In the wake of this month’s G7 Summit in Japan, U.S. President Barack Obama has an opportunity to make a presidential visit to Hiroshima. Such a visit would reinforce his vision of a nuclear-free world and solidify an important legacy of his foreign policy, Shorenstein APARC Director Gi-Wook Shin and Associate Director for Research Daniel Sneider write in an editorial for The Diplomat. The co-authors argue that the visit be framed in a way that would contribute to historical reconciliation in Northeast Asia and not undermine progress made between Japan and South Korea. 

Sneider wrote in an earlier Toyo Keizei editorial that while the White House has not yet announced a decision, the momentum for such a visit exists. And while issues of divided historical memory cannot be ignored, the occasion would not include an apology. The editorial can be viewed online in English and Japanese.

Sneider also contributed to Public Radio International's podcast series "Whose Century Is It?" and two articles on the Huffington Post Japan website. The first article, written in Japanese, examines how the history of atomic bombings are taught in the United States, and the second article, written in English, explores the question of acceptability of President Obama's visit to Hiroshima by the Japanese people.

During the visit, Obama delivered a speech that outlined the threat of nuclear weapons and the need for a world free from them. Writing for Nippon.com, Sneider said the speech and overall visit was well-received by many, but also had its critics. "The best judgment of the impact of Obama's Hiroshima visit may be what follows in Northeast Asia, where the task of postwar reconciliation remains unfinished," he wrote. The editorial can be viewed online in English and Japanese.

Shin and Sneider lead a decade-long research project that examines historical reconciliation in Asia, and are co-authors of the forthcoming book, Divergent Memories, about elite opinion and wartime memory in Asia.

From atomic bombs to harsh military occupations in the World War II period, the past is very much the present in the Asia Pacific region.

Stanford scholars are striving to help heal these wounds from yesteryear. Helping old enemies better understand each other today is the aim of the Divided Memories and Reconciliation project, a multi-year comparative study of the formation of historical memory regarding the wartime period in countries such as China, Japan, South Korea, Taiwan and the United States.

Left unattended, misguided wartime narratives may exacerbate current disputes to the point of armed conflict, said Daniel Sneider, associate director of research at Stanford's Shorenstein Asia-Pacific Research Center. He leads the Divided Memories project along with Gi-Wook Shin, a Stanford sociology professor and the Shorenstein center director.

Sneider points out the critical importance of textbooks and what is taught in schools – especially given the rise of nationalism among youth in China, Japan, Taiwan and South Korea.

"Dialogue among youth of the different nations is needed, along with an appreciation for the diversity of views and the complexity of history," he said.

Shin said, "Each nation in northeast Asia and even the U.S. has selective or divided memories of the past, and does not really understand the views of the other side."

Education and history

Launched in 2006, the Divided Memories project has published research findings, issued recommendations and convened conferences. In the early days, the researchers examined high school history textbooks in China, Japan, Korea, Taiwan and America.

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"Formal education is a powerful force in shaping our historical understandings," Sneider noted. "We wanted to look at the textbooks that have the most impact and usage."

A 2014 book, Confronting Memories of World War II: European and Asian Legacies, which was co-edited by Shin, Sneider and Daniel Chirot, a sociologist with the University of Washington, compared successful European WWII reconciliations with lagging Asian efforts. Another book, Divided Lenses, published earlier this year, examined the impact of dramatic film and other forms of popular culture on wartime memory. A new book is due out this summer, Divergent Memories: Opinion Leaders and the Asia-Pacific War, which focuses on leaders in politics, the media and academia in Japan, China, South Korea and the U.S.

The Divided Memories project aims to generate discussions and collaborations among those who create "historical memories" – educators, policymakers and government leaders. One report that grew out of such dialogues included suggestions for reconciliation:

• Create supplementary teaching materials on the issue. 
• Launch dialogues among Asian, American and European historians. 
• Offer educational forums for journalists, policymakers and students. 
• Conduct museum exchanges and create new museums, such as one wholly dedicated to WWII reconciliation in Asia. 
• Increase student exchanges among all the countries involved. 

History is reflected in today's geopolitics, as noted in the revived disputes by these nations over rival claims to islands in the South China Sea and elsewhere. Without resolution, these disagreements can flare up into military conflicts, Sneider wrote.

"The question of history taps into sensitive and deeply rooted issues of national identity," he noted.

Whether recounting Japanese atrocities in China, China's exaggerated account of its Communist fighters' role in World War II, or the U.S. decision to drop atomic bombs on Japan, no nation is immune to re-creating the past to further its own interests today, Sneider wrote.

For example, Divided Memories research on Chinese textbooks shows how the Chinese government in recent decades embarked on a "patriotic education" campaign to indoctrinate young people by exaggerating its role in Japan's WWII defeat. This narrative suits the nationalistic desires of a Chinese government no longer exclusively motivated by communist ideology, Sneider said.

One project of APARC and its Japan Program that was also an outgrowth of Divided Memories involved Stanford scholars urging Japanese Prime Minister Shinzo Abe to show "clear, heartfelt remorse" in a 2015 speech on the 70th anniversary of the end of WWII. A 15-page report featured hypothetical statements suggesting what Abe might say to make amends for Japanese actions in China and Korea.

"While we cannot claim to have directly influenced the prime minister, his statement did go further in the direction of an expression of remorse over the war and the need to continue to look clearly and honestly at the past than many expected," said Sneider.

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A workshop on history textbooks co-hosted by Shorenstein APARC and Academia Sinica's Center for Asia-Pacific Area Studies takes places in Taipei, Sept. 3, 2008.

Generations and grievances

Consciousness-raising on other fronts, however, is getting results, thanks to Stanford's Divided Memories project. A 2015 landmark agreement between Japan and South Korea over the WWII "comfort women" dispute was reached due to extensive U.S. involvement. Comfort women were women and girls who were forced into sexual slavery by the Imperial Japanese Army in occupied territories before and during World War II.

In an article, Sneider explained how the U.S. perceived that the dysfunctional relationship between South Korea and Japan over this issue, among others, threatened to undermine American strategic interests in Asia. 

Shin highlights the importance of U.S. involvement. "The U.S. is not just an outsider to historical and territorial disputes in the region," he said. "From a geopolitical perspective, the U.S. has done a wonderful job in reviving the devastated region into a prosperous one after 1945, but from a historical reconciliation perspective, the U.S. has done a poor job."

He suggests that America should "play a constructive role in promoting historical reconciliation" among the countries involved. And so, the Divided Memories project has included the United States in its efforts.

According to Sneider, Divided Memories is unique among all reconciliation projects for its emphasis on the inclusion of the U.S.; comparative analyses across countries; and real-world policy impacts. As part of the Shorenstein research center, it is housed within Stanford's Freeman Spogli Institute for International Studies.

"This project reflects what Stanford, our center and the Freeman Spogli Institute are all about – true interdisciplinary research and engagement," Sneider said.

Clifton Parker is a writer for the Stanford News Service.

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!”

A variety of media outlets have recently highlighted Stanford research efforts focused on the value of global talent and diversity policy in South Korea led by Professor Gi-Wook Shin, director of the Walter H. Shorenstein Asia-Pacific Research Center (APARC).

On Arirang, Shin discussed why South Korea should seek to recruit and retain foreign skilled workers in a moderated conversation with Rennie Moon, an assistant professor at Yonsei University. Together, the scholars work on a research project that examines diversity programs and policies of universities and companies in South Korea.

Shin and Moon wrote an editorial for Conversation UK that recognizes Korea’s failure to embrace diversity and says the country’s ethnic nationalism is largely to blame. They call upon Korean universities and the government to work closely together to tackle diversity issues. A similar message was relayed in a Q&A conducted by Shorenstein APARC and on a podcast episode recorded for "Korea and the World." Shin and Moon also wrote an editorial for the East Asia Forum that broadens the analysis to include the challenges of attracting foreign talent across Northeast Asia. 

Shin also told Maeil Shinmun that South Korea needs concrete and strategic policies to compete globally in its recruitment of foreign skilled workers. One of his policy suggestions is to offer a 2-year visa period for foreign college graduates to encourage them to work and stay in South Korea.

Dong-a Ilbo also covered an event where Shin presented findings from his co-authored publication, Global Talent: Skilled Labor as Social Capital. He said South Korea must embrace the value of social capital and diasporas as seen in the United States example, or else the country risks losing global competitiveness. Shin leads a research project on this topic with Joon Nak Choi, 2015-16 Koret Fellow at Shorenstein APARC and an assistant professor at Hong Kong University of Science and Technology. An earlier Nikkei Asian Review editorial highlights some of their studies.

Related links will be added to this news item as they arrive.

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.

The Program on Arab Reform and Democracy (ARD) at Stanford’s Center on Democracy, Development, and the Rule of Law (CDDRL) is pleased to welcome Egyptian economist Samer Atallah as a visiting scholar for the 2015-16 academic year. Atallah has taught economics at the American University in Cairo (AUC) since 2011, and his work focuses on development economics and political economy of democratization. He is a leading contributor to debates on economic public policy in Egypt, and previously served as an advisor to the 2012 presidential campaign of Abdel-Moneim Abul-Fettouh. He holds a PhD in Economics from McGill University and a Masters Degree in Engineering from University of California, Berkeley. His research on the Arab world has received the support of the Arab Council for Social Sciences and the Economic Research Fund, and spans a wide range of areas, including; education, electoral behavior, public opinion, trade policies, and political institutions in resource dependent economies.

During his residency at CDDRL, Atallah will work on a series of publications examining salient questions in the political economy of the Arab World, including the impact of trade and capital flows on governance in Egypt and Tunisia, and the relationship between education and wealth inequality in Egypt. Atallah’s fellowship is generously funded by a grant from the Carnegie Corporation to support scholars from the Arab world. In the following interview, Atallah discusses his current research projects and their relevance to important public policy debates.

What are your research goals and priorities during your residency at CDDRL?

First of all, I would like to say that I am extremely delighted to be here and excited at this valuable opportunity to collaborate with distinguished scholars at CDDRL and Stanford University, which promises to be a nourishing environment for my research. 

My research agenda during my residency here at CDDRL includes working on two projects, both of which are related to broader questions of democratization and development. This first one is a comprehensive theoretical and empirical study investigating how political and economic institutions evolve as economies become integrated in the global economy. I am interested in understanding how trade and capital flows impact institutions - in the economic sense of the term - and the implications of that impact on political change. For instance, the experiences of economic liberalization in countries like Egypt and Tunisia had unquestionable consequences on the distribution of wealth within their respective societies. Economic liberalization policies had equally important effects on the performance and evolution of their legal, economic governance and political institutions. My own research seeks to investigate how these institutional changes have evolved and the impact of these processes on political change.  The second project is an empirical study examining the relationship between wealth inequality and educational inequality in Egypt.

In what ways do your projects speak to contemporary debates on the origins and trajectories of the Arab uprisings?

I would argue that the divergence in outcomes across the various uprisings in Arab region cannot be understood without seriously thinking about the different historical evolution of political and economic institutions in these countries. These institutions impact the functioning of the economy, its growth, and the social inclusiveness of that growth—factors that were very pertinent to the popular mobilization that advanced the post-2010 uprisings. Certainly these institutions are in part the product of how the economy is managed in a given country in the short-run. At the same time, they are the result of long-term external and internal factors that we need to investigate and understand.

A case in point is the bureaucratic apparatus in Egypt. That sizable bureaucracy is the outcome of a long-standing policy of guaranteed employment, which the government had adopted in the 1960s to secure political support. Whereas economic liberalization policies adopted by President Anwar al-Sadat in the 1970s shrunk the economic role of the state, the size of the bureaucracy, nevertheless, increased significantly. Thus, the question we confront as researchers is why have these institutions remained stagnant and shielded from change despite the fact the nature and priorities of the economy have shifted. This is a major concern in my own research.

What lessons, if any, does your work offer policy-makers involved in the areas of economic and human development?

My second project on inequality and education speaks to one of the central factors that have animated the post-2010 uprisings in the Arab world, namely economic inclusion. In the context of Egypt, educational inequality has contributed greatly to the huge disparities in income and wealth in the country. Exacerbating and reinforcing these disparities is an intergenerational dependency in educational attainment—that is, children of uneducated parents are highly likely to remain uneducated, and by implication, economically underprivileged. This is an area that leaves a lot of room for policy interventions.

But such interventions must be grounded in a better understanding of the causes of this dependency and why it persists. Toward that end, my research seeks to investigate how the type and range of assets in a given household affect schooling and education decisions. Other key determinants of these decisions include access to credit, spatial distribution of educational facilities, and volatility of household income. With a sufficiently nuanced understanding of the problem at hand, all of these factors present potential areas for policy interventions to alter the incentives for school enrolment and quality of education delivery. Such interventions could potentially lead to a better distribution of education and income in the long run.

What are the potentially important research questions that address Arab reform and democracy?

I believe the recent upheavals in the Arab world have pushed us to re-evaluate our understanding of the underlying reasons and implications of political and economic change. This has opened up a multitude of lines of inquiry related to the economic incentives and costs of political change. One such endeavor entails an ambitious effort to compare the evolution of social movements, economic policies, and political structures in the Arab world with other regions of the world. For instance, I think we could draw multiple parallels between the Arab experience and that of many Latin American countries, especially with respect to the role of military institutions, the impact of economic liberalization, social inequality, and civil society movements. Having said that, there is also a lot of work that needs be done in understanding and analyzing the divergent outcomes of the Arab uprisings.