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On August 23, 2021, a virtual award ceremony was held to recognize the eight honorees of 91�Թ�’s 2020–2021 regional programs in Japan. These students performed at the highest levels in their respective courses. Their names, high schools, and final research project titles appear below.

Stanford e-Hiroshima (Instructor Rylan Sekiguchi)

• Sara Arakawa (Hiroshima Prefectural Hiroshima Kokutaiji Senior High School), “Silicon Valley: Secrets Behind Success”
• Chika Isone (Hiroshima Prefectural Hiroshima Senior High School), “Innovation by Design Thinking in Silicon Valley”

Stanford e-Kawasaki (Instructor )

• Eric Silang (Kawasaki High School), “Humor and America”
• Shunya Tani (Kawasaki High School), “Possible Ways to Promote Renewable Energy in Japan and the U.S.”

Stanford e-Oita (Instructor )

• Hana Burkart (Hofu High School), “Social Discrimination Against Foreigners in Japan”
• Yayano Okuda (Usa High School), “Environmental Education”

Stanford e-Tottori (Instructor Jonas Edman)

• Eri Tamura (Tottori Nishi High School), “Teachers’ Treatment in the U.S.”
• Hinata Yonemura (Yonago Higashi High School), “Veganism: How Japanese Society Can Promote It”
   

The Honorable Toru Maeda, Consul General of Japan in San Francisco, made opening remarks and congratulated the honorees on their outstanding academic performances. Addressing the students directly, he said, “You have demonstrated strong initiative and deep understanding of various aspects of Japan and the United States.” He also expressed optimism in the future of the U.S.–Japan relationship. He continued, “With young people like you, I’m confident that Japan–U.S. relations—which are now firmly based on shared fundamental values and common strategic goals—will continue to grow for many years to come. A deeper understanding among young people on both sides will promote greater cooperation and collaboration between our two countries, which will enable us to meet the challenges lying ahead.”

Consul General Maeda’s remarks were followed by introductions of the student honorees by their instructors Sekiguchi, Bacha, Yamashita, and Edman. The honorees then gave formal research presentations in English and responded to questions from the audience. Each honoree received an award plaque to recognize their achievement.

Although some of the students felt nervous about their presentations at the beginning of the event, once the ceremony ended, they felt a sense of accomplishment and renewed motivation. “I had a great time today,” commented Sara Arakawa. “My desire to study English is getting stronger each day, and I will practice hard to be a person who works globally in the future. I will never forget everything I learned in this program.”

The 91�Թ� instructors would like to express their gratitude to their key contacts at the Hiroshima, Oita, and Tottori Prefectural Boards of Education and the City of Kawasaki, who have helped make these regional programs a success. They would also like to thank Hiroshima Governor Hidehiko Yuzaki, Kawasaki Mayor Norihiko Fukuda, Oita Governor Katsusada Hirose, and Tottori Governor Shinji Hirai for their continued support of these regional programs.

91�Թ�’s regional programs are a subset of our local student programs in Japan.

To stay informed of news about 91�Թ�, and follow us on , , and .

is an online course offered to high school students from throughout Japan. It is offered annually in spring and fall by 91�Թ� and the Japanese NPO e-Entrepreneurship, led by . The instructors are Maiko Tamagawa Bacha (spring) and Irene Bryant (fall).

On August 11, 2021, the top students in the 2020 spring and fall cohorts were honored in a virtual ceremony. They are listed below alphabetically.  

• Naho Abe, The American School Foundation in Mexico City
• Yasuko Kinoshita, graduate of Akita Senior High School, Akita Prefecture
• Rion Kurihara, Shibuya Senior High School, Tokyo
• Sungyeon “Sunny” Park, The British School in Tokyo

The goal of Stanford e-Entrepreneurship Japan is to foster creative thinking and problem-solving skills in students with a focus on innovation to address social issues. During the ceremony, the honorees made presentations that focused on history textbook controversies in Japan (Abe); aging communities in rural prefectures like Akita (Kinoshita); gun control in the United States (Kurihara); and poverty alleviation (Park).

While listening to the presentations, Bacha and Bryant were struck by the diversity represented by the honorees. Bryant, who is a former Coordinator of International Relations on the Japan Exchange and Teaching (JET) Program in Sendai, Miyagi Prefecture, reflected, “As an American who has lived outside of the United States for many years, I have no doubt that Naho’s attendance at a high school in Mexico City and Sunny’s attendance at The British School in Tokyo will have a profound effect on their college studies and possibly careers, just as my overseas experiences have had a profound effect on my life.” Bacha similarly reflected, “As a Japanese national who attended graduate school in California and also worked in San Francisco, I think it’s great that Yasuko, who is from the rural prefecture of Akita, will be enrolling at Minerva University in San Francisco this year, and hope that Rion will fulfill her dream of enrolling in a university in the United States as well.”

Bryant and Bacha are most grateful to the following educators in Japan for their support throughout the 2020 courses:

• Mana Miura, Curriculum Designer, NPO e-Entrepreneurship
• Roy Lee, former teacher at Seiko Jr. and Sr. High School
• Sara Inoue, currently a student at Harvard University’s Graduate School of Education

The spring 2020 Stanford e-Entrepreneurship Japan course was generously supported by the Water Dragon Foundation. The fall 2020 Stanford e-Entrepreneurship Japan course was generously supported by Noriko Honda Chen and the Capital Group, Norman Chen, Andrew Ogawa, and Mako Ogawa.

For more information about 91�Թ�’s online courses for students, visit our Student Programs page.

On August 9, 2021, a virtual award ceremony was held to honor 91�Թ�’s Spring and Fall 2020 Stanford e-Japan honorees and 2021 Reischauer Scholars Program honorees. The honorees performed at the highest levels of their courses as determined by Stanford e-Japan Instructors Waka Brown and Meiko Kotani, Reischauer Scholars Program Instructor Naomi Funahashi, and research paper review committees.

Spring and Fall 2020 Stanford e-Japan Program Honorees and Their Research Paper Topics

• Coco Kawaguchi (Keio Girls Senior High School, Tokyo), “To Infinity and Beyond! National Survival in the Era of Venture Space Development”
• Sotaro Kunieda (Suwa Seiryo High School, Nagano), “Fostering Social Enterprises in Japan: Lessons from the United States”
• Yun-Tzu (Allison) Lin (Canadian Academy, Kobe), “Nuclear Deterrence Theory: An Evaluation of Its Effectiveness in Preventing Future Deployment of Nuclear Weapons”
• Minami Matsushima (Senri & Osaka International Schools of Kwansei Gakuin, Osaka), “The Price We Pay for Men to Be Men: Toxic Masculinity in the United States”
• Yuna Naoi (Tokyo Metropolitan Hibiya High School, Tokyo), “Online Secondary School Education in Japan and the U.S. Amid the COVID-19 Crisis”
• Kenta Yoshii (Shukutoku Junior and Senior High School, Tokyo), “In Search of a Realistic Substitute for U.S. Extended Deterrence for Japan”

Honorable Mentions: Risako Nomura (Yokohama Senior High School of International Studies, Kanagawa); Satoru Uchida (Tokyo Metropolitan High School, Tokyo)

2021 Reischauer Scholars Program Honorees and Their Research Paper Topics

• Erica Cai (The Harker School, San Jose, California), “The Darkness in Pursuing Lightness: Western Perspectives on Japanese Colorism”
• Kristine Pashin (Notre Dame High School, San Jose, California), “The Rite of Rights: An Examination of Socio-Cultural Precedent in Japanese Law”
• Kasha Tyranski (St. Petersburg High School, St. Petersburg, Florida), “Gastrodiplomacy: Examining the Soft Power of Food in U.S.–Japan Relations”

Honorable Mentions: Noah Kurima (Sage Creek High School, Carlsbad, California); Kalia Lai (The College Preparatory School, Oakland, California); Benjamin Thomas (Garfield High School, Seattle, Washington)

The Honorable Keiichi Higuchi, Deputy Consul General of Japan in San Francisco, made opening comments. “I commend each and every one of you for your hard work and dedication to complete your program in spite of your regular school responsibilities,” he remarked. “You have demonstrated your initiative and determination to further your understanding of Japan and the United States. However, this should not be the end but just the beginning of your journey. I strongly encourage you to continue your studies, and I hope that your experiences in these programs will inspire you to think about a career involving Japan and the United States. I look forward to the day when I hear that some of you will be actively engaged in furthering the Japan–U.S. relationship in your careers and in your lives.”

He continued, “I would like you to know that the special expertise and knowledge that you gained makes you uniquely qualified to take a leading role in promoting Japan–U.S. relations… With young people like you, I have full confidence that the Japan–U.S. relationship will continue to grow and thrive for many years to come.”

Following Deputy Consul General Higuchi’s comments, the student honorees made presentations based on their research papers and expertly fielded questions from the audience.

Yu Higashisawa, Osaka University North American Center for Academic Initiatives, commented, “It’s been a pleasure and honor to be invited to Japan Day for several years. It’s wonderful to see that 91�Թ� has provided a platform for high school students in Japan and the United States to exchange ideas and build relationships remotely. The presentations by the honorees of the RSP and Stanford e-Japan always amaze me and open my eyes to new perspectives. They are ready to go out into the world and make changes in our future!”

Funahashi hopes that her students will someday have the opportunity to study abroad at universities like Osaka University, and Brown and Kotani hope that their students will someday have the opportunity to study abroad at universities like Stanford in the United States.  

is the current supporter of Stanford e-Japan, and Daisuke Kato represented the Yanai Tadashi Foundation during the ceremony. 91�Թ� is grateful to Tadashi Yanai for his generous support and to Daisuke Kato and Chikano Shiroma of the Yanai Tadashi Foundation for their regular correspondence and encouragement. Naoaki and Yuka Mashita are the current supporters of the Reischauer Scholars Program, and 91�Թ� is thankful to them for their generous support. These courses and the ceremony would not have been possible without them.

The Reischauer Scholars Program’s next application period will begin September 6, 2021. Stanford e-Japan’s next application period will begin mid-November 2021.

On March 18, 2021, the California Department of Education adopted the Ethnic Studies Model Curriculum. 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 .

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, , 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.” 91�Թ� encourages educators to review the resources recommended below.

This webinar was a joint collaboration between the (NCTA), the , and 91�Թ�.
 

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—Additional Resources—
The following resources were recommended by the scholars.

[website]
[article]
[article by Dr. Sachi Edwards]

Navajo Nation
[bio]
[video]
[book chapter by Harold Begay and C.J. Maker]

Native Hawaiian
[website]
[website]
[article]

Ainu in Diaspora
[videos including talks by Dr. Hayashi-Simpliciano and Dr. Edwards]
[dissertation by Dr. Ronda Māpuana Shizuko Hayashi-Simpliciano]
[book]
[book]

Ainu (Japan)
[website]
[book]
[video]

On August 7, 2006, renowned cellist Yo-Yo Ma and staff of joined Stanford Professor Emeritus Albert Dien and the 91�Թ� staff at the Art Institute of Chicago to offer the first of eight seminars on the Silk Road for teachers in the Chicago Public Schools. Dien spoke about the history of the Silk Road dating from the Han Dynasty, 206 BCE–220 CE. I recall many teachers commenting about what a youthful 79-year-old he was. Today marks the 94th birthday of Dien, and on June 29, 2021, 91�Թ� had the honor of hosting his last lecture—focused on Chinese dynasties—which he gave to an audience of middle school teachers from across the United States. Several Chinese teachers were also in attendance with one participating from China. Once again, many of the teachers commented on how youthful he was.

 

Dien set the context of his lecture by noting that “In ancient China, there was a three-legged vessel type called the ding. Such tripod cauldrons made in bronze were among the most important shapes used in rituals.” Dien used the ding [ at right] as the symbol of his three-part talk, which he divided into “The Dynasty,” “Confucius and the Classics,” and “The States.” 

 

As he has done countless times for 91�Թ�’s teacher seminars, Dien made the extremely complex topic of Chinese dynasties accessible and fascinating. Dien kindly provided 91�Թ� with permission to share his lecture notes with the teachers in attendance. For teachers who seek to incorporate his scholarship into their teaching, Dien's lecture notes can be downloaded .

[Image at Left: Professor Emeritus Albert Dien with wife, Dora Shu-fang Dien]

The praise from teachers for Dien’s lecture was effusive. One of the teachers in attendance commented, “Thank you, Professor Dien, for the privilege of participating in your last presentation. I could listen to you forever. I enjoyed the organization of your thinking and the many tidbits you threw in that helped us relate to the broader concepts at play. Your notes will be very helpful, and I am grateful you were willing to share them.” Another noted, “Today’s session was highly informative! I admit that I have been sorely remiss in teaching about China in my social studies class—really, East Asia in general, which is why I am here and gratified to be learning so much. It was bittersweet to hear that we will be the recipients of Dr. Dien’s final lecture. He has so much to tell, and I do hope he will continue to tell it, even if informally.”

Dien served as the primary advisor for 91�Թ�’s two-part curriculum series on Chinese dynasties, which was authored by Selena Lai and Stefanie Orrick Lamb. Jonas Edman introduced the series following Dien’s lecture. Edman noted, “The series helps to bridge academic scholarship on the Chinese dynasties such as Professor Dien’s and classrooms.” introduces students to the first 2,500 years of Chinese history and offers students an in-depth view of Chinese civilization from the nascent years of the Shang Dynasty through the golden age of the Tang Dynasty. continues the exploration of dynasties, offering students an in-depth view of Chinese civilization from the Song Dynasty to the fall of the Qing Dynasty and the end of the entire dynastic system. Dien is a foremost expert on the Six Dynasties Period, 220 CE–589 CE. His book, , was published in 2007.

Dien’s last lecture was part of a four-day seminar that was organized by Edman and Sabrina Ishimatsu and co-sponsored by the and Stanford’s .

The 91�Թ� staff and 91�Թ� teacher community extend a happy 94th birthday to Professor Dien and thank him for his many decades of teaching and unwavering support of 91�Թ�. Given his youthfulness, we hope that he changes his mind and offers another lecture next year.

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 91�Թ� 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.)

On Saturday, May 22, 2021, Stanford Global Studies (SGS) hosted the , which featured presentations by 11 2020–21 EPIC Fellows. 91�Թ�, along with the Center for Spatial and Textual Analysis, is SGS’s EPIC Partner. The following reflection is a guest post by EPIC Fellow Maiya Evans, assistant professor at Skyline College, who gave a presentation on “Reimagining Public Health.”

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Last week, I had the chance to visit one of my uncles, George Mukai (92), who is a veteran of the Korean War. He recently moved into an assisted-living facility and had very few items delivered from his home to his new residence. One thing that he did have delivered was a curio cabinet that contains Korean War-related items including medals, a cap, a United Nations Command certificate, and a piece of wire from the DMZ.

As he has in the past, he shared recollections of his experiences during the Korean War, but unlike when he was young, his recollections felt more poignant. He is a very proud veteran. Another one of my uncles, Roy Mukai (deceased), was also a Korean War veteran, and a third, Toichi Mukai, was stationed in Korea after the Korean Armistice Agreement was signed in 1953.

This month marks the 71st anniversary of the beginning of the Korean War on June 25, 1950. After my visit with George, I started to reflect on the work that my colleagues (past and present) at 91�Թ� have done to promote the study of Korea in U.S. schools and directly to students in the United States. They are:

• Waka Brown
• Jonas Edman
• Andre Haag
• Joon Seok Hong
• HyoJung Jang
• Grace Kim
• Se-Woong Koo
• Stefanie Lamb
• Annie Lim
• Rennie Moon
• Rylan Sekiguchi
   

They have developed extensive curriculum on Korea. The offerings can be found on this and includes offerings such as the following:

• Colonial Korea in Historical Perspective
• Divided Memories: Comparing History Textbooks
• Dynamics of the Korean American Experience
• Economic Development: The Case of South Korea
• Inter-Korean Relations: Rivalry, Reconciliation, and Reunification
• Traditional and Contemporary Korean Culture
• Uncovering North Korea
• U.S.–South Korean Relations
   

In addition, the Sejong Korea Scholars Program, an online course for high school students in the United States, has been offered by 91�Թ� since 2013. The SKSP annually selects 20–25 exceptional high school students from throughout the United States and engages them in an intensive study of Korea and U.S.–Korea relations. Selected students participate in the online course on Korea from February to June of each year. The current instructor is Jang.

Lastly, 91�Թ� offers annual summer institutes to middle school and high school teachers in partnership with the National Consortium for Teaching about Asia, and also the East Asia Seminars for Teachers in Hawaii. These are facilitated respectively by Edman, Naomi Funahashi, and Sekiguchi. These programs focus in part on Korea and are funded by the Freeman Foundation.

I wish that I could inform veterans of the Korean War about programs such as these that help to promote a greater understanding of Korea and U.S.–Korea relations among students in the United States, and also to encourage students to reflect upon the sacrifices that were made by the veterans.