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In March 2022, 91�Թ� released Introduction to Issues in International Security, an online lecture series that was developed by Irene Bryant in consultation with the  (CISAC). Four CISAC scholars are featured in accessible video lectures that aim to introduce high school students to various global security issues. 

• Biosecurity, by Dr. Megan J. Palmer, Executive Director of Bio Policy and Leadership Initiatives at 91�Թ�, Adjunct Professor in the department of Bioengineering, and Affiliate of the Center for International Security and Cooperation
• Ethnic Cleansing and Genocide, by Dr. Norman Naimark, Professor of History and Senior Fellow, Hoover Institution and the Freeman Spogli Institute for International Studies
• International Security and North Korea’s Nuclear Program, by the Honorable Rose Gottemoeller, former Deputy Secretary General of NATO and Frank E. and Arthur W. Payne Distinguished Lecturer at the Freeman Spogli Institute for International Studies
• Terrorism and Counterterrorism, by Dr. Martha Crenshaw, Senior Fellow, Freeman Spogli Institute for International Studies 

In spring 2023, Dr. Ignacio Ornelas Rodriguez, teacher at San Jose’s Willow Glen High School and lecturer at the Center for Comparative Studies in Race and Ethnicity at Stanford, introduced Introduction to Issues in International Security to a group of students at Willow Glen High School. Rodriguez’s course culminated in the second International Security Symposium that was held on May 24, 2023. Three representatives of CISAC gathered online with the students. The representatives were Professor Naimark, Post-Doctoral Fellow , and Associate Director of Administration and Finance . The objectives of the symposium were to offer students a chance to interact with scholars in the field of international security and to learn from the scholars about careers in the field.

During the symposium, Naimark and Courchesne shared thoughts on a teacher(s) in high school or a specific event(s) in high school that had a significant impact on their academic careers and professional careers. This was followed by student presentations, during which the students were given the opportunity to present on one of the four topics covered in Introduction to Issues in International Security. Each student presentation was followed by a question-and-answer session with Naimark, Courchesne, and Remus. 

After the symposium, Rodriguez commented:

I was thankful for the opportunity to provide this educational outreach and collaboration with 91�Թ�. The students are enrolled in the Two-Way Bilingual Immersion program at Willow Glen High School and are highly skilled, analytical, and critical thinkers. They were inspired by the opportunity to learn from Stanford scholars and experts in international security. I look forward to providing more outreach and continuing to collaborate.  

Given the success of the second symposium, CISAC and 91�Թ� hope to expand on the lecture series, which is part of their DEI-focused efforts, and reach more underrepresented minority students. CISAC and 91�Թ� are grateful to Rodriguez for his extraordinary work with the students and to 91�Թ� Event Coordinator Sabrina Ishimatsu for her meticulous planning of the symposium. 

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The Stanford/91�Թ� 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 91�Թ�), and (Denise O’Leary and Kent Thiry Professor in the School of Humanities and Sciences at 91�Թ�). These sessions have focused on Japan, Korea, and China, respectively. The final virtual seminar will take place next month, when Fellows will meet , 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 91�Թ� 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 91�Թ� 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, 91�Թ� 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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By traditional measures, South Korea is not a large country. It ranks 28th in the world in population and only 107th in land mass. Its language is not widely spoken outside the Korean peninsula, and it does not have a large diaspora. Yet since around 2005, it has arguably become the major producer of youth culture in the world. How did this happen?

Stanford professor Dafna Zur has filmed a video to answer that complicated and important question. Dr. Zur is an Associate Professor of Korean literature and culture in the Department of East Asian Languages and Cultures of 91�Թ�. She specializes in Korean literature, cinema, and popular culture. As part of her research, Dr. Zur has interviewed the main architects of South Korea’s popular culture wave, including SM Entertainment founder Lee Soo-man and many K-Pop stars.

Stanford’s Center for East Asian Studies and 91�Թ� collaborated on a discussion guide to bring the lessons from Dr. Zur’s video to high school and university students. The video and discussion guide are available for free on 91�Թ�’s Multimedia page. They address the following questions:

• What is popular culture?
• What is soft power, and why is it important?
• How did South Korea become such a successful producer of popular culture in the past 20 years?
• How can we measure South Korea’s success in becoming a popular culture powerhouse? 
• How did South Korea’s popular culture evolve in response to the COVID-19 pandemic? What’s the next stage in its development?
• How easy would it be for other countries to replicate South Korea’s soft power success? 

Because the main vehicle for South Korea’s rise as a soft power giant has been Korean pop music, known as K-Pop, Dr. Zur directs viewers to several music videos that illustrate how K-Pop has evolved since 1997 and where it might go in the future.

She provides deep insight into the building blocks of K-Pop’s success, which she identifies as support from the national government, the kihoeksa (entertainment conglomerate) system, technology, timing, content release strategy, and fan communities. In particular, Dr. Zur explains how the kihoeksa are able to produce high-quality entertainment at a low cost and how their scale has allowed them to invest in new technologies that keep them at the forefront of pop culture production.

The discussion guide provides context for students to understand the complexity in Dr. Zur’s video. In preparation for the video, students take and then discuss a quiz on South Korea’s popular culture. The teacher then defines key terms such as popular culture and soft power and displays charts that show how South Korea’s soft power has increased since 2000. 

Students view Dr. Zur’s video and the accompanying K-Pop music videos as homework and respond to a series of questions on the main themes of the video. During the next class period, they work in groups to develop a plan for another country to elevate its soft power by drawing on what they learned about South Korea’s success. This complex activity requires students to clearly define the factors that have led to the popularity of Korean popular culture, distinguish between the factors they believe are replicable and those that are not, and then adapt this analysis into a set of recommendations for another country that hopes to achieve the same success as South Korea. After groups present their findings to the class, the teacher concludes the lesson by asking students to predict whether South Korea will be able to maintain its soft power dominance into the future. 

The discussion guide contains a complete transcript of the video and is appropriate for advanced secondary students and university students. 

The video lecture and guide were made possible through the support of U.S. Department of Education National Resource Center funding under the auspices of Title VI, Section 602(a) of the Higher Education Act of 1965.

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Launched in summer 2022, Stanford e-Sendai Ikuei is a collaborative course between the Stanford Program on International and Cross-Cultural Education (91�Թ�) and Sendai Ikuei Gakuen High School. The program offers Sendai Ikuei Gakuen High School students the opportunity to develop their English and critical thinking skills while examining their roles on a global scale. Stanford e-Sendai Ikuei is one of 91�Թ�’s local student programs in Japan.

On October 28, I had the privilege of travelling to Sendai, Japan to attend the closing ceremony for the 2022 inaugural class of Stanford e-Sendai Ikuei. The trip was a precious opportunity to meet the students in-person for the first time, after five months of learning together over Zoom. While there, I considered the educational journey the students had taken that led up to this moment of accomplishment.

Stanford e-Sendai Ikuei was designed to challenge students to examine the world from new perspectives as they consider their own role on the global stage. To this end, the class was structured into three main topics: diversity, global citizenship, and entrepreneurship.

For the first topic, students examined diversity through the framework of the United States’ history of immigration and richly diverse population. Guided by guest speakers, the class engaged in thoughtful conversations on why stereotypes take root and how biases grow through systemic oppression. Students analyzed the work done by change makers and activists in the pursuit of inclusion and equity. Finally, students were able to reflect on the concept of identity and contemplate what their unique perspectives bring to the table.

In the second section of the program, students applied their self-reflections and understanding of diversity to discussions on what it means to be a global citizen. Lessons focused on establishing a general understanding of global issues and international collaboration and encouraged students to consider the global issues they hold important. Invited guest speakers generously shared their personal journeys of finding their passions to exemplify how the students might engage with global issues on a local and grassroots scale.

After feeling a bit overwhelmed by the weight of the world, students were eager to understand how to make these problems approachable. In our final unit on entrepreneurship, the class explored how Silicon Valley entrepreneurs applied a growth mindset—which normalizes and embraces failure to achieve success—to stay innovative and reach for new solutions. Students practiced their own innovation skills through Design Thinking and learned how to collaborate as a team to create stronger ideas. Lastly, the students considered how to take care of their mental health and well-being as they pursue their goals through practicing mindfulness and finding supports.

The program culminated in a final research project where students had the opportunity to take a turn in the instructor’s seat and teach the class about the issues that sparked their passion and curiosity. With a 3–5 minute presentation written and delivered in English, students challenged themselves to apply the communication skills, analysis, and self-reflection they had practiced throughout the course. They rose to the challenge with determination and compassion.

During the in-person closing ceremony, students came up one by one to share their reflections and lessons learned. Many of their statements echoed a similar tune—a confession of a nervous and intimidated mindset at the outset of the program, a desire to push themselves in order to broaden their skills and perspectives, and a goal to continue their learning journeys with empathy as their guide. Hearing the inaugural class’s conviction and sense of growth, I am grateful to have been a part of their education as young leaders, and I look forward to seeing where their curiosity takes them next.

I am enormously grateful to all of the Stanford e-Sendai Ikuei guest speakers for their shared knowledge, experience, and mentorship:

• Esther Priscilla Ebuehi, Birth Equity Analyst, Cherished Futures for Black Moms & Babies
• Kenji Harsch, Associate Clinical Social Worker, Fred Finch Youth & Family Services
• Makiko Hirata, Professional Pianist and 91�Թ� Instructor
• Rebecca Jennison, Professor, Kyoto Seika University
• Sukemasa Kabeyama, Co-Founder and CEO, Uplift Labs
• Gary Mukai, Director, 91�Թ�
• Jennifer Teeter, Lecturer, Kyoto Seika University
• Samanta Vásquez, Social Worker, Office of Refugee Resettlement
• Sam Yee, Senior Program Coordinator, GPI US, and the GPI US Design Team
   

I would like to give a special thank you to Principal Takehiko Katoh, the Sendai Ikuei Gakuen High School staff, and my partner coordinator at Sendai Ikuei Gakuen Rina Imagawa for their endless support and assistance to make this course possible.

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Applications are now open for the Virtual East Asia Seminar for High School Teachers, a free teacher professional development opportunity for high school educators in California who wish to enhance their teaching of East Asia. Offered by the Stanford Program on International and Cross-Cultural Education (91�Թ�) and the National Consortium for Teaching about Asia (NCTA), this seminar will select 20 teachers to participate in five virtual sessions from January to May 2023.

The application form is now live at . The deadline to apply is January 13, 2023.

High school teachers in California are eligible to apply. Selected teachers will strengthen their content knowledge of East Asia by learning from experts in a series of private virtual seminars via Zoom on the following Tuesdays, 4:00 to 5:30pm Pacific Time: January 31, February 28, March 21, April 18, and May 16. Throughout the program, participants will explore and examine various aspects of East Asia, U.S.–Asia relations, and the Asian diaspora in the United States. 

To help support their teaching of East Asia in the classroom, participants will receive extensive teaching resources and an opportunity to engage in discussions about content and pedagogy. Teachers who attend the five Zoom sessions, complete pre-assigned readings, and participate in group discussions will receive a $300 professional stipend, and will be eligible to receive three quarter credits (3 units) from Stanford Continuing Studies.

“We are thrilled to be offering our virtual seminar series on East Asia to high school teachers again in 2023,” remarked Naomi Funahashi, Manager of Teacher Professional Development at 91�Թ�. “We look forward to engaging teachers with content lectures, small group discussions, and curricular resources on East Asia and the diversity of the Asian American experience. Hopefully this will create an opportunity for sharing new perspectives and pedagogical approaches in an online community of like-minded, passionate educators from throughout California.”

For more information about the Virtual 91�Թ�/NCTA East Asia Seminar for High School Teachers, visit the program webpage. To apply, submit the by January 13, 2023.

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12/14/22 EDIT: Eligibility guidelines have been updated. This program was originally intended for a national audience. However, 91�Թ� was asked to only recruit from California.

This fall, Stanford’s Center for Latin American Studies and 91�Թ� released a new video lecture by Professor Will Fowler, a renowned expert on Mexican history who teaches at the University of St. Andrews, Scotland. In the lecture, Fowler presents Mexican perspectives on the Mexican–U.S. War of 1846–1848 and the resulting Treaty of Guadalupe Hidalgo, which most Mexicans regard as the most tragic chapter in their history. Professor Fowler also reflects on the consequences of the war for Mexico and how the country remembers the war.

In Mexico, this war is usually referred to as “la intervención estadounidense en México” or “la guerra mexicano-estadounidense,” which translates into English as the “U.S. Intervention in Mexico” or “the Mexican–U.S. War.”

The video is an excerpt from a longer lecture that Professor Fowler gave on the Mexican–U.S. War of 1846–1848 for the Center for Latin American Studies on July 27, 2021. A free classroom-friendly discussion guide for this video was developed by 91�Թ� Curriculum Consultant Greg Francis and is available for download . The objectives of the video lecture and curriculum guide are for students to:

• gain an understanding of Mexico’s experience of the Mexican–U.S. War and the 1848 Treaty of Guadalupe Hidalgo;
• examine what led to Mexico’s defeat in the war;
• discuss the consequences and legacy of the war from a Mexican perspective; and
• learn the importance of thinking critically about perspectives in their textbooks and classes.

Among the topics of Fowler’s lecture is the legend of the six boy heroes, or the Niños Héroes, that has become the main symbol and memory of the war in Mexico. The two most well-known depictions of the event are a mural on the ceiling of Chapultepec Castle and the Altar a la Patria (Altar to the Homeland) monument, more commonly called the Monumento a los Niños Héroes, both in Mexico City. The guide presents an activity that engages students in an examination of the Niños Héroes.

In addition, the guide engages students in a review of how their history textbooks treat the U.S.–Mexico War. After reading the textbook excerpt, students respond to these questions.

• According to the textbook passage, how did U.S. leaders and the general public react to the U.S. victory in the war?
• What was most surprising or novel to you about the textbook passage?
• Which actors does the U.S. textbook emphasize? How do these differ from the actors that Professor Fowler emphasized?
• Which perspectives does the textbook cover that Professor Fowler did not, and vice versa?

The video lecture and guide were made possible through the support of U.S. Department of Education National Resource Center funding under the auspices of Title VI, Section 602(a) of the Higher Education Act of 1965.

Stanford e-Wakayama is a new distance-learning course sponsored by the Wakayama Prefectural Board of Education and the Stanford Program on International and Cross-Cultural Education (91�Թ�) at 91�Թ�. For its inaugural year, 30 high school students were selected from throughout the prefecture to learn from experts in the United States about various academic fields through a global lens. Stanford e-Wakayama instructor Makiko Hirata recently wrote these reflections about her trip to Wakayama Prefecture to attend the opening ceremony, which was held on September 9, 2022.

Located on the southwestern part of Kii Peninsula, the largest peninsula in Japan, Wakayama Prefecture has been referred to lovingly as “Ki no Kuni” (the land of trees) since the 7th century for its vast forest that covers much of the region. In the self-introductory letters that I had requested, my new students had been telling me about their hometowns, the beauty of nature, the kindness of people, and the sweetness of fruits. So naturally, I was looking forward to meeting my students as much as getting to know their environment during my three-day visit. What I was not expecting, however, was how meaningful this visit would become to me through the exchanges I was to have with the educators.

The morning after my arrival, Mr. Masanori Toda, Teacher’s Consultant, Prefectural School Education Division, Wakayama Prefectural Board of Education—my counterpart for Stanford e-Wakayama—introduced me to many of the people responsible for launching this program. They all shared their perspectives on education, hopes for the future generations, and visions for Stanford e-Wakayama. Through these conversations, I learned about Wakayama’s rich history and felt Wakayama residents’ love and pride for their prefecture. There are many important historical figures who were from Wakayama Prefecture. When Mr. Izumi Miyazaki, Superintendent at the Board of Education, realized that I had not heard of one of these beloved figures, Kumakusu Minakata, he insisted that he gift one of the many books from his personal library about this polyglot Renaissance man to me.

Mr. Yasuhiro Fukano, Manager at the Board of Education, informed me that one of the priorities at the Wakayama Board of Education is to build competence and confidence in their students’ English—a key to helping students become global citizens.

At Wakayama Prefectural Toin High School, Mr. Fujimura, Vice Principal, and Mr. Fujioka, Instructor, accompanied Mr. Toda, Mr. Keiji Yoshida, also from the Board of Education, and me to different classrooms where various subjects were being taught. At the end of our visit, we spent an hour with Mr. Shingo Sasai, Principal, who explained that the school was established in 1879, and the aforementioned Kumakusu Minakata was one of its first graduates. I was especially moved by how frankly Mr. Sasai and his colleagues delved into some of our most challenging issues in education, from how to support diverse gender expressions at schools to establishing healthy boundaries with social media while incorporating IT in the curriculum to cultivate globalization.

At the opening ceremony, all 30 Stanford e-Wakayama students were present in their school uniforms. Ms. Keiko Okano from the Board of Education served as the emcee. Mr. Fukano and Mr. Toda encouraged the students to challenge themselves outside of their comfort zones, but also to trust their own abilities and knowledge. Dr. Gary Mukai, 91�Թ� Director, gave a speech about the importance of critical thinking, diversity, and empathy, offering glimpses into his own Japanese American family’s history. In my own speech, I expressed my gratitude for the information technologies that allow us these virtual international exchanges, but at the same time cautioned how virtual communications are only supplements to the physical sharing of a space and time. I emphasized how I wanted them to get to know me in ways that were only possibly while we were physically together.

As the ceremony came to a close, each student gave a short speech from a lectern to introduce themselves, stating their future dreams and ambitions. I was impressed. After their speech, I gave each student a personalized handwritten card that I had prepared, and shook their hands.

I was quite moved when many students waited to greet me personally and to offer me a hug, after the ceremony. Hugging is not a part of the Japanese culture, so I felt that with those hugs, the students were expressing their willingness to go out of their comfort zones and embrace our journey together.

I already feel that this trip has had a significant impact on how we will relate to each other through the course of this Stanford e-Wakayama program, and possibly beyond. I am grateful.  

Stanford e-Wakayama is currently one of 11 local student programs in Japan offered by 91�Թ�.

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