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]

This interview was first published by the Stanford News Service.

The 2020 Summer Olympics have begun this week but public support among the Japanese public for the games has been generally low and their mood can be articulated through the succinct question: “Why are we doing this now?” says Stanford sociologist and Japan Program Director Kiyoteru Tsutsui.

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.

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.)

It has been another exciting year for the Sejong Korea Scholars Program (SKSP), an intensive online course on Korean history and culture and U.S.–Korea relations for U.S. high school students. Some of the highlights from this year include the all-star lineup of guest speakers, a revamped curriculum that added an introduction to Korean American history and experience, and a diverse cohort of 23 intellectually curious and hard-working students. 

Each year, scholars and experts join students in Virtual Classroom (VC) sessions to share their scholarly knowledge and expertise on given topics. This year, the lineup of speakers included Professor Danny Leipziger from George Washington University, Professors Kyeyoung Park and Namhee Lee from UCLA, and Ambassador Mark Lippert, a former U.S. ambassador to South Korea.

Students learned in detail about South Korea’s rapid economic development after the Korean War from Professor Danny Leipziger, who worked as Senior Country Economist for South Korea in the 1980s during his tenure at the World Bank. With Professor Namhee Lee, students examined the complex and intricate relations among the countries involved in the Korean War; and with Ambassador Mark Lippert, they explored recent developments in U.S.–South Korea relations.

This year, students were introduced to Korean American history within the context of broader Asian American history. They also learned about race relations between Korean Americans and other ethnic communities in the United States from Professor Kyeyoung Park, the author of LA Rising: Korean Relations with Blacks and Latinos after Civil Unrest (2019).

Students expressed their excitement to engage with the scholars and experts in VCs. Likewise, all of the scholars and experts who joined as guest speakers mentioned how much they enjoyed meeting the students and how they were impressed by the insights with which students asked their questions.

Each year, students from across the United States apply to participate in the competitive SKSP, which offers undergraduate-level content and rigor. Not too surprisingly, this year’s cohort of students demonstrated a strong intellectual curiosity, active participation in sharing their diverse perspectives and synthesis of the readings and lectures, and an excellent work ethic shown in assignments and a research paper. Many students mentioned how much they enjoyed interacting with their peers in the course, particularly in discussions, where they engaged in vibrant conversations about the course content in a respectful and positive manner. Many students frequently shared relevant external resources that they had found, which contributed to the richness of the discussion.

Student Clara Boyd commented, “It has been so rewarding and fun for me to complete the readings/lectures … and then discuss ideas with classmates, and it was really cool to have the opportunity to meet with different scholars and experts during the VCs. I always looked forward to interacting with the guest speakers and my classmates on Wednesday evenings! This program has been so impactful and eye-opening, and my perspective of Korea and the world has changed a lot since I started SKSP.”

Many of the students, who are taking multiple AP courses and participating in various extracurricular activities, mentioned that they have never learned much about Korea in their history courses. They are often surprised when they learn about Korean history that involves the United States and the long history of relations between the United States and Korea.

Some of the aims of the SKSP are to provide students with various perspectives on history, encourage them to develop critical thinking skills in assessing historical documents and evidence, and challenge them to interrogate common historical narratives and understand the complexities of history written from different perspectives. The analytic tools that students are encouraged and trained to develop in the SKSP will be a valuable tool as they continue to grow and expand as students and future leaders.

SPICE also offers online courses to U.S. high school students on Japan (Reischauer Scholars Program) and China (China Scholars Program), as well as other student programs for students abroad.

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