Yu-chuan Chen
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phch03@stanford.edu
Graduate Student - Art and Art History
SCPKU Pre-Doctoral Fellow, December 2016 - January 2017
Stanford Japan expert assesses President Obama's Hiroshima speech
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When Barack Obama became the first sitting U.S. president to visit Hiroshima, his speech outlined the threat to humanity of nuclear weapons and the need for humankind to turn its ingenuity to the task of achieving a world free of them. Reactions were largely warm, but as Shorenstein APARC Associate Director for Research Daniel Sneider writes, the voices of those who found his remarks lacking may serve as a signpost toward a future of deeper reconciliation in the Asia-Pacific.
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Conference at Stanford examines why Korea matters to American education
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All things Korean – economics, culture, politics – are the subject of an educational conference on campus this week.
The fifth annual Hana-Stanford Conference on Korea for U.S. Secondary School Teachers takes place July 25 to 27 in Paul Brest Hall. The meeting brings together American teachers and educators from Korea for discussions on how Korean history, economics, North Korea, foreign policy and culture are covered in American schools.
From lectures to curriculum workshops and classroom resources, the attendees will deep-dive into conversations, information and resources made available by the Stanford Program on International and Cross-Cultural Education (SPICE) and the Korea Program, which hosts the event.
Gi-Wook Shin, director of Stanford’s Walter Shorenstein Asia-Pacific Research Center, said that Korea is a country often overlooked or understudied in U.S. secondary schools.
“The Hana-Stanford Conference provides an excellent opportunity for U.S. secondary school teachers to learn about Korea and return to their classrooms better equipped with teaching materials and knowledge about Korea, as well as with the confidence and motivation to incorporate what they have learned from the conference into their curricula,” he said.
Shin said that exposing more American students to Korea “nurtures in students more balanced and complete perspectives on the world.” Korea, after all, he noted, is an important U.S. ally.
Discussions will cover an array of topics, including Korea’s major historical themes; World War II memories in northeast Asia; English education in Korea; Korea’s relationship with the U.S.; Korean literature; and the lives of Korean teenagers and young people. Scheduled speakers include Yong Suk Lee, the SK Center Fellow at Stanford’s Freeman Spogli Institute for International Studies, and Kathleen Stephens, a former U.S. ambassador to South Korea.
Such conversations are important, as how one teaches history shapes contemporary society. Gary Mukai, director of SPICE, said that one of the curriculum units demonstrated at the conference each year is “Divided Memories: Examining History Textbooks.”
“The unit introduces the notion that school textbooks provide an opportunity for a society to record or endorse the ‘correct’ version of history and to build a shared memory of history among its populace,” Mukai said.
He noted that American and Korean teachers’ examination of textbook entries about the Korean War from U.S., Japanese, Korean, Taiwanese and Chinese textbooks challenged their assumptions and perspectives about the war.
Also, during the conference, the Sejong Korean Scholars Program, a distance-learning program on Korea sponsored by SPICE, will honor American high school students and give them the opportunity to present research essays.
Clifton Parker is a writer for the Stanford News Service. This article has been updated to reflect a different speaker and additional program sponsor.
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Forum explores art, culture at SCPKU
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In early July, the Center for East Asian Studies explored contemporary arts development in China in a major event at the Stanford Center at Peking University. The China Arts Forum featured two visual artists, one performing artist, and one art market executive, all of whom were women. Read more.
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The 5th Annual Hana-Stanford Conference on Korea for U.S. Secondary School Teachers
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The fifth annual Hana-Stanford Conference on Korea for U.S. Secondary School Teachers takes place this summer, from July 25 to 28, at Stanford. It will bring together secondary school educators from across the United States as well as a cadre of educators from Korea for intensive and lively sessions on a wide assortment of Korean studies-related topics ranging from Korean history and economics, to North Korea, U.S.-Korea relations, and Korean culture. In addition to scholarly lectures, the teachers will take part in curriculum workshops and receive numerous classroom resources developed by Stanford Program on International and Cross-Cultural Education (SPICE).
During the conference, the Sejong Korean Scholars Program (SKSP), a distance-learning program on Korea, will also honor high school students for their exceptional performance in the SKSP program. The finalists will be chosen based on their final research papers, and their overall participantion and preformance in the online course. The SKSP honorees will be presenting their research essays at the conference. The SKSP program is generously supported by the Korea Foundation.
For more information about the conference, please visit the conference site at SPICE.
Paul Brest Hall
555 Salvaterra Walk
Stanford University
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Divergent Memories: Opinion Leaders and the Asia-Pacific War
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No nation is free from the charge that it has a less-than-complete view of the past. History is not simply about recording past events—it is often contested, negotiated, and reshaped over time. The debate over the history of World War II in Asia remains surprisingly intense, and Divergent Memories examines the opinions of powerful individuals to pinpoint the sources of conflict: from Japanese colonialism in Korea and atrocities in China to the American decision to use atomic weapons against Japan.
Rather than labeling others' views as "distorted" or ignoring dissenting voices to create a monolithic historical account, Gi-Wook Shin and Daniel Sneider pursue a more fruitful approach: analyzing how historical memory has developed, been formulated, and even been challenged in each country. By identifying key factors responsible for these differences, Divergent Memories provides the tools for readers to both approach their own national histories with reflection and to be more understanding of others.
"A well-written investigation on the legacy of World War II in Asia, greatly contributes to the field of cultural and military history.” —Mel Vasquez, H-War
"This book is an important counterweight to prevailing tendencies that promote uncritical nationalism and is thus an invaluable resource for this generation’s Asian and American youth to gain a critical understanding of their national histories...[T]he authors’ non-judgmental approach, coupled with persistence in pursuing the multiple interpretations and experiences of these traumatic events, provoke a reconsideration of our notions of justice, equality, and humanity within our nationalist thinking."—Grace Huang, Journal of American-East Asian Relations, Vol. 26.2
This book is part of the Studies of the Walter H. Shorenstein Asia-Pacific Research Center series at Stanford University Press.
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Internationalizing Higher Education in Korea
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Student mobility in Asia has reached unprecedented levels. Inbound and outbound student mobility creates opportunities for Asian societies but also challenges, such as growing diversity and brain drain. This book examines these and other related, timely issues for the case of South Korea, a major player in the internationalization of higher education in Asia, and draws on the comparative experiences of other key players in the Asia-Pacific region—Japan, China, Singapore, and the United States. By doing so, it offers critical perspectives on the internationalization of Korean higher education as well as innovative, policy-relevant solutions for Asian countries undergoing similar challenges. It will be a valuable addition to the growing literature on comparative and international education in Asia and can aid university administrators and policymakers striving to internationalize their higher education systems to meet new challenges.
Desk, examination, or review copies can be requested through Stanford University Press.
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Challenges and Opportunities in Comparative Perspective
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Stanford China scholar discusses Cultural Revolution anniversary
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Fifty years have passed since the beginning of China’s Cultural Revolution, a mass political movement led by Mao Zedong that lasted a decade and provoked widespread violence and social upheaval. Stanford sociologist Andrew Walder, a noted expert on contemporary Chinese society, offered his commentary and analysis to various media outlets, cited below.
In the years just following Mao’s death in 1976, the Communist Party showed an “incredible openness” toward addressing the horrors caused by the Cultural Revolution, he told The Guardian. The Communist Party denounced the Cultural Revolution and some within the Party led efforts to document the chaos and bloodshed under Mao’s tenure, Walder recounted on CNN International.
In the 1980s, however, young Chinese activists began to shift their attention from the legacy of the Cultural Revolution to the lack of government reform in China. The Tiananmen Square protests of 1989, despite being short-lived, disquieted the regime more than the Cultural Revolution did, he told The Guardian.
The Chinese government today, compared to the 1970s and early 80s, is much less inclined to discuss Mao’s historical record. Yet, when compared to other socialist regimes that experienced rebellion such as the Soviet Union, China has been much more open to confronting its dark historical past, Walder said in an interview with The Globe and Mail.
Walder is the author of China Under Mao: A Revolution Derailed and Fractured Rebellion: The Beijing Red Guard Movement (Harvard University Press, 2015 and 2009, respectively). He leads a research project focused on political movements in authoritarian regimes and recently published a journal article on transitions from state socialism and its economic impact.
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Deborah Hensler
Room N349, Neukom Building
Stanford Law School
Stanford, CA 94305
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dhensler@stanford.edu
Judge John W. Ford Professor of Dispute Resolution
Professor of Law
Deborah R. Hensler is the Judge John W. Ford Professor of Dispute Resolution and Associate Dean for Graduate Studies Emerita at Stanford Law School, where she teaches courses on complex and transnational litigation, the legal profession, and empirical research methods. She co-founded the Law and Policy Laboratory at the law school with Prof. Paul Brest (emeritus). She is a member of the RAND Institute Civil Justice Board of Overseers and the Berkeley Law Civil Justice Initiative Advisory Board. From 2000-2005 she was the director of the Stanford Center on Conflict and Negotiation.
Prof. Hensler has written extensively on mass claims and class actions and is the lead author of Class Actions in Context: How Economics, Politics and Culture Shape Collective Litigation (2016) and Class Action Dilemmas: Pursuing Public Goals for Private Gain (2000) and the co-editor of The Globalization of Class Actions (2009). Prof. Hensler has taught classes on comparative class actions and empirical research methods at the University of Melbourne (Australia) and Catolica Universidade (Lisboa) and held a personal chair in Empirical Legal Studies on Mass Claims at Tilburg University (Netherlands) from 2011-2017. In 2014 she was awarded an honorary doctorate in law by Leuphana University (Germany). Prior to joining the Stanford faculty, Prof. Hensler was Director of the RAND Institute for Civil Justice (ICJ). She is a member of the American Academy of Arts & Sciences and the American Academy of Political and Social Sciences. Prof. Hensler received her A.B. in political science summa cum laude from Hunter College and her Ph.D. in political science from the Massachusetts Institute of Technology.
Affiliated faculty at The Europe Center
Associate Dean for Graduate Studies at the Stanford Law School
Director at the Law and Policy Lab
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The Europe Center May 2016 Newsletter
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Event Recap: Networks of European Enlightenment
Conventional wisdom suggests that there were multiple enlightenments, each of which was distinctive and national in nature. Yet did the "Scottish Enlightenment," for instance, truly develop apart from the "German Enlightenment"? At the end of April, Stanford University hosted the "Networks of European Enlightenment" conference, which brought together leading scholars studying the role of transnational networks and communication in spreading knowledge throughout the enlightenment. The works presented at this conference suggest an alternative to the conventional wisdom: there was significant communication between enlightenment thinkers, resulting in a diffusion of knowledge throughout Europe.
Over the course of the conference, participants presented work ranging from theoretical and empirical approaches to studying historical networks, to the role of particular individuals and locales in the diffusion of enlightenment thought, to the ways in which religious and epistemic communities facilitated this diffusion of knowledge. The participants in this conference included scholars from Stanford University, Carnegie Mellon University, Princeton University, Queen Mary University of London, the University of Cambridge, the University of Helsinki, University of Nice Sophia-Antipolis, the University of Oxford, the University of Vienna, and Yale University.
The Networks of European Enlightenment conference was convened by Dan Edelstein, who is the William H. Bonsall Professor of French and Chair of the Division of Literatures, Cultures, and Languages and a TEC faculty affiliate. Dan earned his Ph.D. in French from the University of Pennsylvania in 2004 and joined the faculty at Stanford in that same year. His research interests lie at the nexus of literature, history, political theory, and digital humanities and his work typically focuses on eighteenth-century France.
The Networks of European Enlightenment conference was co-sponsored by The Europe Center, Stanford Humanities Center, the French Culture Workshop, the France-Stanford Center, and the Division of Literatures, Cultures, and Languages.
Featured Faculty Research: Amir Eshel
We would like to introduce you to some of The Europe Center’s faculty affiliates and the projects on which they are working. Our featured faculty member this month is Amir Eshel, who is the Edward Clark Crossett Professor of Humanistic Studies, Professor of German Studies and Comparative Literature, and former Director of The Europe Center.
Amir earned his Ph.D. in German Literature from Hamburg University in 1998 and joined the faculty at Stanford that same year. In his research, Amir is interested in how literary and cultural portrayals of modernity are used as commentary on contemporary philosophical, political, and ethical questions. In his current project, The Contemporary, which is supported in part by The Europe Center, Amir and his colleagues examine the cultural and political portrayals and uses of defining moments of the twentieth century, such as 1945, 1973, 1989, and 2001. This project is both interdisciplinary and global in scope and seeks to not only understand how these pivotal moments are portrayed and used, but also why and how some moments become important cultural reference points, while others do not. Throughout this academic year, The Contemporary has hosted numerous events engaging scholars from across the United States and Europe, including speakers from Uppsala University in Sweden, Goethe University in Germany, and the University of Antwerp in Belgium, among others. For more information about The Contemporary, please visit the project's website.
Featured Graduate Student Research: Suddhaseel Sen
We would like to introduce you to some of the graduate students that we support and the projects on which they are working. Our featured graduate student this month is Suddhaseel Sen (Musicology). Suddhaseel is a Ph.D. candidate in the Department of Music at Stanford University. Prior to beginning his doctoral studies at Stanford, Suddhaseel arranged Indian music for Western ensembles in India and Canada, in addition to doing academic research in English literature.
Suddhaseel is a musicologist who is interested in Indian music and the orchestral, chamber, and operatic repertoires of the nineteenth and early-twentieth centuries. Supported in part by The Europe Center, Suddhaseel spent summer 2015 conducting fieldwork for his dissertation, Intimate Strangers: Cross-Cultural Exchanges between Indian and Western Musicians 1880-1940. During his fieldwork, Suddhaseel spent time in the archives of the French National Library (Bibliothèque nationale de France), examining letters and writings by French composers known to have visited India and incorporated Indian themes and musical elements in their compositions. From this research, he discovered that French composers came into greater direct contact with the music of the Maghreb, on the one hand, and the music of Southeast Asia, on the other, as a result of which the musical traditions from these non-Western regions were more influential than Indian or South Asian music in France at the beginning of the twentieth century. Since completing his fieldwork in France, Suddhaseel has conducted further research in London and is currently located at Presidency University in Kolkata, India. Suddhaseel is continuing to work on his dissertation, which he hopes to defend in the 2016-2017 academic year.
For more information about The Europe Center's Graduate Student Grant program, please visit our website.
Spring 2016 Graduate Student Grant Competition Winners Announced
Please join us in congratulating the winners of The Europe Center Spring 2016 Graduate Student Grant Competition:
- Lindsay Der, Anthropology, "Animal Symbolism and Inequality at the Origins of Agriculture."
- Jane Esberg, Political Science, "Strategies of Repression: Killings, Courts, and Censorship in Military Dictatorships."
- Andre Fischer, German Studies, "Myth in German Postwar Literature, Film, and Art."
- Nicole Gounalis, Italian, "From Futurism to Neorealism: Art, Politics, and Civil Society in Italy, 1909-1959."
- Benjamin Hein, History, "Gateway to the Americas: ArcGIS and the Spatial History of Frankfurt's Financial Hinterland."
- Torin Jones, Cultural Anthropology, "Reluctant Integration: African Migrants and the New Sicilian Imagination."
- Nicholas Levy, History, "Rust Proof: Industrial Development and Urban Life in the Socialist 1970s."
- Lachlan McNamee, Political Science, "Sowing the Seeds of Conflict: The Long-Term Political Effects of the Irish Plantation Scheme."
- Fayola Neely, German Studies, "Metalinguistic Awareness in the Acquisition of German as a Third Language: The role of L2 Proficiency."
- Jessi Piggott, Theater and Performance Studies, "Political Street Theater: A Comparative History of Agitprop and Contemporary Art Activism."
- Jens Pohlmann, German Studies, "Capitalizing on the Avant-Garde? An Analysis of Adversarial Author's Marketing Strategies in the Second Half of the 20th Century."
- Justin Tackett, English, "Listening Between the Lines: Sound Technology and Poetry, 1850-1930."
- Michael Webb, Economics, "Skill-Biased Technical Change in the UK Manufacturing Sector: Does It Explain Inequality?"
Please visit our website for more information about our Graduate Student Grant program.
The Europe Center-Alliance of Liberals and Democrats for Europe Exchange Program
Over the past month, The Europe Center has welcomed our first two visitors from the Alliance of Liberals and Democrats for Europe (ALDE) as part of an exchange program agreement set last year. Both visitors are senior policy advisors - one focused on trade and the other on the budget. While at Stanford, they interacted with faculty and students to discuss the critical issues facing Europe and examine solutions for them. The other part of the exchange agreement, the Summer Internship Program with the ALDE Group, was implemented last June. Selected Stanford undergraduate interns work on policy related research projects while also learning about the legislative work of the European Parliament.
For more information about The Europe Center's Undergraduate Internship Program in Europe, please visit our website.
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