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This piece was originally published in The Jakarta Post.


Congratulations, Indonesia! What a thrill it was to open my daily copy of The New York Times on Aug. 3 and see a nearly half-page color photo of the jubilant faces and raised fists of Greysia Polii and Apriyani Rahayu as they celebrated their and their country’s Olympic gold medal in women’s- doubles badminton.

Their first-place finish could not have been more timely. Indonesia needs good news. Bloomberg has combined 12 variables to determine where the COVID-19 pandemic is being most-to- least effectively managed.

From April to July, by that measure, Indonesia fell steadily to last place among the 53 countries covered. Such a bad review cannot be explained by domestic underperformance alone. The ferocity of the now ubiquitous Delta variant has played a role. So has vaccine nationalism—the limited and late availability of effective jabs from abroad. Not to mention less well-established variables such as the relative potency of Chinese vaccines. Whatever the reasons, there is little to celebrate regarding the risk to the health of Indonesians.

In this downbeat context, however, and far less well known than Indonesia’s “goodminton” victory in Tokyo, is an upbeat development on Indonesia’s academic front that also deserves Indonesian pride: the five-day inaugural Conference on Indonesian Studies (CIS) held online on June 24-27 Jakarta time. The American Institute for Indonesian Studies and Michigan State University sponsored the meeting with the participation and cooperation of hundreds of students, academics, and educational institutions in Indonesia and the United States. As a long-time would-be Indonesianist, I was happy to attend.

Researchers have more questions than answers. Nationalists reverse the ratio. The scholarly ideal—gathering evidence, testing assertions, birthing, sharing, and comparing ideas— transcends borders. But nationality has long shaped Indonesian studies.

During Dutch rule over the East Indies from 1816 to 1941, with rare exceptions, the archipelago’s past was largely interpreted by Europeans with colonial access. Indonesian studies were dramatically expanded and diversified following World War II. But the birth and growth of “area studies” in Western universities continued to incubate mainly Western scholarly careers.

The recent CIS was doubly important, as an affirmation and a stimulus. Its 326 presentations in 65 different sessions served to remind the roughly 500 attendees from Indonesia and 22 other countries of the breadth and vitality of Indonesian studies and thereby motivate further research.

Included on the program were a first-rate keynote speech by Prof. Aquarini Priyatna of Padjadjaran University on feminist voices in Indonesian literature; the premiere reading in English of Oh by Indonesia’s renowned novelist and playwright Putu Wijaya, whose work I remember applauding at Taman Ismail Marzuki decades ago; and a rousing performance of the wayang lakon (Javanese puppet show) Ciptoning by Ki Purbo Asmoro, ably and simultaneously rendered in English by Kathryn Emerson (no relation).

The conference also conveyed what was on the minds of the more than 300 mainly young and Indonesian panelists who wrote papers and made presentations about their country. Although the topics were diverse, some were more popular than others. A comparison may offer clues as to the subjects for research that are attracting the next generation of Indonesian scholars as they begin to shape the future and focus of Indonesian studies.

The distribution of themes is informative. Nearly half of all the CIS sessions were about culture. Culture in the sense of identity was by far the most popular topic at the conference, including religious and especially Muslim identity, with lesser attention to language and gender. Three genres of performed culture — art, music, and literature—were featured in roughly a fourth of the sessions. Five different sessions took up the blood-shedding watershed of 1965, encouragingly in the light of past silence on the subject. Only three panels focused on the economy, merely three were on climate change, and just two featured foreign policy.


It is tempting to view this evidence for the popularity of cultural identity in Indonesian studies as a local instance of two trends that some scholars have noted: a greater emphasis on identity in political discourse around the world and a related decline in the salience of ideology, including democracy.

Of the 65 conference panels, only two featured democracy, despite the alarm bell that some established Australian and Indonesian scholars had rung in 2020 in a book entitled Democracy in Indonesia; From Stagnation to Regression? Yet human rights and civil liberties in Indonesia were highlighted at the event, including the freedom of creative expression embodied in literature and the arts. A case in point was a session on “Islam Nusantara” featuring scholars from the University o Nahdlatul Ulama Indonesia.


Not even a five-day-long gathering could have dealt with everything. The relative neglect of economics and foreign policy was unfortunate nevertheless. Five days after the conference ended, the World Bank reclassified Indonesia as a lower-middle-income country, down one level from the upper-middle-income status it had previously briefly held. Also basically ignored at the CIS was a key reason for that slippage: COVID-19.

In fairness, these omissions are not unique to Indonesia. Among scholars in area studies worldwide, economists are scarce and health policy experts still harder to find. In my own conversations with foreign advisors in Indonesia during the Soeharto years, some of the number-crunching economists were inclined to dismiss the interpretation-minded anthropologists. Some of the latter reciprocated the disregard. A joke in circulation at the time held that the sole requirement that a development economist needed to meet in order to be a consultant in Indonesia was to have flown over the country once in daylight.

That disciplinary rift may very well be obsolete. But if it isn’t, it should be. Climate-friendly economic development and improved health policies are vital to Indonesia’s future and therefore to the future agenda of Indonesian studies.


As for Indonesian foreign policy, the paucity of CIS panels on that topic has to an extent been compensated for by the laudable efforts of Dino Patti Djalal’s Foreign Policy Community of Indonesia to stimulate and reward the interest and involvement of the younger generation in their country’s future role in the world.

The challenge now is to build on the success of the inaugural CIS to the larger and ongoing benefit of Indonesia’s capacity to navigate these difficult times.


View Emmerson's keynote address at the CIS conference,"Scholarship, Autonomy, and Purpose: Issues in Indonesian Studies" >>

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Talking Democracy: A Symposium on Asia

On a panel discussion hosted by the political quarterly 'Democracy,' Donald K. Emmerson joins experts to assess how the Biden administration is navigating the U.S. relationships in Asia.
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  American Institute for Indonesian Studies (AIFIS) and Michigan State University (MSU) Asian Studies Center's inaugural Conference on Indonesian Studies, June 23-26, 2021.
Commentary

Scholarship, Autonomy, and Purpose: Issues in Indonesian Studies

Southeast Asia Program Director Donald K. Emmerson delivers a keynote address at the American Institute for Indonesian Studies–Michigan State University Conference on Indonesian Studies.
Scholarship, Autonomy, and Purpose: Issues in Indonesian Studies
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Southeast Asia: China’s Long Shadow

Chinese foreign policy in Southeast Asia affects, and is affected by, the more despotic character of ASEAN’s mainland compared with its maritime member states. But the destiny of even the already undemocratic mainland portion of Southeast Asia is not—not yet at least—made in Beijing.
Southeast Asia: China’s Long Shadow
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Gary Mukai
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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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Deputy Consul General Higuchi headshot

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.

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Finding My Place in the RSP & the U.S.–Japan Relationship

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Four Stanford e-Japan Alumni Awarded Yanai Tadashi Foundation Scholarships

In 2015, SPICE launched the inaugural online course, Stanford e-Japan, for high school students in Japan.
Four Stanford e-Japan Alumni Awarded Yanai Tadashi Foundation Scholarships
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Congratulations to the 2020 Stanford e-Japan and 2021 RSP honorees.

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Hongbin Li
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This article was first published in Vox China. Read the full article online.

In 2021, over 10.78 million Chinese high school students took the college entrance exam (Gaokao): a historical high. While the Gaokao is the most important talent selection channel in China, many questions about the Gaokao system remain unanswered. Does the exam measure ability? What type of ability? Does the exam score make a difference for a young person’s future career? Are higher-score individuals more likely to work in government, become entrepreneurs, or earn higher wages?

It is impossible to provide comprehensive answers to all of these questions in a single study, but here, we provide partial answers to some of these questions. Our results come from a recent study, motivated by a theoretical literature on talent allocation (e.g., Baumol 1990; Murphy, Shleifer and Vishny 1991; Acemoglu 1995). This literature has long noted that talent is general and can be used in both the entrepreneurial and non-entrepreneurial sectors, and that its allocation depends on the reward structure of a society. While this important theory of talent allocation has been developed for three decades, few empirical studies have directly tested it due to data challenges.

In Bai, Jia, Li and Wang (2021), we study whether talented Chinese are more or less likely to become entrepreneurs. Empirically, we link the universe of college admission records in 1999–2003 with the universe of Chinese firms and their owners, and then use a random sample of 20% of the linked data to examine who have become entrepreneurs and how successful their firms are. In total, this yields a sample of 1.8 million college graduates who created approximately 170,000 firms by 2015. We supplement this linked data with a large survey of Chinese college graduates that we conducted during 2010–2015 to study waged jobs. We use students’ Gaokao score as a proxy for talent and validate our measure with data.

Research design: within-college comparison

We focus on within-college analyses -- comparing individuals in their mid-30s with others in their cohort who graduated from the same college -- for conceptual and empirical reasons. Conceptually, the within-college comparison helps to control for the confounding factors of college reputation and network. Empirically, we find that most of the variation in firm creation comes from within colleges. For instance, although college fixed effects can explain up to 19% of the variation in wages of paid jobs (in our survey data), the effects can account for only 1.2% of the variation in firm creation. In addition, we find that the college fixed effects can explain only 46% of the variation in exam scores, leaving the majority of the variation to occur within colleges. The wide variation in scores within a college is driven by considerable uncertainty and political economy factors (particularly provincial quotas) in the college admission process. In addition, because Gaokao scores are comparable only for students from the same province and year, as well as the same academic track (social science vs. natural science), we isolate province-year-track fixed effects in our analyses.

We control for a set of individuals’ personal characteristics, which include gender, Hukou (rural vs. urban), high school quality, birth county’s GDP per capita, and age fixed effects. Although we do not have a specific measure of socioeconomic status (such as parental income), it is reasonable to assume that those from better high schools and wealthier counties have higher socioeconomic status. Within colleges, higher socioeconomic status is positively associated with exam scores.

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Hongbin Li's research finds that "In China, the college entrance exam score is predictive for both firm success and wage-job success in the future, yet higher-score individuals are less likely to create firms."

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At first, I almost didn’t apply to the Reischauer Scholars Program (RSP). As someone with primarily Eastern European heritage, I doubted that I had a unique perspective to add to a coalition of students dedicated to learning more about Japan’s rich culture, economics, history, and society. In my mind, my personal experience couldn’t have been further from the course’s content. However, as a recent graduate of the RSP, my experience has completely shattered my previous misconceptions. Stanford’s RSP isn’t just an online program that gives students a comprehensive, in-depth view of Japan—it brings together a community of academically and socially diverse individuals from across the United States, along with their manifold perspectives, to build future leaders in the U.S.–Japan relationship. 

My experience has completely shattered my previous misconceptions.

My path to the RSP began in Model United Nations (MUN) and my tenth-grade world history class that encouraged me to delve deeper into the political and ideological theories that govern and shape our society. Japan was a major focus for multiple of my MUN conferences, where I descended into multiple Wikipedia rabbit-holes on a wide range of topics, from Japan’s stance on sustainable development to socio-political effects on Japanese gender equality quotas. Furthermore, throughout my dual enrollment in a MicroMasters program in international jurisprudence and a course on East Asian culture and law, I learned more about the intricacies of Japan’s Eurocentric depiction in the geo-political sphere. In the international law resources I was exposed to, Japan was often portrayed as “lawless,” while the Western legal system was presented as the “key” to maintaining a proper rule of law in East Asia. Through the latter course which focused on the intersection between Japanese culture and law, Japanese law was accurately shown as an extension of the rich Japanese culture I had learned about in my history classes; in this regard, each cultural facet needed to be taken into account with the legal theory of the state. Since then, I’ve been hooked on understanding the role of implicit motives in shaping international policy and cultural precedent in jurisprudence. At the RSP, I have been able to pursue my passions alongside like-minded peers.

At the RSP, I have been able to pursue my passions alongside like-minded peers. 

From the first week of the RSP, the diversity of students was evident. Each of my fellow peers offered their own outlook on topics ranging from “Religions in Japan” to “The Power of Popular Culture.” Across online forums and virtual classrooms, complex concepts were thoroughly discussed through witty back-and-forth banter, new ideas were buttressed by comprehensive research, and interconnected themes were explored via collaboration. The RSP’s inclusive and dynamic environment was one of my favorite aspects of the program. Weekly Zoom meetings with our instructor, Ms. Naomi Funahashi, and my peers allowed me to grasp unfamiliar concepts and take a deep dive into the things I didn’t previously know through active engagement. Moreover, at each virtual classroom, we had the opportunity to meet government officials, business leaders, and scholars at the forefront of U.S.–Japan relations. Each speaker’s ideas will forever retain importance to my understanding of the Japanese American experience, which remains equally relevant in the modern day.

The RSP’s commitment to educating the future leaders of the U.S.–Japan relationship is shown in its culmination. Near the final months of the 20-week RSP, students are given the opportunity to explore a topic of their choosing related to Japan or the U.S.–Japan dynamic. In my final paper, titled “The Rite of Rights: An Examination of Socio-Cultural Precedent in Japanese Law,” I coalesced my RSP education with my interest in international and Japanese jurisprudence. Even after its conclusion, the RSP continues the discussion on U.S.–Japan relations for the years to come by compiling and sharing all the research papers written within that year’s program. 

Ultimately, I am grateful to the Reischauer Scholars Program for creating a mosaic of different experiences and cultures by bringing together my peers. Throughout my involvement in the RSP, I have strengthened my belief in the cross-cultural intersections that bind us all together. It is through these bonds, along with empathy and compassion, that the RSP helps students weave themselves into the U.S.–Japan international tapestry, shaping the world. 


The next session of the Reischauer Scholars Program will run from February to June 2022. The application will open September 6, 2021.

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Live Long and Prosper… and Stand Back

In his March 15, 2021 lecture for SPICE’s Reischauer Scholars Program, actor George Takei—who played Hikaru Sulu, helmsman of the USS Enterprise in Star Trek—added “and Stand Back” to the iconic Star Trek words, “Live Long and Prosper,” as he was greeting students.
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Kristine Pashin at the Farnam Memorial Gardens in New Haven, CT; photo courtesy Kristine Pashin
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The following reflection is a guest post written by Kristine Pashin, an alumna of the Reischauer Scholars Program, which will begin accepting student applications on September 6, 2021.

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Gary Mukai
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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]

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SPICE Instructor Kasumi Yamashita speaks with Native and Indigenous educators
Screenshot: SPICE Instructor Kasumi Yamashita speaks with Native and Indigenous educators
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This article recaps a June 18, 2021 webinar that featured three Native and Indigenous scholars and includes recommendations for using the webinar recording in classrooms.

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Gary Mukai
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The following is Part 5 of a multiple-part series. To read previous installments in this series, please visit the following articles: Part 1, Part 2, Part 3, Part 4.

On December 8, 2020, January 19, 2021, March 16, 2021, and May 18, 2021, SPICE posted four articles that highlight reflections from 33 students on the question, “What does it mean to be an American?” Part 5 features eight additional reflections.

The free educational website “What Does It Mean to Be an American?” offers six lessons on immigration, civic engagement, leadership, civil liberties & equity, justice & reconciliation, and U.S.–Japan relations. The lessons encourage critical thinking through class activities and discussions. On March 24, 2021, SPICE’s Rylan Sekiguchi was honored by the Association for Asian Studies for his authorship of the lessons that are featured on the website, which was developed by the Mineta Legacy Project in partnership with SPICE.

Since the website launched in September 2020, SPICE has invited students to review and share their reflections on the lessons. Below are the reflections of eight students. The reflections below do not necessarily reflect those of the SPICE staff.

Giyonna Bowens, Texas
Growing up as a military brat, with my father being a retired sergeant major (SGM) of 30 years, I realized that there is so much to explore in the world, and behind every face, there is a story. It has taught me to be an open-minded individual and to look past racial/socio-economic stereotypes and to truly get to know people for who they are. While being an African American female has inspired me to speak up against racial and social injustice, it has ingrained in me that anyone can do anything they set their minds to, so long as they have a strong work ethic and a positive attitude. What it means to be an American to me is to be educated on other cultures and ethnicities, to fight against gender inequality, and to accept people, no matter their sexuality/gender identity, to progress forward in America.

Austin Akira Fujimori, California
My family loves to travel, so I have been able to experience and observe different types of people and cultures across the world. Because of my Chinese and Japanese heritage, I have frequently visited Japan and China, where it seems that traditional culture has had a very strong effect on people. Based in part on how their citizens dressed and acted, I could easily tell that there was a distinct difference between Chinese and Japanese people. In the U.S., there doesn’t seem to be a dominant culture that influences people. Because America is so diverse, many cultures are brought to the table, allowing people born in the U.S. to live without the influence of one dominant culture. For me, to be American is to be unique, to be born with the freedom to be whoever you want to be.

Eddie Shin Fujimori, California
Being born in a family that comes from China and Japan, I have often considered other countries’ views of Americans. Confidence especially has always stood out as an essential part of what it means to be American. In my experience, this confidence is usually interpreted by people in other countries to be haughty and arrogant. However, I don’t see this “overconfidence” as negative. The trait is directly correlated to Americans strongly believing that working towards what they believe in—as evidenced in the Black Lives Matter movement in response to the murder of George Floyd and the anti-Asian hate protests following the rise of hate crimes against Asian Americans—can lead to considerable amounts of change. Being American means having the confidence to aspire towards a better society, knowing that we can have an enormous influence on the rules and laws passed.

Nāliʻipōʻaimoku Harman, Hawaii
He Hawaiʻi au. I identify as a Native Hawaiian, but I am of mixed race. The word American has little to no cultural relevance to me. The truth is, I do live in the United States but the American ways don’t match up with my life, how I think and what our traditions and values are. Every day, I wake up and speak Hawaiian, not English, with my family. When I watch the television and see people refusing to wear masks citing individual rights as justification, I feel angry. I am in the habit of wearing a mask in public and even when meeting with family because I know that others’ safety is more important than my personal discomfort. My choices affect others, and my successes are not mine alone.

Lanakila Jones, Hawaii
Being American to me is about having freedom in doing what I love. It’s being able to express myself in the ways I want to. As a Hawaiian, I am truly aware of the history of our nation. Our Queen, Liliʻuokalani, fought her hardest for her people and her beloved nation until the end. As a Hawaiian living in America, I value her integrity and feel the need to pursue it. We need to implement change to stop the ongoing challenges of today. We can’t change the past, we can only build a better present. Being American to me not only means grasping the thought of change, but actually engaging in it to primarily stop ongoing hatred amongst the citizens of our country. To be American means to fulfill equity amongst us to be greater.

Violet Lahde, California
For me being American means assurance; a positive declaration intended to give confidence; a promise. As many of us have learned through our years living in America, we bear many privileges that others don’t, whether inside or outside of our borders. While we may still be fighting for those who can’t, I can still say America has offered me many opportunities, along with a feeling of freedom. This America isn’t and may never be perfect, but holds promise for the future. It allows me to have confidence in anything I want to achieve or change. So regardless of the injustice and prejudice that has become so apparent, I can say I am grateful for the safety and optimism America allows me to have.

Kristine Pashin, California
If I asked you to draw an American, who would you draw? At its core, America is a country nurtured by unique individuals who foster ethnic and cultural diversity. As the daughter of two Bulgarian immigrants, I’ve oscillated between being “too American” and “not American enough.” To avoid confusion, I got used to separating my Bulgarian American identity into two personas. When I wore my nosia (a traditional folk outfit), I considered myself Bulgarian; in Western clothes, I was American. However, I realized that my outfits were a guise—covering up insecurities about my identity. An “American” isn’t someone who can simply be identified by their appearance, as we cannot typify America with one identity. Thus, there is no way to draw an American, but I wouldn’t have it any other way.

Ernesto Saenz Peña, California
To me, “being an American” means being open-minded to new ideas and change. My teachers would always stress the importance of these qualities. Embracing these qualities has allowed me to learn about the diverse cultures in America. I learned Spanish from a young age, and it has allowed me to not only communicate with my parents and family in Mexico, but also has allowed me to see different points of view from others outside of and within America. Seeing other points of view has helped us to bring about changes throughout our history. For example, we abolished slavery, created more rights for farmworkers, and we continue to push against systemic racism. Being American means that we can speak up against what we think is wrong without fear of being punished.

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SPICE’s Rylan Sekiguchi Is the 2021 Franklin R. Buchanan Prize Recipient

Rylan Sekiguchi was announced this week as the recipient of the 2021 Franklin R. Buchanan Prize for his authorship of What Does It Mean to Be an American?
SPICE’s Rylan Sekiguchi Is the 2021 Franklin R. Buchanan Prize Recipient
Secretary Norman Mineta and Rylan Sekiguch
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What Does It Mean to Be an American?: A Webinar for Educators, February 20, 2021, 10am PST

The Mineta Legacy Project and SPICE are providing an educational opportunity for people across the country to learn about the Japanese American experience during World War II by presenting a webinar on Saturday, February 20, at 10am PST.
What Does It Mean to Be an American?: A Webinar for Educators, February 20, 2021, 10am PST
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headshots of eight high school students
Clockwise from top left: Giyonna Bowens, Austin Akira Fujimori, Eddie Shin Fujimori, Nāliʻipōʻaimoku Harman, Lanakila Jones, Violet Lahde, Kristine Pashin, Ernesto Saenz Peña
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Reflections of eight students on the website "What Does It Mean to Be an American?"

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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.)

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Santiago Calderon at Harvard University for debate tournament
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How SPICE’s China Scholars Program Accelerated My Love for International Relations

The following reflection is a guest post written by Santiago Calderon, an alumnus of the China Scholars Program, which is currently accepting applications for the Fall 2021 course.
How SPICE’s China Scholars Program Accelerated My Love for International Relations
Valerie Wu at Stanford University, August 10, 2018
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China Scholars Program Instructor Dr. Tanya Lee Interviewed by US-China Today

Lee shares her experience teaching the CSP and discusses an upcoming cross-cultural collaboration between American and Chinese high school students.
China Scholars Program Instructor Dr. Tanya Lee Interviewed by US-China Today
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Archway at Stanford University; photo courtesy Jason Leung
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Students in SPICE’s China Scholars and Stanford e-China Programs meet in virtual classrooms.

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Sky rises behind farmland in Hangzhou, China.
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"[Rozelle and Hell's] fresh book, Invisible China, focuses on an issue that has received little attention, China’s vast, isolated and long-neglected rural population. As the authors see it, the rural challenge has ‘remained invisible for too long, not only to the outside world but also to many Chinese’."

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Chinese flag and lanterns on a street in China.
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"As the ruling Communist Party celebrates its 100th anniversary this week, China’s leaders face formidable economic challenges, from falling birth rates and income inequality to rural-urban opportunity gaps." Scott Rozelle shares his insights.

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