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Elaine’s research is focused on medieval British manuscripts from c.600CE to 1450CE. Numerous publications—including The Old English Life of St Nicholas and Wiley-Blackwell’s Old and Middle English: An Anthology (which is about to be published in its fourth edition)—present edited and translated texts, ranging from sermons and religious poetry to extracts from Beowulf and Chaucer’s Canterbury Tales. Other books and articles concern the prestige of the vernacular and the transmission of works in English from the late Anglo-Saxon period into the thirteenth century. This research has overturned previous scholarly opinion that held there to be little or nothing of value written in English between the Norman Conquest and the thirteenth century. In Living Through Conquest: The Politics of Early English, Elaine discussed the significant corpus of manuscripts that survive from this period, and highlighted the contemporaneity and political functionalism of many of the works copied by English scribes.

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Elaine’s teaching focuses on Text Technologies, Medieval English Literature, and the study of the Handwritten Book.

When I visited Tottori Prefecture for the first time last year, I learned that it was the last prefecture in Japan to open a Starbucks outlet and that it is well known for the Tottori Sand Dunes and the Sand Museum. Of the 47 prefectures in Japan, Tottori is the least populated and one of the more geographically remote. The Sand Museum has featured sand sculpture exhibits that depict images from countries like Italy, Brazil, and Russia and also continents like Africa. The current exhibit focuses on the United States and features sand sculptures of the Statue of Liberty, Mt. Rushmore, President Trump, the U.S. flag, and other iconic images of the United States. This is one major way in which Tottori government officials are hoping to not only attract more tourists to Tottori but also to educate Japanese students about the world.

The goal of educating youth about the world has been promoted by the vision of Tottori Governor Shinji Hirai, who supported the Tottori Prefectural Board of Education’s decision to collaborate with the Stanford Program on International and Cross-Cultural Education (SPICE) on the development of a new online course on U.S. society and culture. The inaugural Stanford e-Tottori course was offered in 2016 to help high school students in Tottori expand their knowledge of the United States beyond just a superficial level.

SPICE’s Jonas Edman, Stanford e-Tottori Instructor, represented SPICE on July 27, 2017 at an opening ceremony for the second Stanford e-Tottori course. The ceremony was attended by Office Director Fujiwara, English Education Advancement Office, Director Tokuda, High School Division, and many students from the 2017 Stanford e-Tottori cohort. At the ceremony, Edman told the students that they will be encouraged to think in an “internationally minded” manner—that is, to “think about different points of view and to realize the importance of diversity and cross-cultural communication.” He also emphasized that students need not be concerned if they encounter small setbacks in the course, as learning from setbacks can become “stepping-stones to success.”

Following the opening ceremony, a special session with Edman was held at Tottori Nishi High School, one of the schools that enrolls students in Stanford e-Tottori. Edman led an interactive discussion in English about the risks and rewards of helping strangers. The discussion offered students a glimpse into what Stanford e-Tottori will be like with its active learning and student-centered focus. Teacher’s Consultant Takuya Fukushima, English Education Advancement Office, commented, “Edman-sensei was an instrument of inspiration as he helped students feel comfortable in analyzing the risks and rewards of helping strangers from different perspectives and to come up with as many solutions as possible… His teaching at the special session illustrated why Stanford e-Tottori is so attractive to students.” Some of the topics Edman plans to introduce in this year’s course are World War II, Japanese players in Major League Baseball, the U.S. educational system, Silicon Valley, and diversity—topics that should spark constructive discussion and debate. Students should come away from the course with a much deeper understanding of the United States.

Typically when Japanese students are asked what comes to mind when they think of the United States, many mention things like the Statue of Liberty, Mt. Rushmore, or other images that are depicted at the Sand Museum display. Edman is looking forward to launching the 2017 Stanford e-Tottori course this fall so that he can help students see beyond such images by asking questions like “What does the Statue of Liberty symbolize?” and “Why are some presidents depicted on monuments and not others?”

“While observing the remarkable sand sculptures that depict images of the United States,” reflects Edman, “I thought to myself, ‘These images offer teachable moments.’ I may ask my students in Stanford e-Tottori to research how and why these images were chosen. My objectives are not only to help students improve their English abilities and to gain new perspectives on the United States, but also to strengthen their critical thinking skills. I am so grateful to Governor Hirai and the Tottori Prefectural Board of Education for this opportunity.”

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 Stanford Program on International and Cross-Cultural Education (SPICE) honored top students of the Reischauer Scholars Program (RSP) and Stanford e-Japan at “Japan Day 2017”—an event held at Stanford University 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 Michael Armacost (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 Stanford University 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.

SPICE 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 Stanford University. Stanford e-Japan (since its inception in 2015) has been supported by a grant from the United States-Japan Foundation.

Reuters/The New York Times write about REAP's research on early childhood development. Read the original article here.

According to data from China’s 2010 census, 76 percent of China’s labor force had not attended high school. Even more concerning, according to the same data only 8 percent of working age individuals in rural China (where the majority of the population resides) had ever attended high school. These low levels of educational achievement suggest that China is facing a human capital deficit that could leave workers ill-equipped to compete in China’s developing economy. This situation has been recognized by individuals in government, such as Cai Jianhua, a government official at China’s National Health and Family Planning Commission, who said, "The reality is we need smart people if we're going to be competitive in the 21st century."

"This is the biggest problem that China faces that no one knows about. This is an invisible problem," said Scott Rozelle, co-director of the Rural Education Action Program (REAP) at Stanford University, "China has the lowest levels of human capital (out of all the middle income countries in the world today). China is lower than South Africa, lower than Turkey. We think that's related to when they were babies, they didn't develop well.”

One cause of these low levels of human capital is parental absence during early childhood. In rural China, it is common for parents to live and work in cities full time while their child remains in their home village with a surrogate caregiver (typically the child’s grandmother). Because grandparents generally have less energy, lower levels of education, and are less receptive to adopting new parenting techniques, there is reason to believe that parental migration could negatively affect the cognitive development of young children.

To begin to combat these barriers to human capital development before they emerge, China's National Health and Family Planning Commission is working with Rozelle and his colleagues to establish early childhood development centers in rural China. Researchers with REAP believe that 300,000 centers are needed across China, and that implementing a program of this size requires government leadership. In the 50 pilot centers, children aged six months to three years old are provided with materials and experiences that encourage their cognitive, physical, and social-emotional development. In these centers, children can experience books, play with toys, and interact with other children. Additionally, the centers provide caregivers with knowledge on how to interact with their child in a enriching manner.

Fewer girls in low-and-middle-income countries finish secondary school, resulting in poorer health and economic outcomes for their own children — and perpetuating the vicious cycle of gender inequality worldwide.

According to The World Bank, in Sub-Saharan and South Asia, boys are 1.5 times more likely to complete secondary education than girls. Many are forced to stay at home and help their mothers with housework and childcare, particularly if a younger sibling is sick.

Yet the potential gains from increased participation of women in the global workforce over the next decade are estimated at $12 trillion. Studies show that women’s equal participation in the workforce could boost some countries’ GDP by up to 20 percent.

Stanford Health Policy’s Marcella Alsan, a physician and economist, argues in a new study in the journal Pediatrics, that identifying contributors to education disparities and making investments in early childhood health could significantly advance global health and development.

“There are so many advantages to girls staying in school,” Alsan, an assistant professor of medicine at Stanford Medicine, said in an interview. “For one thing, the longer they’re in school, the less likely they are to become young mothers or contract HIV. And the more educated the mother, their own children have better chances of survival.”

So what are some of the biggest barriers to girls completing secondary school in less developed countries?

Alsan and her co-authors found the gender gap is compounded by illness among young children in the household since adolescent girls are often tasked with childcare and domestic chores. The problem is exacerbated if the mother works outside the household.

Follow the Numbers

Along with SHP research data analyst Anlu Xing, Alsan and her team used Demographic and Health Surveys on 41,821 households in 38 low-and-middle-income countries. The surveys asked about illnesses in children under 5 in the last two weeks, and then asked the adolescent boys and girls if they had been in school in the same period.

As expected, more girls remained at home than boys. When no young children in the household are ill, adolescent girls are on average 6 percent less likely to attend school than adolescent boys within the same household.

But the gap increases to 7.8 percent if the household reports one illness episode among an under-5 child, and up to 8.5 percent if there are two or more episodes of illness.

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In other words, the authors write, “The gender gap in adolescent school attendance increased by around 50 percent when young children in the household became ill.”

The education gap between adolescent boys and girls jumps to 10.06 percent if the younger child has two or more episodes of illness — and the mother is working outside the home or in the fields.

“Policies that strengthen family and community supports for challenges such as sick child care will prove essential,” the authors write, “particularly as women move increasingly into the workforce outside the home.”

Alsan’s co-authors are Eran Bendavid, assistant professor of medicine and core faculty member at Stanford Health Policy; Gary Darmstadt, a professor of pediatrics and associate dean for maternal and child health at Stanford Medicine; and Paul Wise, another core faculty member at SHP and professor of pediatrics.

Vaccines Also Key

Alsan and her team also examined data on the gender gap in adolescent education in association with national vaccine rates, using the same country-year surveys.

They found that in countries where about 70 percent of all the boys and girls had the same series of eight vaccines — including polio, diphtheria, tetanus and measles — the gender gap in education approaches zero.

“We hypothesize that countries with high rates of childhood vaccination will experience lower rates of young child illness, thereby decreasing the need for adolescent girls’ to devote time to caring for sick children,” the authors write.

Given the long-term benefits of secondary school for women’s health and economic outcomes, the authors believe their study underscores the societal benefits of keeping girls in school. A combination of vaccines and early childhood interventions to keep toddlers healthy and their older sisters in school are paramount.

“The international community agrees that educating girls through secondary school has plenty of societal benefits — we show that health interventions targeting young kids are an important way to do just that,” says Alsan. “Not only the targeted little kids benefit but also their older sisters — a double dividend.”

Dafna Zur, assistant professor of East Asian Languages and Cultures at Stanford, discusses her current research on literary and scientific education in postwar North and South Korea.

The complete discussion is available on the Stanford News.

Erik Jensen is professor of the practice, director of the Rule of Law Program at Stanford Law School, and affiliated core faculty member at CDDRL. In recent years, he has committed considerable effort to building out law degree-granting programs at the American University of Afghanistan (AUAF) through the Afghanistan Legal Education Project. He spent more than a decade in South Asia, focusing on Pakistan and Afghanistan, and working to launch education development projects. Here Erik gives his account of the Aug. 25, 2016 attack on the AUAF in which 13 people were tragically killed, including seven students and one faculty member. In this video, Jensen reflects on this day, which he describes as the most difficult of his life, but at the same time shares an inspiring story of hope and the progress that only education can bring.