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91³Ô¹Ï curriculum consultants Rennie Moon (Stanford, PhD 2009, International Comparative Education) and Se-Woong Koo (Stanford, PhD Candidate, Religious Studies) recently traveled to Vietnam, August 25 – September 1, 2010, in preparation for the development of a comprehensive curriculum unit, "Legacies of the Vietnam War," for high schools in the U.S. and independent schools abroad. The unit, to be published in 2011, will cover a range of topics, including lessons on post-war politics and economics, the Vietnamese diaspora, environmental legacies of the war, artistic representations of the war, veterans' issues, Vietnamese Amerasians, and post-war U.S-Vietnam relations.

While in Hanoi and Ho Chi Minh City, Mr. Koo and Dr. Moon visited non-profits working with Agent Orange victims and landmine survivors, museums and contemporary art spaces, international schools, foreign companies operating within Vietnam's special industrial zones, and Viet Kieu-owned shops and businesses. During these visits, Mr. Koo and Dr. Moon interviewed scholars, veterans, teachers, company managers, art curators, and non-profit activists to compile updated information, materials, resources, and ideas for student activities to take into consideration while developing the unit.

91³Ô¹Ï director, Gary Mukai, is certain that the new unit will add significantly to students' awareness and knowledge of the legacies of the Vietnam War.  He commented that the unit will specifically address the U.S. History Standard 2C, "The student understands the foreign and domestic consequences of U.S. involvement in Vietnam."

 

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616 Jane Stanford Way
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Jonas Edman is a Curriculum Writer for the Stanford Program on International and Cross-Cultural Education (91³Ô¹Ï). In addition to writing curriculum, Jonas coordinates 91³Ô¹Ï’s National Consortium for Teaching 91³Ô¹Ï Asia (NCTA) professional development seminars on East Asia for middle school teachers, and collaborates with FSI and other Stanford colleagues on developing curricula for community college instructors as part of Stanford Human Rights Education Initiative (SHREI). Prior to joining 91³Ô¹Ï in 2010, Jonas taught history and geography in Elk Grove, California, and taught Theory of Knowledge at Stockholm International School in Stockholm, Sweden.

Jonas' professional interests lie in curriculum and instruction and teacher professional development, with a special interest in online education development. He received his Single Subject Teaching Credential in Social Science from California State University, Sacramento in 2010, and a bachelor degree in History from Stockholm University in 2008. He graduated high school from the American School in Japan in 1996.

Jonas has presented teacher seminars nationally for the National Consortium for Teaching about Asia in Omaha, Nebraska; the California Council for Social Studies in Anaheim and Burlingame, California; the National Council for the Social Studies in Washington D.C.; the Midwest Conference on Asian Affairs in East Lansing, Michigan; and the National Association for Multicultural Education in Oakland, California. He has also presented teacher seminars internationally for the East Asia Regional Council of Overseas Schools in Kota Kinabalu, Malaysia, and Bangkok, Thailand; and the European Council of International Schools in Nice, France.

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This article explains how the key stakeholders interact in labor-management-state relations in Vietnam within the context of the global economic crisis. After national reunification at the end of the Vietnam War (1954-1975), Vietnam developed a centralized command economy (1975-1986); the socialist government controlled all aspects of the Vietnamese economy including the prohibition of market interactions (although these interactions always existed underground). However, economic shambles and grassroots protests – inspired by Gorbachev's glasnost (openness, in which Vietnamese people were allowed to talk openly and honestly between 1986-89 about the problems they knew) and perestroika (political reform, the willingness of some top Vietnamese leaders to apply Gorbachev's reforms in Vietnam but that did not materialize) – led to the Sixth Party Congress (1986-1991).

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In light of its far-reaching political and institutional transformation, Indonesia has received comparatively little attention in scholarship and media. Trailing in the shadow of two Asian giants, China and India, Indonesia's steady democratic consolidation and economic recovery has gone largely unnoticed by the general public. This article will summarize some of the key developments over the last ten years and provide an outlook on future challenges.

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Historical memory plays a profound role in shaping national identities and international relations. Leaders often invoke visions of a shared past to unify diverse populations under a common flag or to rally diverse countries toward a common regional purpose. However, historical memories can also be explosively divisive. This article briefly examines one such case: the case of Preah Vihear, an ethereal ancient temple complex that sits high in the Dangrek Mountains near the Thai-Cambodian border.

This article is useful for teaching about historical memory and territorial disputes. The 91³Ô¹Ï unit, , provides students with a broad overview of historical memory and certain sensitive historical episodes of the 20th century. Also, the lessons, "The Territorial Integrity of Indonesia," in , and "The Russo-Japanese 'Northern Territories' Dispute," in , provide students with background on territorial disputes.

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Waka Brown is a Curriculum Specialist for the Stanford Program on International and Cross-Cultural Education (91³Ô¹Ï). She has also served as the Coordinator and Instructor of the Reischauer Scholars Program from 2003 to 2005. Prior to joining 91³Ô¹Ï in 2000, she was a Japanese language teacher at Silver Creek High School in San Jose, CA, and a Coordinator for International Relations for the Japan Exchange and Teaching Program.

Waka’s academic interests lie in curriculum and instruction. She received a B.A. in International Relations from 91³Ô¹Ï as well as teaching credentials and M.Ed. through the Stanford Teacher Education Program. 

In addition to curricular publications for 91³Ô¹Ï, Waka has also produced teacher guides for films such as , a film about democracy activists in Egypt, Malaysia, Ukraine, Venezuela and Zimbabwe, and Can’t Go Native?, a film that chronicles Professor Emeritus Keith Brown’s relationship with the community in Mizusawa, an area in Japan largely bypassed by world media. 

She has presented teacher seminars nationally for the National Council for the Social Studies in Seattle; the National Consortium for Teaching about Asia in both Denver and Los Angeles; the National Council for the Social Studies, Phoenix; Symposium on Asia in the Curriculum, Lexington; Japan Information Center, Embassy of Japan, Washington. D.C., and the Hawaii International Conference on the Humanities. She has also presented teacher seminars internationally for the East Asia Regional Council of Overseas Schools in Tokyo, Japan, and for the European Council of International Schools in Amsterdam, Netherlands.

In 2004 and 2008, Waka received the Franklin Buchanan Prize, which is awarded annually to honor an outstanding curriculum publication on Asia at any educational level, elementary through university. In 2019, Waka received the U.S.-Japan Foundation and EngageAsia’s national Elgin Heinz Outstanding Teacher Award, Humanities category.

Instructor and Manager, Stanford e-Japan
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Chicago Tribune article features Yo Yo Ma's introduction of 91³Ô¹Ï Silk Road curriculum to Chicago public schools. 91³Ô¹Ï director Gary Mukai, who helped design the curriculum, is quoted.

Yo-Yo Ma sat on the edge of the small stage at the Art Institute, his cello resting across his lap.

"See this fingerboard?" the acclaimed cellist asked the audience. "It is made out of ebony, which comes from Africa."

"The red varnish," he said, massaging the body of the instrument, "comes from as far away as Malaysia."

"The hair on the bow comes from Mongolia and the wood of the bow can be found only in Brazil," he said.

Ma's multicultural cello seemed the perfect metaphor for his most recent endeavor: bringing the rich artistic and cultural history of the Silk Road to Chicago Public Schools students.

The Silk Road, the ancient network of trade routes that crisscrossed Eurasia through the 1500s, served as the main conduit for the cultural exchange of goods, art and music. And when Ma sat down and played a soulful partita by Turkish composer Ahmed Adnan Saygun, he showed that cultural exchange enriches the world.

"This is a global instrument," he said. "And by bringing the world together ... beautiful music can be made."

Ma was in town Monday as part of Silk Road Chicago, a yearlong citywide celebration inspired by the art, music and culture along the historic road that stretched from Japan and China through central Asia and into the Mediterranean. The Chicago series is part of the larger Silk Road Project, a multiyear, multicity odyssey created by Ma.

Specifically, Ma spent the day helping introduce a new Silk Road school curriculum to Chicago Public Schools teachers.

Through a collaboration with the Art Institute, 80 Chicago teachers will spend the week discovering the Silk Road and learning how best to explain its importance to students.

"It's sometimes difficult to get students to engage in something that seems so far removed from their lives," explained Gary Mukai, from 91³Ô¹Ï, who helped develop the Silk Road curriculum. "We hope we can help students make a link to their own lives by engaging them musically, mathematically and artistically in the Silk Road history."

Through the lesson plan, students can trace the history of Asia and the West through the important innovations that migrated along the Silk Road. Students will learn that gunpowder, the magnetic compass, lacquer crafts and, of course, silk, flowed from East and West and back.

Musical forms and instruments also traveled the Silk Road, as string, wind and percussion instruments from the East and the West influenced each other. Cymbals were introduced into China from India. The Chinese gongs traveled to Europe. And the Persian mizmar, a reed instrument, seems to have been the ancestor of the European oboe and clarinet.

Ma implored the teachers to reach out to students and help create a "spark" that will open their minds to the "amazing cultures around them."

"As teachers, you are incredible guides into a world that you can make a most exciting place," he said.

The Silk Road is a metaphor that "joins us together not only in material things but in spiritual ways," he said. "You can translate that to your students."

Don Gibson, a music teacher from Dyett High School on the South Side, said the Silk Road will help him incorporate history lessons into his music courses.

"Through the Silk Road music lessons, I can broaden their understanding of cultures and the history of those cultures," Gibson said. "To be inspired by the music, sometimes, you have to know its history."

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Would you like to learn more about the Silk Road Chicago events? Visit the .

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Rylan Sekiguchi is Manager of Curriculum and Instructional Design at the Stanford Program on International and Cross-Cultural Education (91³Ô¹Ï). Prior to joining 91³Ô¹Ï in 2005, he worked as a teacher at Revolution Prep in San Francisco.

Rylan’s professional interests lie in curriculum design, global education, education technology, student motivation and learning, and mindset science. He received his Bachelor of Science degree in Symbolic Systems at 91³Ô¹Ï.

He has authored or co-authored more than a dozen curriculum units for 91³Ô¹Ï, including , , , and . His writings have appeared in publications of the National Council for History Education and the Association for Asian Studies.

Rylan has also been actively engaged in media-related work for 91³Ô¹Ï. In addition to serving as producer for two films—My Cambodia and My Cambodian America—he has developed several web-based lessons and materials, including

In 2010, 2015, and 2021, Rylan received the Franklin Buchanan Prize, which is awarded annually by the Association for Asian Studies to honor an outstanding curriculum publication on Asia at any educational level, elementary through university.
 
Rylan has presented teacher seminars across the country at venues such as the World Affairs Council, the American Museum of Natural History, and the Art Institute of Chicago, and for organizations such as the National Council for the Social Studies, the International Baccalaureate Organization, the African Studies Association, and the National Consortium for Teaching about Asia. He has also conducted presentations internationally for the East Asia Regional Council of Overseas Schools in Thailand, Malaysia, and the Philippines; for the European Council of International Schools in Spain, France, and Portugal; and at Yonsei University in South Korea.
 
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Manager, Stanford SEAS Hawaii

616 Jane Stanford Way
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Naomi Funahashi is the Manager of the Reischauer Scholars Program (RSP) and Teacher Professional Development for the Stanford Program on International and Cross-Cultural Education (91³Ô¹Ï). In addition to her work as the instructor of the RSP, she also develops curricula at 91³Ô¹Ï. Prior to joining 91³Ô¹Ï in 2005, she was a project coordinator at the Japanese Cultural and Community Center of Northern California and worked in technology publishing in San Francisco.

Naomi's academic interests lie in global education, online education pedagogy, teacher professional development, and curriculum design. She attended high school at the American School in Japan, received her Bachelor of Arts in international relations from Brown University, her teaching credential in social science from San Francisco State University, and her Ed.M. in Global Studies in Education at the University of Illinois, Urbana-Champaign.

She has authored or co-authored the following curriculum units for 91³Ô¹Ï: , , , , and .

Naomi has presented teacher seminars nationally at Teachers College, Columbia University, the annual Asia Society Partnership for Global Learning Conference, the National Council for Social Studies and California Council for Social Studies annual conferences, and other venues. She has also presented teacher seminars internationally for the East Asia Regional Council of Overseas Schools in Thailand, the Philippines, and Malaysia, and for the European Council of International Schools in France, Portugal, and the Netherlands.

In 2008, the Asia Society in New York awarded the 2007 Goldman Sachs Foundation Media and Technology Prize to the Reischauer Scholars Program. In 2017, the United States–Japan Foundation presented Naomi with the Elgin Heinz Teacher Award, an honor that recognizes pre-college teachers who have made significant contributions to promoting mutual understanding between Americans and Japanese. Naomi has taught over 300 students in the RSP from 35 U.S. states.

Manager, Reischauer Scholars Program and Teacher Professional Development
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This unit provides students with geographic and historical context to analyze major issues facing contemporary Indonesia, as well as in-depth examination of its regional and global importance.

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