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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.

On June 4, 2011, 91�Թ� co-sponsored a conference, “Teaching Human Rights in a Global Context,” with the Program on Human Rights (Center on Democracy, Development, and the Rule of Law, FSI), the Division of International Comparative and Area Studies (ICA), and the Stanford Humanities Center. Fifty community college and high school faculty attended a full day of lectures, panel discussions, and small-group work. Dr. Helen Stacy, Director of the Program on Human Rights, set the context for the conference, and her remarks were followed by a lecture on “The Globalization of Human Rights Education” by Professor Francisco Ramirez, Stanford School of Education. 

Educators discussed, shared, and learned about each other’s experiences of teaching human rights in a wide range of world areas, academic disciplines, and classroom settings. The rudiments of syllabus construction, methods of incorporating a human rights component into traditional courses, sample lesson plans, best ways to make use of interdisciplinary pedagogic resources and materials, and strategies for reaching diverse student populations were topics of discussion. One panel, “Incorporating Human Rights into Your Syllabus,” was facilitated by 91�Թ�’s Jonas Edman. Jonas, Michael Lopez of the Program on Human Rights, and Dr. Robert Wessling, Center for Russian, East European & Eurasian Studies, ICA, served as the primary organizers of the conference, and Dr. Laura Hubbard, Center for African Studies, ICA, served as the emcee. Megan Gorman, Center for Latin American Studies, ICA, and John Groschwitz, Center for East Asian Studies, ICA, also contributed to the organization and promotion of the conference.

As a follow-up to the conference, ICA and the Program on Human Rights will sponsor a limited number of year-long Human Rights Curricular Fellows in the coming 2011–12 academic year. Fellows must teach at an accredited California community college. Also, Jonas will be developing curricular lessons in consultation with some of the educators who attended the conference.

The conference was funded primarily by the Department of Education (Title VI) and ICA. 

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 2011 91�Թ� catalog is now available.  91�Թ� has four curriculum units featured in this year's catalog.

Inter-Korean Relations: Rivalry, Reconciliation, and Reunification

This curriculum unit provides students with a multifaceted view of inter-Korean relations, asking them to study the relationship through the lenses of history, politics, economics, security, and socio-cultural and human dynamics. Finally, students apply their knowledge of inter-Korean relations to consider future prospects for the Korean peninsula.

Indigo: A Color That Links the World

This teacher's guide was developed specifically for teachers in the New York City Public Schools to encourage the use of Indigo: A Color That Links the World, Calliope: Exploring World History (September 2010, Volume 21, Number 1) and the study of the Silk Road in their classrooms. The indigo issue of Calliope and the teacher's guide were developed in collaboration with Yo-Yo Ma's Silk Road Project as part of its Silk Road Connect education initiative.

Early Encounters: The First Japanese Embassy to the United States, 1860

This graphic novel tells the story of the first Japanese diplomatic mission to leave Japan after over two centuries of isolation under the Tokugawa Shogunate. Chronicling encounters with foreign leaders, cross-cultural mishaps, and unlikely friendships that develop despite barriers of language and politics, the graphic novel follows the embassy's voyage to San Francisco, Washington D.C., and other cities on the East coast.

Sadako's Paper Cranes and Lessons of Peace

In collaboration with the Tribute World Trade Center Visitor Center (Tribute Center) in New York City, 91�Թ� has developed educational materials that help students to reflect upon the impact of September 11th and the humanitarian efforts that took place in the aftermath of the attack on the World Trade Center.