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Scholars Corner is an ongoing 91�Թ� initiative to share FSI’s cutting-edge social science research with high school and college classrooms nationwide and international schools abroad.

This Scholars Corner video features New York Times bestselling author Francis Fukuyama discussing the recent rise of identity politics, both in the United States and around the world. “In the 20th century we had a politics that was organized around an economic axis, primarily. You had a left that worried about inequality…and you had a right that was in favor of the greatest amount of freedom,” summarizes Fukuyama. “[N]ow we are seeing a shift in many countries away from this focus on economic issues to a polarization based on identity.”

According to Fukuyama, this shift in politics is reflected in such domestic social movements as Black Lives Matter and #MeToo, as well as in international movements like the Catalan independence movement, white nationalism, and even the Islamic State.

To hear more of Dr. Fukuyama’s analysis, view the video here: “The Rise and Implications of Identity Politics.” For other Scholars Corner episodes, visit our Scholars Corner webpage. Past videos have covered topics such as cybersecurity, immigration and integration, and climate change.

"Identity" hardcover book by Francis Fukuyama

Francis Fukuyama is a Senior Fellow at FSI and the Mosbacher Director of the . This video is based on his recent book Identity: The Demand for Dignity and the Politics of Resentment, which was recognized as The Times (UK) Best Books of 2018, Politics, and Financial Times Best Books of 2018.

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Former President George W. Bush met with Stanford students for an hourlong conversation that touched on many of the defining moments and policies of his presidency.

In a relaxed and sometimes self-deprecating exchange on May 5, Bush talked about the limits of congressional power and his relationships and personal diplomacy with other world leaders. His tone was more serious when discussing what he described as universal desires for freedom, his military strategies following 9/11, and his commitment to addressing Africa’s HIV/AIDS pandemic.

Mariano-Florentino Cuéllar, director of the university’s Freeman Spogli Institute for International Studies, moderated the session. Stanford President John Hennessy and Condoleezza Rice – Bush’s secretary of state and national security adviser who has returned to teaching political science and business at Stanford – joined the conversation.

"FSI has a terrific track record of convening leaders at Stanford, from the head of the International Monetary Fund to prime ministers and presidents,” Cuéllar said. “On this occasion, we wanted our students to have an opportunity for a candid conversation with one of the key policymakers of the early 21^st century, and we think such experiences will further prepare them for leadership in a complex world."

91�Թ� 30 students were invited to the session at Encina Hall, but they didn’t know they were meeting Bush until the 43^rd president walked into the room.

“I suspect he misses this sort of engagement,” said Gregory Schweizer, a second-year law school student who was part of the discussion that also covered immigration reform, national education policies and the Edward Snowden affair.

“The media always portrays him as being disengaged from current affairs,” Schweizer said. “But I’m impressed with how interested and engaged he still is.”

Along with representatives from Stanford Law School, other students were invited from the Ford Dorsey Program in International Policy Studies. Honors students from FSI’s Center for International Security and Cooperation and Center on Democracy, Development, and the Rule of Law also joined the conversation.

Bush’s visit was arranged with the help of  Brad Freeman, a former university trustee and Ronald Spogli, who is currently on Stanford's board of trustees. Freeman and Spogli are longtime friends of the former president and philanthropists who donated a naming gift to FSI in 2005. Bush appointed Spogli as ambassador to Italy in 2005 and as ambassador to San Marino a year later. 

Stanford has a tradition of hosting current and former heads of state, including German Chancellor Angela Merkel and former Russian President Dmitry Medvedev – both of whom visited in 2010.

91�Թ� has been transformed from a small local high school program begun by Professor Victor Hao Li (formerly of Stanford Law School), a number of Stanford students, a visionary group of nearby teachers and educators, and me in 1973 into a major national project. 91�Թ� began as a modest start-up focused on Asia and has evolved into an extraordinary asset contributing to broad global education. It is an honor to have been in on the beginning of such a noble effort.

—John Lewis, William Haas Professor of Chinese Politics (Emeritus);         faculty member

Today, the efforts of the Stanford Program on International and Cross Cultural Education (91�Թ�) to internationalize the K–12 classroom span a broad range of topics—security, the arts, the environment, global health, and international relations. With the dawn of 2013, 91�Թ� looks back to its roots and celebrates 40 years of promoting the study of China. The roots of the Stanford Program on International and Cross-Cultural Education (91�Թ�) date back to the Bay Area China Education Project (BAYCEP), which commenced operation in 1973. John Lewis was instrumental in the founding of BAYCEP, and several other scholars of Chinese studies, including Albert Dien, Professor of East Asian Languages and Cultures (Emeritus), were actively involved in BAYCEP’s early years and still remain involved with 91�Թ� today.

The first director of BAYCEP was Dr. David Grossman, 91�Թ�’s founding director. He noted the following about the creation of BAYCEP:

“The original impetus was the Nixon visit to China in 1972, and the realization that the general public and students were not prepared for this radical shift in geopolitics. The problem was how to bridge this profound knowledge gap.” 

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A BAYCEP publication from the 1980s

The purpose of BAYCEP was to serve as a bridge between Stanford experts on China and K–12 schools in the San Francisco Bay Area. This was accomplished in two ways—China-focused curriculum development and teacher professional development. By 1976, other projects on Japan, Africa, and Latin America were established, and they along with BAYCEP came to form the nucleus of 91�Թ�.

Continuing the 40-year tradition of teacher professional development on China, 91�Թ� staff members Jonas Edman, Naomi Funahashi, Rylan Sekiguchi, and Johanna Wee recently collaborated with Dr. Clayton Dube, Executive Director, , University of Southern California, to lead a series of China-centered sessions at the annual European Council of International Schools November Conference. The sessions were held in Nice, France, from November 22 through 25, 2012, and included an intensive daylong institute called “China in the Humanities.” The institute comprised four theme-specific mini-sessions—Dynasties, Cultural Revolution, Rural and Urban China, and China in the World—each of which involved both a lecture and a pedagogically-focused curriculum demonstration. The featured 91�Թ�-developed curriculum units (with primary Stanford academic advisors listed) were (Albert Dien, Professor Emeritus);  (Andrew Walder, Professor, Sociology);  (Scott Rozelle, Director, ); (Karen Seto, former Assistant Professor, School of Earth Sciences); and (Gi-Wook Shin, Professor, Sociology, and Director, , and Daniel Sneider, Associate Director, ).

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Authored by Rylan Sekiguchi, Curriculum Specialist, and HyoJung Jang, Curriculum Writer

As 91�Թ� moves into its fifth decade, the staff will continue its China-focused curriculum development and teacher professional development seminars. 91�Թ� recently began developing a curriculum unit on sustainable development in China in consultation with Len Ortolano, Professor, Civil and Environmental Engineering. Also, from January 2013, 91�Թ� will begin its twelfth year of offering two 30-hour seminars on East Asia—one for middle school teachers and one for high school teachers. The seminars feature lectures by FSI and faculty and curriculum demonstrations by 91�Թ� staff that focus on China, and other northeast Asian nations.

In addition, 91�Թ� plans to create of a high school student-focused national distance-learning course on China that is parallel to 91�Թ�’s current distance-learning course offerings, which include the on Japan and the .

With Stanford President John Hennessy’s announcement of the K–12 initiative in 2006, Stanford renewed its long-time commitment to improving public education in the United States. 91�Թ� will continue to make FSI scholarship in the areas of security, the arts, the environment, global health, and international relations accessible to young students. FSI believes it has the opportunity and the obligation to utilize its resources to help address issues facing our schools.

The 2012 91�Թ� catalog is now available.  91�Թ� developed five new curriculum units in 2011.

Nuclear Tipping Point: A Teacher's Guide

The documentary Nuclear Tipping Point tells the story of how four Cold War-era leaders—former Secretary of State George Shultz, former Secretary of Defense Bill Perry, former Secretary of State Henry Kissinger, and former Senator Sam Nunn—came together to address the threat of nuclear power falling into the wrong hands. Produced by the Nuclear Threat Initiative (NTI), the film is narrated by actor Michael Douglas and earned wide media attention when it came out in 2010. 

Now, through a partnership between 91�Թ� and NTI, the film is accompanied by a new teacher’s guide for classroom use of the documentary. The guide underscores the importance of teaching for critical literacy and addresses specific connections to the National Standards for History in the Schools. Student activities include multiple choice quizzes, persuasive writing and analysis, and ideas for creative projects. 

China in Transition: Economic Development, Migration, and Education

China in Transition introduces students to modern China as a case study of economic development. What are the characteristics of the development process, and why does it occur? How is development experienced by the people who live through it, and how are their lives impacted? How do traditional cultural values—such as China’s emphasis on education—contribute to and/or evolve as a result of modernization? Students examine these questions and others as they investigate the roles that migration, urbanization, wealth, poverty, and education play in a country in transition.

Legacies of the Vietnam War

The 20-year war in Vietnam was a prolonged and devastating conflict. In its aftermath, South Vietnamese civilians fled from the Communist takeover on perilous boat journeys that led to the formation of diasporic communities. Others faced lengthy detention in post-war re-education camps. This unit aims to help students learn and appreciate these and other important legacies that have shaped Vietnam and the world at large.

Angel Island: The Chinese-American Experience

Angel Island: The Chinese-American Experience is a graphic novel that tells the story of Chinese immigrants detained at Angel Island Immigration Station in San Francisco Bay between 1910 and 1940. It offers a stark contrast to the more celebrated stories of European immigrants arriving at Ellis Island on the East Coast and poses important questions about U.S. immigration policy, both past and present.

An Introduction to Ukraine

As the second-largest country in Europe, Ukraine has always stood at a crossroads of cultural influences. It is a key part of Europe–and the management of its relationships with other countries (in particular, Russia) is key to the future of the whole of eastern Europe. This unit seeks to provide high school teachers and students with a broad introduction to Ukrainian history with activities that touch upon Ukrainian culture.

91�Թ� staff members Naomi Funahashi, Rylan Sekiguchi, and Johanna Wee participated in the European Council of Independent Schools (ECIS) Annual Conference in Lisbon, Portugal, from November 18 to 20, 2011. One of the teacher seminars that 91�Թ� offered was titled “Divided Memories: Teaching about Bias and Perspective.” Sekiguchi and Funahashi introduced the important concepts of bias and perspective by engaging over 40 teachers from throughout Europe and Central Asia in an examination of textbooks from five Pacific Rim societies: China, Japan, South Korea, Taiwan, and the United States. The seminar was based on the 91�Թ� curriculum unit, Divided Memories: Comparing History Textbooks, which was developed by Sekiguchi in 2009.

Funahashi and Sekiguchi facilitated a provocative discussion around the notion that because the past continues to influence the present, and because our sense of history helps shape our perception of the world, debates over how history is taught in schools can become extremely controversial and political. History textbooks, too, have become arguably the most politically scrutinized component of modern education. In part, this is because 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. In small groups, teachers had the opportunity to first consider newspaper headlines that describe the same event in very different ways, and second to critically examine sample excerpts from five textbooks and consider the questions: How do textbooks from different societies treat such episodes? Do they present similar or dissimilar interpretations of history?

Wee, who staffed a 91�Թ� booth at ECIS, has noted that 91�Թ�’s participation in international conferences like ECIS has significantly increased the dissemination of 91�Թ� curricula to countries that have not historically been reached by 91�Թ�. Lastly, the successful ECIS seminar has prompted discussions about the possible creation of another “divided memories”-type curriculum unit with a focus on how various European textbooks depict particular episodes in world history. 

On June 4, 2011, 91�Թ� co-sponsored a conference, “Teaching Human Rights in a Global Context,” with the Program on Human Rights (Center on Democracy, Development, and the Rule of Law, FSI), the Division of International Comparative and Area Studies (ICA), and the Stanford Humanities Center. Fifty community college and high school faculty attended a full day of lectures, panel discussions, and small-group work. Dr. Helen Stacy, Director of the Program on Human Rights, set the context for the conference, and her remarks were followed by a lecture on “The Globalization of Human Rights Education” by Professor Francisco Ramirez, Stanford School of Education. 

Educators discussed, shared, and learned about each other’s experiences of teaching human rights in a wide range of world areas, academic disciplines, and classroom settings. The rudiments of syllabus construction, methods of incorporating a human rights component into traditional courses, sample lesson plans, best ways to make use of interdisciplinary pedagogic resources and materials, and strategies for reaching diverse student populations were topics of discussion. One panel, “Incorporating Human Rights into Your Syllabus,” was facilitated by 91�Թ�’s Jonas Edman. Jonas, Michael Lopez of the Program on Human Rights, and Dr. Robert Wessling, Center for Russian, East European & Eurasian Studies, ICA, served as the primary organizers of the conference, and Dr. Laura Hubbard, Center for African Studies, ICA, served as the emcee. Megan Gorman, Center for Latin American Studies, ICA, and John Groschwitz, Center for East Asian Studies, ICA, also contributed to the organization and promotion of the conference.

As a follow-up to the conference, ICA and the Program on Human Rights will sponsor a limited number of year-long Human Rights Curricular Fellows in the coming 2011–12 academic year. Fellows must teach at an accredited California community college. Also, Jonas will be developing curricular lessons in consultation with some of the educators who attended the conference.

The conference was funded primarily by the Department of Education (Title VI) and ICA.