91勛圖

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91勛圖 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勛圖 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勛圖) to internationalize the K12 classroom span a broad range of topicssecurity, the arts, the environment, global health, and international relations. With the dawn of 2013, 91勛圖 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勛圖) 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 BAYCEPs early years and still remain involved with 91勛圖 today.

The first director of BAYCEP was Dr. David Grossman, 91勛圖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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Economic Choices unit cover image
A BAYCEP publication from the 1980s

The purpose of BAYCEP was to serve as a bridge between Stanford experts on China and K12 schools in the San Francisco Bay Area. This was accomplished in two waysChina-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勛圖.

Continuing the 40-year tradition of teacher professional development on China, 91勛圖 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-sessionsDynasties, Cultural Revolution, Rural and Urban China, and China in the Worldeach of which involved both a lecture and a pedagogically-focused curriculum demonstration. The featured 91勛圖-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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China in Transition Cover image
Authored by Rylan Sekiguchi, Curriculum Specialist, and HyoJung Jang, Curriculum Writer

As 91勛圖 moves into its fifth decade, the staff will continue its China-focused curriculum development and teacher professional development seminars. 91勛圖 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勛圖 will begin its twelfth year of offering two 30-hour seminars on East Asiaone for middle school teachers and one for high school teachers. The seminars feature lectures by FSI and faculty and curriculum demonstrations by 91勛圖 staff that focus on China, and other northeast Asian nations.

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

With Stanford President John Hennessys announcement of the K12 initiative in 2006, Stanford renewed its long-time commitment to improving public education in the United States. 91勛圖 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.

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Meiko Kotani is the instructor for the Stanford e-Japan Program, Stanford e-Bunri, and 91勛圖/Waseda Intensive Course for the Stanford Program on International and Cross-Cultural Education (91勛圖). 

Prior to joining 91勛圖, she worked as Program Coordinator for the Japan Program at the Shorenstein Asia-Pacific Research Center (APARC) where she managed projects and events related to research and education on contemporary Japanese issues. She also has experience working as a program manager at a Japanese company in Silicon Valley. 

Meiko received a BA in international relations from University of Oregon, and MA in international relations and diplomacy from Schiller International University in Paris. Born in Japan and raised in seven countries, including China, Oman, Pakistan, France, and Russia, and the United States, she has always been strongly conscious of connecting Japan and the world since childhood. She is dedicated to supporting the development of Japan's next generation of leaders and fostering global talent.

Instructor, Stanford e-Japan
Instructor, Stanford e-Bunri
Instructor, 91勛圖/Waseda Intensive Course
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Naomi Funahashi
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The Stanford Program on International and Cross-Cultural Education (91勛圖) honored three top students of the 2012 Reischauer Scholars Program (RSP)Brooke Nowakowski (San Antonio, TX), Seunghwa Madeleine Han (San Ramon, CA), and Emily Waltman (Tenafly, NJ)at the RSP Japan Day event at 91勛圖 on August 10, 2012. The RSP, an online course on Japan and U.S.Japan relations that is offered to high school students across the United States, recognized the students based on their coursework and exceptional research essays.

Daniel Okimoto
Professor Emeritus Daniel Okimoto  


The event featured remarks by Consul General Hiroshi Inomata, Consulate General of Japan in San Francisco; Renay Loper, Associate Program Officer, Center for Global Partnership (CGP), Japan Foundation, New York; Naomi Funahashi, RSP Manager and Instructor; and Gary Mukai, 91勛圖 Director. Professor Emeritus , 91勛圖, gave a compelling talk on Japans energy options since the March 11, 2011 earthquake and tsunami that devastated northern Japan. 91勛圖 also presented a plaque to Consul Midori Yamamitsu, Director of the Japan Information Center, Consulate General of Japan in San Francisco, in honor of her longtime support of the RSP.

The program was highlighted by presentations by student honorees Nowakowski, Han, and Waltman, who wrote research essays on the modern consequences of cultural change in Okinawa, the rise of feminism in Japanese politics, and the role of propaganda in fueling racism and public support for Japanese-American internment, respectively. Many individuals and organizations from the San Francisco Bay Areas Japan and U.S.Japan community and 91勛圖 were in attendance. Funahashi noted the following about her three student honorees: The poise and intellect of these young scholars is truly impressive. It is an honor to work with such bright, inquisitive, and engaging students who share a genuine interest in learning about Japan and fostering U.S.Japan relations.

 Brooke Nowakowski Madeleine Han
 Brooke Nowakowski  Seunghwa Madeleine Han 

Entering its tenth year in 2013, the RSP presents a creative and innovative approach to teaching high school students about Japan and U.SJapan relations. The program provides American students with unique opportunities to interact with top scholars and diplomats, and introduces both American and Japanese perspectives on many historical and contemporary issues. 

  Emily Waltman
   Left to right: Naomi Funahashi, Consul General
   Hiroshi Inomata, Emily Waltman, Renay Loper,
   and Gary Mukai 


Named in honor of former Ambassador to Japan Edwin O. Reischauer, a leading educator and noted scholar of Japanese history and culture, the RSP annually selects 2530 exceptional high school sophomores, juniors, and seniors from throughout the United States. Since 2003, the RSP has cultivated a model for reaching a diverse population of students by utilizing technology to share high-quality course material across large distances. Using online lectures and discussions, the program provides students with a broad overview of Japanese history, literature, religion, art, politics, economics, education, and contemporary society, with a focus on the U.S.Japan relationship. Prominent scholars affiliated with 91勛圖, the University of Tokyo, the University of Hawaii, and other institutions provide lectures and engage students in online dialogue. The RSP received initial funding for the program (20042006) from the United StatesJapan Foundation. The program is currently funded by a generous grant from CGP, Japan Foundation, and the Freeman Spogli Institute for International Studies at 91勛圖.

The RSP will begin accepting applications for the 2013 program in September 2012. For more information about the RSP, visit or contact Naomi Funahashi, RSP Manager and Instructor, at nfunahashi@stanford.edu.  

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Stanfords Korean Studies Program (KSP) has recently been awarded with a major gift from Hana Financial Group and a grant from the Korea Foundation, which will provide a major boost to Stanfords already strong K-12 outreach education offerings. KSP will collaborate closely with the Stanford Program on International and Cross-Cultural Education (91勛圖) on its outreach activities.

Hana Financial Group has provided $600,000 for the next five years in support of an annual Hana-Stanford Conference on Korea for U.S. Secondary School Teachers. The first conference took place this summer, from July 23 to 25, at Stanford. It brought together secondary school educators from across the United States and a cadre of Korean teachers from Hana Academy Seoul for intensive and lively sessions on a wide assortment of Korean studies-related topics ranging from U.S.-Korea relations to history, and religion to popular culture. In addition to scholarly lectures, the teachers took part in curriculum workshops and received numerous classroom resources developed by 91勛圖.

The Korea Foundation has awarded a three-year grant of $609,527 to support the new K-12 Education on Korea in the United States curriculum development project. Gary Mukai, director of 91勛圖, noted, The coverage of Korea in U.S. high school curriculum is often limited to the Korean War. To help address the identified need to broaden the coverage of Korea, KSP will work with 91勛圖 to develop three high school-level curriculum units and Stanfords first distance-learning course on Korea for high school students. The curriculum units will examine the experience of Korean Americans in U.S. history; various aspects of traditional and modern Korean culture; and the development of South Koreas economy. The distance-learning course, called the Sejong Korean Scholars Program (SKSP), will be offered in 2013.

The SKSP will annually select 25 exceptional high school sophomores, juniors, and seniors (from public and private schools) from throughout the United States to engage in an intensive study of Korea. The SKSP will provide students with a broad overview of Korean history, literature, religion, art, politics, and economicswith a special focus on the U.S.Korean relationship. Top scholars, leading diplomats, and other professionals will provide lectures to students as well as engage them in dialogue. These lectures and discussions will be woven into a broader curriculum that provides students with reading materials and assignments. The SKSP will encourage these students to become future leaders in the U.S.Korean relationship and lifelong learners of Korea.

Were grateful to receive these two major sources of funding for Korean studies outreach education, and look forward to working with 91勛圖 to establish Korea as a subject taught regularly in classrooms throughout the United States, said Gi-Wook Shin, director of KSP.

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This is an analysis of the evolution of political actions and legal instruments imposed on indigenous peoples in Brazil since pre-colonization in the fifteenth century. Among the political ideologies that stand out are integrationism and protectionism. Integrationist ideology is seen as a beacon that lights the way and acts in the minds of Indians to constitute an ethnic nation state. However, a permanent recognition of indigenous rights is legitimated in the Federal Constitution of Brazil and in Resolution 169 of the International Labour Organization (recognized by Brazil). Both documents address the outdated Indian Statute. Discussions of the new Statute of Indigenous Peoples in National Congress began in 1991 and still show no prospect of completion. The judgment of the approval of the Raposa-Serra do Sol Indigenous Land brought conditions that, if misunderstood, threaten to set back indigenous rights, particularly in terms of their role and autonomy. This episode demonstrated that the same interests and characters that expanded the colonial frontier over the past five centuries have not relented. Nevertheless, people that were once fooled by legal maneuvers use the same tool that created this society, even in the Brazilian Supreme Court, which is dressed up to satisfy Western egalitarian expectations, but which has not lost its ethnic character. Social networking and bilingual education in the communities have strengthened indigenous societies and are making possible the organization of international legal instruments and movements that are claiming greater autonomy.

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Mining consortia play an important part in improving Perus world role in the export of precious and base metals and minerals. But as with all extractive operations, these industries frequently overlook the cultural effect mining production has on traditional communities. One of the most debilitating socioeconomic factors affecting recipient communities of global mining operations is language use which imparts meaning to project successes from the standpoint of a host nation, international investors, and on-the-ground actors. This paper explores local indigenous language and gender dynamics as they play out in the Peruvian Andes, an area of increasing interest to global mining consortia. 

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In this paper, two sets of emblematic, policy-inflected cases from the past two decades (the 1990s and 2000s)簫one involving sustainable development projects and the other, agricultural crop varietiesare analyzed in an effort to document some of the complex processes through which the Brazilian federal government began to establish the rule of law over the issues of access to and use of indigenous knowledge and of ways of protecting if from expropriation by outside forces, a process which is far from complete. 

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This unit offers a teachers guide to "Chinese American Voices: From the Gold Rush to the Present," a collection of primary source documents left by Chinese Americans themselves. By critically analyzing the primary sources in "Chinese American Voices," students gain a window into the rich and diverse textures, characters, and personalities that constitute the Chinese-American experience.

In this lecture, Professor Okimoto discusses the Japan American Security Alliance (JASA). He examines reasons behind its longevity and success as well as short- and long-term prospects for its sustainability

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