”

He continued, “I would like you to know that the special expertise and knowledge that you gained makes you uniquely qualified to take a leading role in promoting Japan–U.S. relations… With young people like you, I have full confidence that the Japan–U.S. relationship will continue to grow and thrive for many years to come.”

Following Deputy Consul General Higuchi’s comments, the student honorees made presentations based on their research papers and expertly fielded questions from the audience.

Yu Higashisawa, Osaka University North American Center for Academic Initiatives, commented, “It’s been a pleasure and honor to be invited to Japan Day for several years. It’s wonderful to see that SPICE has provided a platform for high school students in Japan and the United States to exchange ideas and build relationships remotely. The presentations by the honorees of the RSP and Stanford e-Japan always amaze me and open my eyes to new perspectives. They are ready to go out into the world and make changes in our future!”

Funahashi hopes that her students will someday have the opportunity to study abroad at universities like Osaka University, and Brown and Kotani hope that their students will someday have the opportunity to study abroad at universities like Stanford in the United States.  

The Yanai Tadashi Foundation is the current supporter of Stanford e-Japan, and Daisuke Kato represented the Yanai Tadashi Foundation during the ceremony. SPICE is grateful to Tadashi Yanai for his generous support and to Daisuke Kato and Chikano Shiroma of the Yanai Tadashi Foundation for their regular correspondence and encouragement. Naoaki and Yuka Mashita are the current supporters of the Reischauer Scholars Program, and SPICE is thankful to them for their generous support. These courses and the ceremony would not have been possible without them.

The Reischauer Scholars Program’s next application period will begin September 6, 2021. Stanford e-Japan’s next application period will begin mid-November 2021.

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.” During a June 18, 2021 webinar, three Native and Indigenous scholars reflected on some of the key themes noted in the section and commented on the state of ethnic studies in their regions. The educators were:

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

Kasumi Yamashita served as the moderator of the panel. The webinar was divided into three sections: (1) personal stories about the scholars’ Native and Indigenous identities and cultural backgrounds; (2) understandings of ethnic studies in the continental United States, Hawaiʻi, and Japan; and (3) insights and take-aways for K–12 educators to create more diverse, equitable, and inclusive learning environments for students.

In section one, the scholars commented on various factors that contributed to the formation of their identities. These factors ranged from being raised biculturally in the Navajo Nation bound by his traditional Dine’ (Navajo) culture and mainstream Western education in the United States (Begay); to ancestral ties to Ainu Moshir or Moshiri (“Land of the Ainu,” northern region of Honshu, Hokkaido, Kuril Islands, Sakhalin, and southern Kamchatka Peninsula) as well as Hawaiʻi (Hayashi-Simpliciano); and to being a fourth-generation settler in Hawaiʻi with ancestral ties to Japan, but not learning of her Ainu heritage until adulthood (Edwards).

In section two, the scholars placed importance upon epistemology when considering the field of ethnic studies and teaching in general. Begay also emphasized ontology in the Dine’ philosophy, which has shaped his teaching. Hayashi-Simpliciano underscored the importance of teacher education and professional development in preparing educators to be welcoming of various cultural identities in their classrooms. Edwards noted that in Japan ethnic diversity is primarily viewed through the presence of people from other countries, with the assumption that Japanese are ethnically homogeneous, which has shaped the teaching of ethnic diversity in Japan.

In section three, the scholars provided numerous insights and take-aways for K–12 educators. Begay noted that in their teaching, Navajo Nation educators keep the four sacred mountains in mind. Hayashi-Simpliciano reflected that in her Hawaiian language immersion school, the educators are not “doing ethnic studies” but rather “doing heritage restoration.” Edwards argued that Indigenous studies—whether in Japan, Hawaiʻi, or the U.S. mainland—should not be taught just in ethnic studies or relegated to a specific subject; rather Indigenous studies should be interwoven with all subjects.

Educators may find the webinar recording to be useful in their classrooms and may want to use some of the questions and topics provided here.

Following the webinar, many teachers from across the United States commented that the topics that were shared are relevant not only to teachers in California but also to those in other states as well. Reflecting on the webinar, Dr. Kristyn Nicole Mahealani Hara, Outreach & Academic Coordinator at Stanford Global Studies, stated, “I found the speakers very engaging and learned a lot from their inspiring insights on the linkages between their lived experiences, Indigenous ontologies and epistemologies, and ways of foregrounding diversity, equity, and inclusion in educational practice. I especially appreciated their wisdom on ways of honoring the cultural heritage of students so that classrooms—and, by extension, schools—can be safe spaces for self-expression, healing, and learning, and the importance of integrating Indigenous knowledge across diverse fields of study.” SPICE encourages educators to review the resources recommended below.

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

—Additional Resources—
The following resources were recommended by the scholars.

Ethnic Studies Model Curriculum [website]
Native land acknowledgments and why they matter [article]
Appropriation of Marginalized Knowledge and Practice as Innovation [article by Dr. Sachi Edwards]

Navajo Nation
Harold Begay [bio]
Arizona State University Indigenous Land Acknowledgment [video]
When Geniuses Fail: Na-Dene’ (Navajo) Conception of Giftedness in the Eyes of the Holy Deities [book chapter by Harold Begay and C.J. Maker]

Native Hawaiian
Land Acknowledgement [website]
Hawaiian Culture, History, and Language Resources [website]
Indigenous Studies in the Elementary Curriculum: A Cautionary Hawaiian Example [article]

Ainu in Diaspora
Japanese American Memorial Pilgrimages: Ainu in Diaspora [videos including talks by Dr. Hayashi-Simpliciano and Dr. Edwards]
Charanke and Hip Hop [dissertation by Dr. Ronda Māpuana Shizuko Hayashi-Simpliciano]
The Ainu and Their Culture: A Critical Twenty-First Century Assessment [book]
The Fabric of Indigeneity: Ainu Identity, Gender, and Settler Colonialism in Japan [book]

Ainu (Japan)
The Centre for Environmental and Minority Policy Studies (CEMiPoS) [website]
Our Land Was a Forest: An Ainu Memoir [book]
Future in MINE: Ainu My Voice [video]

Working across linguistic and cultural differences, students in the China Scholars Program (CSP) and Stanford e-China (SeC) met and collaborated online as partners, from opposite sides of the world, in November and May. The two programs focus on different themes—U.S.–China relations writ large (CSP) and emerging technologies through the lens of design thinking (SeC)—but found common ground in finding local solutions to environmental sustainability problems.

The students were divided into groups, each including both U.S.- and China-based members. Each student shared a sustainability issue that they observed in their home communities—discovering similar issues around recycling, food waste, and environmental pollution, in particular. The group then selected one problem to focus on and brainstormed a specific solution targeted at a specific user group using the design thinking process. Finally, they shared creative presentations of their process and their proposed solutions with both classes. 

Although these projects have real-life applications—with at least one group intending to go forward with actually prototyping their idea to see how far they can take it—the true challenge of this assignment for the students was to figure out how to collaborate across technological, cultural, and (to a lesser extent) linguistic barriers and solve a common problem together. It was not easy. But many students reported that it was one of the most rewarding and memorable experiences in their program. We hope it will seed the skills they need for cross-cultural collaborative problem-solving in the future.

Following the joint project, students sent reflections to CSP Instructor Tanya Lee and SeC Instructor Carey Moncaster, marveling at how much they had in common, and at the value of their differences. An American student noted, “Working with students from [China] showed me what true cross-cultural collaboration is like. It was cool to see how cultural differences affect the way in which people approach and work on a task and how collaborating with people who work differently than you can produce better results or help you see things in a new way.” Reflecting a similar team-driven sentiment, a Chinese student noted, “There are more similarities than differences that divide us. We really need to promote communication between individuals in two countries instead of knowing the other country from the authorities’ slogans.”

Fall 2020 marked the inaugural session of the Stanford e-China Program, an English-language, online program for high school students across China exploring current technological innovation and human-centered brainstorming strategies. The China Scholars Program completed its seventh and eighth sessions this past year, bringing together students from all over the United States to study the politics, economics, and society of contemporary China. Both programs feature lectures and discussions with Stanford University faculty and are offered twice annually, in fall and spring.

Applications for the Fall 2021 Stanford e-China Program are currently open with a final deadline of September 1, 2021. 

Applications for the Spring 2022 China Scholars Program will open in September, due November 1. (Applications for Fall 2021 have closed.)