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"The Stanford Report" covered the recently launched Stanford Human Rights Education Initiative, which brings human rights curriculum into the classrooms of California community colleges to transform students into globally-conscious citizens. Piloted in partnership with the Program on Human Rights, the Stanford Program on International and Cross-Cultural Education (91�Թ�), and the Division of International Comparative and Area Studies, the Initiative appoints human rights fellows to develop new curriculum for broader application in California and beyond.

Stanford helps bring human rights to community college classrooms

Globalization has meant that the whole world is connected to the whole world's problems. Yet most of today's students live in a world no bigger than a cell phone keypad.

So how do you explain to them that the clothes on their backs may be sewn by slave labor in Asia, or how international human trafficking may be behind an Internet porn site?

Tim Maxwell, an award-winning poet who teaches at the College of San Mateo, said the basic task of reading is becoming harder each year for the Facebook generation. "To bring unpleasant and challenging ideas into their world is really difficult," he said. He described "young people's increasing use of social media and other technologies that, rather [than] widening their worlds, effectively narrows them" to what is pleasurably entertaining.

The remedy? In an unusual move, Stanford is linking arms with educators in California community colleges for a four-year project called Stanford Human Rights Education Initiative.  Following a conference last June on "Teaching Human Rights in an International Context," which launched the project, Stanford has named eight new "Human Rights Fellows" from California's community colleges. Maxwell is one of them.

For more than 12.4 million young Americans, teaching takes place in one of the nearly 1,200 community colleges across the nation – and about a quarter of those community colleges are in California. But few major universities have engaged these institutions.

The new initiative will train students to be engaged as global citizens, said William Hanson, another fellow, who holds a law degree from Columbia and teaches at Chabot College. "We have to find a way to wriggle in."

With a stipend and "visiting scholar" status, the human rights fellows will work with the Stanford Program on International and Cross-Cultural Education (91�Թ�) and the Division of International Comparative and Area Studies (ICA) to develop human rights curricula, plan human rights conferences and develop the . The human rights curriculum they design could, they hope, seed similar programs across the country and the world.

My hope is that human rights will form a central part of every college curriculum – not only as a topic, but as a lens through which to see all topics. Helen Stacy

"My hope is that human rights will form a central part of every college curriculum" – not only as a topic, but as a lens through which to see all topics, said Helen Stacy, director of the program on human rights at the Center on Democracy, Development and the Rule of Law at Stanford's Freeman Spogli Institute for International Studies.

She said that human rights is typically pigeonholed as a "soft subject" in the social sciences or humanities, but such funneling "misses engineering students and IT students and math students."

For example, she said, students of computer science or statistics could be engaged in mapping human trafficking or drug smuggling. Young economists could study the supply-and-demand dynamics of crime.

The effort "to speak a language that speaks to all of the disciplines" could result in a human rights curriculum that extends into the high school and even the elementary school level, Stacy said. Moreover, the planned website with an online curriculum could help educators the world over – even an isolated educator sitting in Uzbekistan, she said.

For the Stanford faculty and staff who created the course, the beginnings go back a long way and are the fruition of years of experience, research and thought.

Gary Mukai's experience of human rights violations was firsthand: the director of 91�Թ� recalls a childhood as a farm worker whose Japanese-American parents, also farm workers, had been detained by their country during World War II. "I grew up puzzled about many of their stories, and their stories certainly influenced my interest in developing educational materials about civil and human rights for young students," he said.

For instance, he recalled uncles and other relatives who volunteered or were drafted by the U.S. Army from behind barbed wire. Or stories about his relatives who received posthumous medals for their sons' service while they still lived behind barbed wire.

Richard Roberts, a Stanford professor of history, remembered reading William Hinton's Fanshen: A Documentary of Revolution in a Chinese Village, years ago. The questions it raised fascinated him: "Who will teach the teacher? Where do we learn? Who do we learn from? Who has the power to teach?"

He said universities typically teach an "isolated, really small segment" of the general population. Roberts, who studies domestic violence and human trafficking in Africa, said that when it comes to human rights, "That's not enough. We have to go beyond the rarefied segment."

One of the people on this frontline of teaching is Enrique Luna, a history instructor at Gilroy's Gavilan College. For him, Stanford represents something of a return: his father had been a cook at the university's dorms. Now Luna is an educator who looks for opportunities for students to participate with direct aid in their local communities and also with groups such as the Zapatistas of Chiapas and the Tarahumara of northern Mexico.

To reach his students, he said, he creates loops "back and forth between reading and doing." When students are doing, they have a reason to read, and when they read, they are able to fix their understandings through application. "They do their best work when they're doing something. That's where the other disciplines pour in," he said.

A lunchtime session last summer was popping with ideas: Hanson was enthusiastic about possibly broadcasting Stanford lectures on human rights on his college's television station.

Another human rights fellow, Sadie Reynolds from Cabrillo College in Aptos, was just happy for the time to think and reflect. "It's hard to articulate hopes this early in the planning. I have a selfish hope of learning about this model so I can apply it in the classroom." She said she will present what she's learned at Stanford to a workshop at Cabrillo.

Those on the frontline of teaching don't get such opportunities very often:  "It's difficult to find time to develop this at community colleges," she said.

China today is in the midst of sweeping changes. The economy is roaring ahead. Millions of rural families are uprooting themselves in search of better lives in the city. Traditional ways of living, working, and playing are transforming. This image of China often gives an impression of instability, confusion, extreme inequality, and despair, but in fact, every country that has developed—including the United States—has undergone a similar process.

China in Transition, 91�Թ�’s latest curriculum-in-development, introduces high school students to modern China as a case study of economic development. What are the characteristics of the development process, and why does it occur? How is development experienced by the people who live through it, and how are their lives impacted? How do traditional cultural values—such as China’s emphasis on education—contribute to and/or evolve as a result of modernization? Students examine these questions and others as they investigate the roles that urbanization, migration, wealth, poverty, and education play in a country in transition.

This curriculum project represents a new and unique joint venture between 91�Թ� and the Rural Education Action Project (REAP) to bring modern China alive in U.S. high school classrooms. It is the first project of its kind for 91�Թ� and an exciting new intramural collaboration for FSI. “When I first heard about the work of REAP from Professor Scott Rozelle and his staff, I was immediately struck by the significance of REAP’s efforts to help students from poor rural households in China overcome obstacles and harvest their educational dreams,” says 91�Թ� Director Gary Mukai. “This grew into a REAP-91�Թ� collaborative, which has the goal of making REAP’s efforts and its many important lessons accessible to U.S. high school students through interactive, interdisciplinary activities.”

The partnership capitalizes on the strengths of both organizations, pairing REAP’s rigorous scholarship and field research in China with 91�Թ�’s expertise in curriculum development. The resulting synergies are helping to refine China in Transition into a rich and dynamic resource for high school classrooms. 

Much of the research for China in Transition was gathered in Fall 2010 by an international team of students who participated in REAP’s “Across the Pacific” program (ATP). The “Across the Pacific” team—which comprised students from 91�Թ� and Chinese universities such as Peking University, Tsinghua University, and Renmin University—conducted academic and field research to investigate key topics in modern China (e.g., its shifting economy, urbanization, migration trends, education system) and produced a collection of original multimedia content that will be incorporated into the final publication. These teaching resources, created by U.S. and Chinese college students, will soon be used to build cross-cultural understanding among high school students. 

REAP and 91�Թ� have worked in close consultation with each other throughout the curriculum development process, and they continue to work together to produce the final curriculum unit, due to be published in Fall 2011.

The Stanford Program on International and Cross-cultural Education (91�Թ�) has just announced a major new interdisciplinary, interactive initiative for middle school and high school students on the road to the 2008 Summer Olympics in Beijing. “The Road to Beijing” initiative includes a new documentary featuring world-renowned cellist Yo-Yo Ma and the Silk Road Ensemble, a new documentary developed by NBC that features Olympians who will participate in the Beijing Olympics, curriculum materials addressing Beijing and issues raised by the Olympics, an interactive website, and teacher professional development. 91�Թ� serves as a bridge between the interdisciplinary work of Stanford’s Freeman Spogli Institute for International Studies and K–14 schools in the United States and independent schools abroad by developing multidisciplinary curriculum materials on important international themes.

“Learning about other cultures and about the migration of ideas among communities is vital in today’s world. In presenting a full range of perspectives, 91�Թ� curricula broaden students’ views of the world and deepen their understanding of their own lives.” Yo-Yo Ma

The Road to Beijing initiative has four major educational components. First is a four-lesson curriculum unit, geared to middle and high school students, that (1) introduces students to the modern city of Beijing through its history, geography, and major attractions and sights; (2) explores some economic, environmental, political, and social issues of modern China and the challenges of hosting the Olympics; (3) introduces some of the Olympians participating in the 2008 Beijing Olympics through a documentary by NBC; and (4) examines musicians’ reflections on Beijing and China through a documentary produced by Yo-Yo Ma and the Silk Road Ensemble. Stanford scholars, such as Andrew G. Walder, the Denise O’Leary and Kent Thiry Professor of Sociology, served as advisors of the curriculum unit.

A second component focuses on two documentaries that are available through the 91�Թ� website. The documentary, The Road to Beijing, produced by the Silk Road Project and narrated by Yo-Yo Ma and featuring music of the Silk Road Ensemble, is available with the Road to Beijing curriculum unit as well as through the and websites. An accompanying teacher’s guide is available as well. Olympics broadcaster NBC joined the collaboration with 91�Թ� and has produced a short documentary that features U.S. and Chinese Olympians. The first interview features Stanford alumnus and U.S. gymnast David Durante. The NBC documentary and an accompanying teacher’s guide is also available on the 91�Թ� website.

Third, a new Road to Beijing website showcases many of 91�Թ�’s curriculum units on China, along with new interactive features on the modern city of Beijing and the historic Silk Road. In 2007, 91�Թ� completed a curriculum unit called Along the Silk Road in collaboration with Yo-Yo Ma and the Silk Road Project. A new Silk Road game, designed by David Cohn, Cammy Huang, Gary Mukai, and Johanna Wee, will now allow students to walk and explore the historic Silk Road. Yo-Yo Ma commented, “The wonderful work 91�Թ� is doing to educate young people about the historic Silk Road trading route is significant on many levels. Learning about other cultures and about the migration of ideas among communities is vital in today’s world. In presenting a full range of perspectives, 91�Թ� curricula broaden students’ views of the world and deepen their understanding of their own lives.” Other China-focused curriculum units that have been produced by 91�Թ� include Chinese Dynasties Part One: The Shang Dynasty through the Tang Dynasty, 1600 BCE to 907 CE; Chinese Dynasties Part Two: The Song Dynasty through the Qing Dynasty, 960 to 1911 CE; China's Cultural Revolution; Ethnic Minority Groups in China; Hong Kong in Transition: A Look at Economic Interdependence; Religions and Philosophies in China: Confucianism, Daoism, and Buddhism; and 10,000 Shovels: China's Urbanization and Economic Development.

As a fourth component, the Road to Beijing initiative offers teacher professional development seminars, another hallmark of 91�Թ�’s work over the past three decades. Many seminars have already been held at Stanford and for the East Asia Regional Council of Overseas Schools, the European Council of Independent Schools, and the Chicago Public Schools. Most recently, the 91�Թ� staff and Albert Dien, professor emeritus of Asian Languages, gave four seminars for the Chicago Public Schools in May 2008. Each seminar featured a lecture by Albert Dien and interactive demonstrations of 91�Թ� curricula by the 91�Թ� staff. In October 2008, 91�Թ� and the Silk Road Project will work with the New York City Public Schools.

In collaboration with organizations such as NBC and the Silk Road Project, 91�Թ� will continue to channel its interdisciplinary work on key international issues (and their historical and cultural underpinnings) — political economy, security, the environment, and health — to schools in our nation and the world. 91�Թ� invites interested teachers to visit its new website, show their students the new documentaries, and engage their students in a study of historic topics concerning China, such as the Silk Road, as well as contemporary topics concerning China, such as the 2008 Beijing Olympics.

“We are delighted that 91�Թ� is once again sending the university’s path-breaking, interdisciplinary scholarship and research out into the world, educating a new generation of students and scholars about contemporary issues occasioned by the 2008 Olympic Games in Beijing and China’s historic rise,” said FSI Director .

Gary Mukai personally introduced the new Road to Beijing initiative to Stanford alumni in Chicago on June 16, 2008, at a Leadership Circle Event.