The Stanford/SPICE East Asia Seminars for Teachers in Hawai‘i or “Stanford SEAS Hawai‘i” is a nine-month fellowship program created to empower educators to reinvigorate their teaching of Asia. The program is made possible through the generous support of the Freeman Foundation.

Stanford SEAS Hawai‘i convenes Stanford/Freeman SEAS Hawai‘i Fellows for four virtual seminars during the academic year and a culminating three-day in-person institute the following summer. So far, this year’s Fellows have participated in virtual seminars featuring Stanford-affiliated scholars Ethan Segal (Associate Professor of History and Chairperson of the Japan Council at Michigan State University), Zoë Gioja (PhD candidate in History and a PhD minor in Feminist, Gender, and Sexuality Studies at Stanford University), and Andrew Walder (Denise O’Leary and Kent Thiry Professor in the School of Humanities and Sciences at Stanford University). These sessions have focused on Japan, Korea, and China, respectively. The final virtual seminar will take place next month, when Fellows will meet Scot Marciel, former U.S. Ambassador to Myanmar and Indonesia, and deepen their understanding of Southeast Asia.

“I’ve really enjoyed learning in this environment alongside all of the SPICE fellows, and [I] find the content very interesting and informative to my work,” commented Fellow Jonathan Chang, who manages a national mentorship program for Asian American youth. “I’ve had several conversations with my family, friends, and colleagues about our learnings and it’s been really great!”

Besides receiving content lectures and engaging in Q&A sessions with the guest speakers, Fellows also debrief their learnings and share favorite teaching resources with each other, so that everyone can benefit from their shared learning and teaching experience.

The current 2022–23 cohort of Stanford/Freeman SEAS Hawai‘i Fellows is comprised of 19 teachers representing three islands (Kaua‘i, O‘ahu, and Hawai‘i Island). Most teach world history and/or U.S. history, and others teach subjects such as English, math, foreign language, and civics. The SPICE staff is pleased to work with the Hawai‘i educators below. 

Amy Boehning, Mililani High School
Carl Wright, Kapolei High School
Chayanee Brooks, Ka‘u High and Pahala Elementary School
David Brooks, Ka‘u High and Pahala Elementary School 
Grace Nguyen, Konawaena High School  
Gregory Gushiken, Punahou School 
Hannah Lim, ‘Iolani School 
John Ates, Le Jardin Academy 
Jonathan Chang, Apex for Youth 
Jonathon Medeiros, Kauaʻi High School
Laura Viana, Mid-Pacific Institute 
Mariko Shiraishi, Hawaii Baptist Academy 
Michael Hamilton, Leilehua High School 
Molly M. Satta-Ellis, Konawaena High School 
Niti D. Villinger, Hawai‘i Pacific University 
Patricia Tupinio, Leilehua High School 
Ria Lulla, Kawananakoa Middle School 
Sarah Fujioka, Waipahu High School 
William Milks, ‘Iolani School

Fellow Amy Boehning launched Mililani High School’s Asian Studies class eight years ago, offering it for a single period. Now it is offered for four periods and still has a waiting list. Like many others in her cohort, she joined Stanford SEAS Hawai‘i in hopes of adding more depth and richness to her existing practice. “I’m so excited to be a part of [this] program. Everything so far has been stellar, and I have immediately been able to add to my Asian Studies curriculum and Social Studies Directed Studies curriculum.”

Boehning also leads Mililani’s National History Day program, and she has noticed that each year more students choose to focus their projects on Asia-centric topics.

“It’s our goal to support teachers like Amy as they coach and mentor students like that,” said Sabrina Ishimatsu, a coordinator of Stanford SEAS Hawai‘i. “It’s always gratifying to know that our program is making a positive difference for both educators and students.”

Stanford SEAS Hawai‘i is coordinated by Ishimatsu and Rylan Sekiguchi.

In addition to Stanford SEAS Hawai‘i, SPICE offers teacher PD opportunities virtually to teachers nationwide and locally in California to middle school teachers, high school teachers, and community college instructors.

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We are pleased to share that Professor of Sociology Kiyoteru Tsutsui, the Henri H. and Tomoye Takahashi Professor and Senior Fellow in Japanese Studies at the Walter H. Shorenstein Asia-Pacific Research Center (APARC), is the recipient of the 44th Suntory Prize for Arts and Sciences for his book Human Rights and the State: The Power of Ideas and the Realities of International Politics (Iwanami Shinsho, 2022).

Established in 1979 and presented by the Suntory Foundation, the annual prize honors individuals who have made original, outstanding contributions to research or criticism through publications that adopt a broad perspective on society and culture. The prize is awarded in four categories: Political Science and Economics, Literary and Art Criticism, Life and Society, and History and Civilization. Tsutsui’s book, a winner in the latter category, explores the paradox underlying the global expansion of human rights, examines Japan’s engagement with human rights ideas and instruments, and assesses their impacts on domestic politics around the world.

"The Suntory Foundation is arguably the most influential foundation for scholars in social sciences and humanities in Japan," says Tsutsui, who is also director of APARC’s Japan Program, APARC’s deputy director, a senior fellow at the Freeman Spogli Institute for International Studies, and the co-director of the Center for Human Rights and International Justice. "In the United States, there are multiple such foundations (e.g. McArthur, Mellon, Sloan, Guggenheim, and Rockefeller) but in Japan, one is hard pressed to find a competition to Suntory’s resources and history. I’m deeply honored to join the ranks of leading social scientists who have received this award in the past half-century and am inspired to further advance research on global human rights and liberal international order in a world that faces serious authoritarian challenges both in our own societies and globally."

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Tsutsui was also recently honored as the recipient of the 2022 Ishibashi Tanzan Award for his book.

Yuichi Hosoya of Keio University writes in his book review that "this is a must-read book not only for providing an overview of the history of the development of international human rights but also for considering the future direction of the international community and the ideal form of Japanese diplomacy."

In an APARC interview about the book, Tsutsui explains the tension inherent in the diffusion of global human rights, which is rooted in states’ embracing these universal rights although they are grounded in principles that constrain their sovereignty. “The end of the Cold War enabled the United Nations to engage in human rights activities free from Cold War constraints, and now those states that committed to human rights without thinking about the consequences have to face a world in which their violations can become a real liability for them,” he notes.

Tsutsui believes that Japan has an opportunity to become a global leader in human rights. “The more inwardly oriented United States is creating a vacuum in promotion and protection of liberal values, especially with China’s influence surging, and Japan should carry the torch taking the mantle of human rights, democracy, and rule of law,” he argues.

Tsutsui’s research interests lie in political and comparative sociology, social movements, globalization, human rights, and Japanese society. His current projects examine issues including changing conceptions of nationhood and minority rights in national constitutions and in practice, populism and the future of democracy, the global expansion of corporate social responsibility, and Japan’s public diplomacy and perceptions of Japan in the world.

Media Coverage

Tsutsui's book award has been covered in multiple Japanese media outlets:

• The Asahi Shimbun
• The Nikkei
• The Mainichi Shimbun
• The Sankei Shimbun

The following article is a guest post written by Thea Louise Dai, an alumna of the Spring 2022 China Scholars Program. In April 2022, Thea met Wendy Wen, an alumna of the Spring 2022 Stanford e-China Program. Currently, Thea Louise is a junior at Castilleja School in Palo Alto, California, and Wendy Wen is a junior at Beijing National Day School in Beijing, China.

In April 2022, I met Wendy Wen through a collaboration between the China Scholars Program (CSP) and Stanford e-China. Five months later, we are working together to prepare the first synchronous Zoom discussion at Project 17—a 501(c)(3) nonprofit organization we founded dedicated to initiating global dialogue through synchronous discussions about the 17 Sustainable Development Goals (SDGs) of the United Nations.

The CSP and Stanford e-China collaboration was no doubt my most stimulating academic experience to date. The two programs held four joint discussions on various climate issues over the course of several weeks. With the rare opportunity to bridge geographical and cultural divides, I finally had a chance to apply everything I had learned about China’s history, policies, and current events throughout the program in conversation with actual Chinese students, from whom I learned new perspectives. Although we only had to participate in one of the synchronous discussions, I found myself looking forward to each meeting and rearranging my schedule to attend all four.

Wendy recalls that she had a similarly eye-opening experience during the meetings. She noted, “I have always believed that the world’s largest challenges can be solved through global collaboration. After every discussion with the CSP, I left feeling inspired to know that such collaboration is possible, even for high school students.”

After meeting each other through a breakout room conversation, we immediately connected on the need for a global discussion platform targeted towards youth perspectives. Essentially, we hoped to capture the value of our experience with SPICE, and we wanted to make it even more accessible and on a larger scale. We also wanted to clear a pathway for participants to take the next steps to create tangible change on the SDGs after our discussions.

As a result, we conceptualized Project 17 in part to partner with the chapter system of the United Nation Association of the USA (UNA-USA) so that high school and college students have the unique opportunity to connect with UNA-USA officials and members across the United States. Our vision is for all participants to be able to share their perspectives on the SDGs to inform the UNA-USA chapter system. We’re also working with Stanford e-China Instructor Carey Moncaster and CSP Instructor Tanya Lee of SPICE to publish the SDG-related research and reflections of participants on larger platforms.

Project 17 hosts four annual synchronous Zoom discussions, each focused on a particular group of SDGs: Planet, People, Prosperity, and Peace & Partnership. Our first discussion about the planet will take place in November 2022 and run for two hours. Interested students can complete the registration form on the Project 17 website to apply for an opportunity to hear from SDG advocates, learn from NGO leaders, and participate in breakout room discussions with youth leaders around the world. High school and college students based in any country are eligible to participate.

In the span of four months, Project 17’s outreach efforts have reached 51 cities, 47 schools, and five different countries. Participants will build connections with students from different backgrounds and develop a global mindset by engaging with new perspectives. In addition, participants can contribute to asynchronous discussion boards and the Project 17 blog, receive bimonthly newsletters about the SDGs, and receive certified service hours eligible for the President’s Volunteer Service Award.

By incorporating these opportunities into our organization, we hope to create an experience similar to the invaluable experiences that Wendy and I had through the CSP and Stanford e-China. Inspired by SPICE’s impact, we are incredibly excited to start an initiative similarly promoting international and cross-cultural collaboration. Please note that Project 17 is not a Stanford SPICE program.

For more information, visit Project 17’s website (projectseventeen.org) or contact Project 17 at contact@projectseventeen.org.

Guam, the small island territory in the Pacific Ocean, plays a unique strategic role in the United States’ Indo-Pacific strategy. In a new article, part of a Hudson Institute collection of essays on the challenges and motivations of defending Guam, Center Fellow Oriana Skylar Mastro analyzes the island’s strategic importance to the United States, China’s threats to U.S. forces on the island, and the pathways to deterrence against Chinese encroachment in the region. 

Mastro enumerates a number of reasons behind Guam’s strategic importance. First, “the Chinese missile threat to U.S. regional bases, especially those located in the first island chain, enhances the operational role of those bases sufficiently distant from China to partially mitigate the threat it poses, yet also close enough to be operationally impactful.” Guam’s geostrategic potential is rooted in its proximity to China, and represents “the westernmost location from which the U.S. can project power, manage logistics, and establish command and control.” 

In a Taiwan contingency, Mastro argues that Guam would play an important role as a logistics hub and jumping-off point for combat forces headed toward the Taiwan Strait, with the caveat that U.S. forces could maintain roughly half the sortie rate from Guam as that from Kadena Air Base in Okinawa, Japan. Another reason behind Guam’s strategic utility comes from reliable base access, which is more reliable than in other Asian host countries.

Despite the U.S. force posture and the island’s protective distance from China, Guam remains vulnerable to Chinese intermediate-range ballistic missile attack. According to Mastro, the U.S. has systems on the island to protect against missile threats, such as a THAAD battery, but “U.S. military commanders want much more of a guarantee that the U.S. would be able to continue operations out of Guam even under Chinese missile attack.”

Given China’s ability to threaten U.S. bases on the island, Mastro proposes an “unappreciated and underutilized” pathway to deterrence: deterrence by resiliency. Similar to deterrence by punishment, which seeks to prevent adversary attacks by employing the threat of severe penalties should the adversary do so, deterrence by resiliency is based primarily on shaping adversaries’ perceptions of one’s own capabilities. “However, unlike deterrence by punishment, the goal is not to create fear of retaliation but rather to encourage the perception that disruptive events would have little effect on an adversary.” Mastro uses the term resiliency to refer to a state’s ability to both absorb and deflect costs at a given level of violence.

Mastro argues that resilience is about signaling to China that “the benefits it would derive from a particular action would actually be less than it believes them to be. Improving defenses can enhance deterrence through this mechanism, but, given its limitations, other avenues—in particular, pursuing viable alternatives and creating redundancy—should also be pursued to ensure that an attack on Guam would not cripple a U.S. war effort.”

Guam, frequently cited as the U.S.’s viable alternative to bases within the first island chain, represents a critical strategic waypoint, but as long as the U.S. is reliant on the island to fight and win a war, “China will ensure that it can effectively target the island, thus making messaging associated with Guam’s defense key.” Mastro proposes that the language about defending Guam must expand to accomodate resilience contingencies for the island’s planned defenses, which, “once in place and even under attack […] would ensure that the US could continue operations there to the degree necessary to, for example, maintain air superiority over the Taiwan Strait.” 

Whether China would accept deterrence by resilience remains to be seen, but policymakers must employ new thinking about Guam’s defense to meet the new security challenges posed by China.

Stanford e-China has been an incredible academic experience from day one.

My journey with the program started with the interview, which was an enjoyable and memorable experience. I was greeted by a warm smile the moment I entered the Zoom room, and Ms. Carey Moncaster showed genuine interest in learning about me as a person. Rather than focusing on my experiences or achievements, she wanted to know more about my personality, interests, and dreams. Ms. Moncaster and the director of SPICE, Dr. Gary Mukai, have remained passionate advisors and generous mentors to many students even after the course, including me. Over the last year and a half, they were always there when I needed advice on how to proceed with a project or wisdom on dealing with a difficult situation.

The sense of community permeated the course itself, which was designed to be highly interactive. The expert speakers gave insightful lectures, followed by long sessions of Q&A. I can still remember my excitement at being able to ask Mr. Roy Ng, our fintech speaker, three questions after his seminar, where he explained how blockchain could help us reach the unbanked. In fact, my current obsession almost perfectly mirrors that topic—exploring how Central Bank Digital Currencies can help facilitate financial inclusion to mitigate inequality. That session made me realize that social entrepreneurship and tech-based solutions will be key players in upholding justice.

The Q&A was also a chance for my cohort to learn from each other. We bonded over our productive, collaborative, and enthusiastic discussions, and many of us stayed in touch after the course. Over the last year and a half, I have grown to be close friends with my fellow honoree, Jason Li. After meeting in person when he visited Shanghai, we decided to co-found a platform to connect students across the globe. Inspired by the diverse community of brilliant students we saw at Stanford e-China, we developed SPOT. The acronym stands for Student Projects Organized Together, and we hope to bring together an international network of passionate youth. We believe that together, we undertake global initiatives that make tangible impacts. Our website is www.spotaproject.com.

Last but not least, e-China has helped me with my work in social justice. Design Thinking has not only aided in my endeavors with SPOT but also in my other initiatives, including the Law Association for Crimes Across History (LACAH) mock trial, where we put perpetrators of atrocities on the stand (lacah.net). Dora Gan from my e-China cohort is actually a member of our Youth Council! Design Thinking’s methodical approach helped us scale up rapidly, and we were recently honored by the EARCOS Global Citizen Grant.

Throughout high school, I have learned a lot from a wide range of outstanding programs. I have also met many other fabulous peers through them. However, it is not every day that a course leaves such a significant impact, continuing to play a role in my life long after its conclusion. Stanford e-China is truly an exceptional experience. I am very thankful to have been a part of the first cohort.