91�Թ�

The Japan–U.S. alliance is the cornerstone of security, stability, and prosperity in the Asia-Pacific region. As we look at the global challenges we face today, I believe that we must strive to ensure that our special relationship remains strong and vital. One way to accomplish this is by preparing the best and brightest of our young people with the kind of learning opportunities that will deepen mutual understanding. It is my belief that the Reischauer Scholars Program and Stanford e-Japan are admirably working toward this goal by providing the knowledge and expertise our young people will need as future leaders in Japan–U.S. relations. 

Waka Brown and Naomi Funahashi at podium

Attendees represented people from the Stanford community and the U.S.–Japan community in the Bay Area, including Dr. Takeo Hoshi, Director, Japan Program, and Junichiro Hirata, Visiting Scholar, Shorenstein Asia-Pacific Research Center, FSI; and Dr. Kazuhiko Hasegawa, Executive Director, San Francisco Office, Osaka University, Kathleen Kimura, Japan Society of Northern California, and Dr. Yoichi Aizawa, Executive Director, San Francisco Office, Waseda University. Amanda Minami Chao and David Chao were recognized for their many years of support to 91�Թ�.   

—91�Թ�: Offering teacher institutes since 1973—

In 1973, the roots of the (91�Թ�) were established with the creation of the Bay Area China Education Program, which focused on the development of K–12 curriculum materials and teacher professional development. Only a year prior, President Richard Nixon had made his historic trip to China and many American students were able to view contemporary images of China on television for the first time in their lifetimes. Teachers who attended 91�Թ� institutes on China in the 1970s often commented that they were at a loss about how to teach about China.

Forty-four years later, a new generation of educators expressed similar sentiments at a 91�Թ� institute. However, the challenge wasn’t so much about the teaching of China but rather the teaching of North Korea. Thus, when Pulitzer Prize-winning author spoke about his book, The Orphan Master’s Son, a New York Times bestselling novel about North Korea, teachers were riveted by his comments. Teachers were interested not only in ways that his novel could help them better understand contemporary North Korea but also in ways they could use the book to help their students gain a more balanced view of North Korea. The 22 teacher participants received copies of The Orphan Master’s Son to use in their teaching and were offered two 91�Թ� curriculum units titled Inter-Korean Relations: Rivalry, Reconciliation, and Reunification and Uncovering North Korea.  

Co-sponsored by the , the 91�Թ� summer institute, July 24–26, 2017, had the objectives of (1) deepening teachers’ understanding of Asia, U.S.–Asian relations, and the Asian-American experience; (2) providing teachers with teaching resources; and (3) creating a community of learners. The institute featured lectures by Stanford faculty (like Johnson), U.C. Berkeley faculty, and other experts on a range of Asia- and Asian-American-related topics closely aligned with the History-Social Science Framework for California Public Schools standards, which were recently revised. Interactive curriculum demonstrations by 91�Թ� staff were also offered.

One such standard focuses on recent economic growth in China. Following a lecture by , Shorenstein Asia Pacific Research Center Fellow, on “Recurring Themes in U.S.–China Relations,” a curriculum demonstration on the 91�Թ� curriculum unit, China in Transition: Economic Development, Migration, and Education, was offered by its author, Rylan Sekiguchi of 91�Թ�. One teacher remarked, “I teach about China, and it was so helpful to hear someone with such deep expertise [Fingar] speak about U.S.–Chinese history in a way that enriches my knowledge and understanding to bring back some bigger themes to my teaching. I can’t wait to bring this content back to my students [through the 91�Թ� curriculum].” Other scholarly lectures on Japan and Korea were also followed by curriculum demonstrations by 91�Թ� staff. This coupling of lectures and curriculum demonstrations has been a hallmark of 91�Թ� since its inception.

Updated History-Social Science Framework standards on the Asian-American experience were also addressed at the institute. Dr. , Associate Professor of Ethnic Studies at the University of California at Berkeley, introduced the diverse cultural and historical backgrounds of the Asian-American student population which often comprises a significant percentage of students in schools in areas like the San Francisco Bay Area and Los Angeles. She emphasized the importance of acknowledging individual circumstances in minority student populations and breaking down commonly cited stereotypes of Asian Americans as being a critical element of effective teaching. One of the topics that she addressed was stereotypes of Japanese Americans that arose following the Japanese attack of Pearl Harbor. Her lecture was coupled with the sharing of first-hand experiences by Dr. Joseph Yasutake, who was interned at the age of nine. Dr. Yasutake’s talk stimulated discussions on civil liberties, race relations, discrimination, and American identity among the teachers. “Hearing history from one who has experienced it as well as studied and taught the history is really wonderful,” said one institute participant. “This combination brings a great amount of authority and well as authenticity to the narrative he [Yasutake] provides.” The 91�Թ� curriculum unit, Civil Rights and Japanese-American Internment, was recommended as a resource for teachers.

The institute brought together both experienced mentor teachers and those new to the field. Naomi Funahashi, who organized and facilitated the institute, remains in communication with many of the teachers and has noticed that a community of learners, who are committed to a long-term exploration of Asian and Asian-American studies, has grown from the institute. She reflected, “One of the unexpected outcomes of the institute was the recommendations that many of the teachers have written in support of their students’ applications to my online class on Japan called the Reischauer Scholar Program. My hope is that some of my students will someday attend 91�Թ� institutes as teachers and that 91�Թ� institutes will continue to serve teachers as they have since 1973 for many decades to come.”

91�Թ� is currently recruiting teachers to attend its 2018 summer institute for middle school teachers (June 20–22, 2018) and summer institute for high school teachers (July 23–25, 2018).

To stay informed of 91�Թ�-related news, follow 91�Թ� on  and .

Sponsored by the United States–Japan Foundation, the Elgin Heinz Teacher Award recognizes exceptional teachers who further mutual understanding between Americans and Japanese. The award is presented annually to pre-college teachers in two categories, humanities and Japanese language. It is named in honor of Elgin Heinz for his commitment to educating students about Asia as well as for the inspiration he has provided to the field of pre-college education.

91�Թ�’s Reischauer Scholars Program Manager and Instructor Naomi Funahashi has won the 2017 for her teaching excellence with the (RSP), an online course named in honor of former Ambassador to Japan Edwin O. Reischauer that introduces Japan and U.S.–Japan relations to high school students in the United States. Funahashi formally accepted the award at 91�Թ� on November 20, 2017.

In his opening comments, David Janes, Director of Foundation Grants and Assistant to the President, , who hosted the ceremony, praised Funahashi, explaining why she is so deserving of the distinction: “Like Ambassador Reischauer, Naomi knows how global education at the high school level can transform kids for life, making them better leaders for the future.”

Comments from the Honorable Jun Yamada, Consul General of Japan, were shared by Maiko Tamagawa, Advisor for Educational Affairs, Consulate General of Japan in San Francisco. Consul General Yamada noted, “Ms. Funahashi is indeed an extraordinary educator. Her dedication and commitment to inspiring and empowering young Americans to become experts on Japan is an invaluable contribution to the promotion of mutual understanding between our two countries.” Consul General Yamada, who serves on the advisory committee of the RSP, also graciously hosted a dinner at his residence in honor of Funahashi in July 2017, shortly after the announcement of the award.

91�Թ� Director Gary Mukai, who nominated Funahashi for the award, commented that “Naomi is extremely dedicated to her students, and I hear regular praise from her students, including those who have matriculated to Stanford. Elgin would have rave reviews of her interdisciplinary approach to teaching… Because of Naomi, the original RSP goal of creating a new generation of leaders in the U.S.–Japan relationship has become a reality.”

David Janes (United States–Japan Foundation) presents the 2017 Elgin Heinz Teacher Award to Naomi Funahashi (91�Թ�)

Former RSP student and recent Stanford graduate Aryo Sorayya spoke next and thanked Funahashi for extending herself to students far beyond the RSP’s course requirements themselves. Sorayya spoke not only about Funahashi’s careful attention to students’ work but also her sincere interest in their college plans and careers.

Also in attendance were former Ambassador to Japan Michael Armacost; many Stanford scholars—including , , and —who contribute lectures, lead online “virtual classrooms,” and/or serve as principal investigators of the RSP; former recipients the Elgin Heinz Teacher Award Norman Masuda and Saya Okimoto McKenna; and members of Funahashi’s family, including her mother Jan Funahashi, husband Rich Lee, and three-year-old son Akira, hopefully a future RSP student in 2030.

Funahashi was born in Tokyo and grew up moving between the United States and Japan. Naomi has resided in the San Francisco Bay Area since 2000, joining 91�Թ� in 2005. She is a graduate of Brown University (BA), San Francisco State University (teaching credential), and the University of Illinois, Urbana-Champaign (M.Ed.). She has served as Manager and Instructor of the RSP since joining 91�Թ�.

Find more information on the Elgin Heinz Teacher Awards online

To stay informed of 91�Թ�-related news, follow 91�Թ� on and .

91�Թ� Director has been named a recipient of the 2017 Autumn Conferment of Japanese Decorations. On November 3, the government of Japan announced that Dr. Mukai will be awarded the Order of the Rising Sun, Gold and Silver Rays for his contributions to the promotion of friendship and mutual understanding between Japan and the United States.

The Order of the Rising Sun is a decoration in the Japanese honors system that dates back to 1875. It was established as the first national decoration awarded by the Japanese government, and it recognizes individuals who have made significant contributions to Japan or its culture. It is one of the highest decorations conferred by the government.

“I am very humbled by this honor,” reflects Mukai. “I still find it hard to believe. But as someone who has always cared deeply about the U.S.–Japan relationship, this decoration truly means a lot to me. I’m just thankful I’ve had so many opportunities to be involved.”

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After receiving his Bachelor of Arts degree and teaching credential from UC Berkeley, Dr. Mukai moved to Japan to teach in 1977 and has since worked to promote cross-cultural education between the United States and Japan. Besides working as a teacher in both countries, he has served as a longtime interviewer for the and has been a selection committee member of the United States-Japan Foundation’s since its inception. At 91�Թ�, he has developed numerous curriculum guides on Japan for K–12 classrooms as well as overseen the creation of both the and —a pair of nation-wide online courses that teach American and Japanese high school students about each others’ countries.

A date for Mukai’s formal conferment ceremony has not been announced.

To read the Consulate’s announcement of the recipients of the Order of the Rising Sun, visit .

To stay informed of 91�Թ�-related news, follow 91�Թ� on and .

We often speak about U.S.–Japan relations in grand terms that focus on links between our countries. But the heart of our connection is personal—innumerable interactions between Japanese and American citizens who recognize the national and the individual benefits of such links… This is what gives Japan Day its special significance.

—The Honorable Michael Armacost, former U.S. Ambassador to Japan

The honored top students of the Reischauer Scholars Program (RSP) and Stanford e-Japan at “Japan Day 2017”—an event held at 91�Թ� on August 11, 2017. The RSP honorees were Tuvya Bergson-Michelson (Lick-Wilmerding High School, San Francisco, CA), Mallika Pajjuri (Dublin High School, Dublin, CA), and Evan Wright (homeschool, Greenwood, IN), and the Stanford e-Japan honorees were Reon Hiruma (Waseda University Senior High School, Tokyo), Saya Iwama (Takada High School, Mie Prefecture), Mako Matsuzaki (graduate of Keio Girls Senior High School, Tokyo), and Alisa Tanaka (graduate of Keio Girls Senior High School, Tokyo).

Japan Day 2017 began with opening remarks by the Honorable Jun Yamada, Consul General of Japan in San Francisco, who commended the students for their study of U.S.–Japan relations and underscored the importance of educational programs such as the RSP and Stanford e-Japan in strengthening cross-Pacific relations. "There is no better investment for the future of Japan–U.S. relations," he noted, "than in educating and empowering the most promising of our youth, who will become the leaders of the future."

Stanford e-Japan Instructor Waka Takahashi Brown and RSP Instructor Naomi Funahashi presented overviews of the two programs and recognized the honorees for their outstanding academic performance and research papers. The students then took to the podium one by one to present their research to an audience of over 40 people, which included the Honorable (former U.S. Ambassador to Japan), Ai Hiyama (Advisor for Community Affairs, Consulate General of Japan in San Francisco), and Maiko Tamagawa (Advisor for Educational Affairs, Japan Information and Cultural Center, Consulate General of Japan in San Francisco).

The honorees’ presentations spanned a wide range of topics related to U.S.–Japan relations, including immigration, social media, LGBTQ issues, entrepreneurship, politics, cross-cultural education, and the environment. In several cases, these topics coincided closely with the work and expertise of audience members, making for fruitful conversation and welcome synergies. During his presentation on “Cross-Cultural Education: An Unconventional Path to Immigration Reform and Economic Prosperity in Japan,” Evan Wright spoke about the Japan Exchange and Teaching (JET) Program and its role in promoting grassroots and cross-cultural international exchange between Japan and other nations. Tamagawa was pleasantly surprised to hear Wright’s comments, as she oversees the JET Program at the Consulate General of Japan in San Francisco. Wright hopes to participate in the JET Program after graduating from college.

For the students, a major highlight of the day was simply the chance to meet each other in person, after interacting intensively for months in an online-only context. Seeing the students connect with each other in person was also especially gratifying for the instructors. “One of the most rewarding things for me,” commented Funahashi, “is to see the depth of the connections that are established between RSP and Stanford e-Japan students, and how much they learn from one another. In addition to discussing American and Japanese perspectives on various aspects of contemporary society, education, politics, historical memory, and diplomacy, some students develop friendships that last far beyond their participation in these courses.” Brown agreed, adding, “For my students, having the opportunity to interact with peers from the United States was one of the highlights of the program. To see all the RSP and Stanford e-Japan award winners honored at the same event was extremely rewarding.” Ambassador Armacost emphasized the importance of building real person-to-person connections, too. “Personal relationships are deepened by a shared knowledge of language, culture, and history. But they depend ultimately on awareness of the value of personal ties, a proliferation of friendships, and a sustained effort to cultivate and maintain them through events such as Japan Day.”

Following the formal program, the students and their families took a tour of 91�Թ� campus. Honoree Mako Matsuzaki commented on how much she enjoyed the tour and regrets not having more time to talk with her American peers. She also somewhat jokingly noted, “I can’t imagine how Stanford students can actually study very seriously with so many temptations! (The good weather, many places to nap, frisbees, cycling, and being close to beaches.)” Funahashi and Brown hope that the friendships that have blossomed among their students will continue to strengthen the ties between the United States and Japan.

91�Թ� has received numerous grants in support of the RSP (since its inception in 2003) from the United States-Japan Foundation, the Center for Global Partnership (The Japan Foundation), and the Japan Fund, which is administered by the Freeman Spogli Institute for International Studies at 91�Թ�. Stanford e-Japan (since its inception in 2015) has been supported by a grant from the United States-Japan Foundation.

Tottori Prefecture—the least populous prefecture in Japan known for its seafood and stunning natural beauty, including its iconic sand dunes—is now collaborating with 91�Թ�. The first kanji character of Tottori means “bird” and the recent launching of a new online course, Stanford e-Tottori, is helping high school students to gain a bird’s-eye view of U.S. society and culture with a focus on U.S.–Japan relations.

On July 18, 2016, 91�Թ� Director participated in an opening ceremony in Tottori for Stanford e-Tottori. The ceremony included opening remarks by Governor Shinji Hirai, greetings from Superintendent of Education Hitoshi Yamamoto, comments by Mukai, and reflections by Tottori native, Takeshi Homma, Founder and CEO at HOMMA, Inc., Silicon Valley. In his comments, Mukai thanked Governor Hirai for his unwavering support of this collaboration between the Tottori Prefectural Board of Education and 91�Թ�, and also made a historical note about Tottori Prefecture’s relations with the United States by noting, “Hajimu Fujii, who was born in 1886 in Takashiro, Tottori, left Tottori for the United States in 1906. Hajimu Fujii became a Japanese-American community leader in the state of Idaho. In the 1930s, Fujii was recognized as the first Japanese pioneer in large-scale onion farming.”

Mukai was followed by Tottori Nishi High School student Shue Shiinoki, who read a “Resolution Declaration,” representing the 36 students who were selected to participate in the inaugural Stanford e-Tottori course. Mukai and Homma had the pleasure of visiting Tottori Nishi High School as well as Seishokaichi Junior and Senior High School during their visit.

The Stanford e-Tottori course instructor is , who is an Instructional Designer at 91�Թ�. As of mid-December 2016, Edman has facilitated three “virtual classes” on the following

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Edman, an alumnus of the American School in Japan, recently reflected that the rigor of taking a course solely taught in English has proven to be challenging to the Tottori students but that he is clearly noting progress in the students who are willing to take on the challenge. Koji Tsubaki, Teachers’ Consultant, Tottori Prefectural Board of Education, also recently commented, “Students in Tottori Prefecture are full of excitement to learn about the contents of the 91�Թ� Stanford e-Tottori program, accelerating their development of self-expression skills. They are overflowing with questions for deeper understanding.”

Recently, Edman introduced Stanford e-Tottori to a delegation of business people from Tottori Prefecture who visited 91�Թ� on November 16. The delegation was led by Tottori Bank, Ltd. Chairman Masahiko Miyazaki. Homma was not only instrumental in bringing the delegation to Stanford but also suggested the initial idea of developing Stanford e-Tottori. Chairman Miyazaki expressed his gratitude to Homma, Edman, and Mukai for making Stanford e-Tottori a reality.

During the delegation’s tour of 91�Թ�, many of the business people expressed hopes that their own children or grandchildren will someday be able to enroll in Stanford e-Tottori. Many also expressed agreement with one of the goals of Stanford e-Tottori, that is, to encourage students in Tottori to study in the United States either as exchange students or as undergraduate or graduate students.

Given Japan’s national focus on internationalizing the curriculum and preparing students to “think globally,” the timing of Stanford e-Tottori is ideal. 91�Թ�’s hope is that someday the Tottori students’ birds-eye view of U.S. society and culture with a focus on U.S.–Japan relations—provided through Stanford e-Tottori—will become useful background information for them when they visit the United States as students, as business people, or in other capacities.