Japan has been actively pursuing internationalization of its higher education, and recruiting foreign students has been a major part of this endeavor. In 1983, Japan announced its plan to recruit 100,000 foreign students by the year 2000, and in 2008 instituted a plan to recruit 300,000 foreign students by 2020. Subsequent government-led projects such as the Global 30 (2009-2014) and the Top Global University (2014-2023) projects have also stipulated international student recruitment as a major requirement.

As a result, the number of foreign students in Japanese universities has increased significantly from 10,428 in 1983 to 139,185 in 2014. Likewise, foreign faculty numbers have grown from just 418 (0.8% of total faculty) in 1994 to 6,034 (6.8%) in 2014. Although the figures are still relatively low compared with those in Europe and North America, they bring a potentially powerful force for social change to a country marked by high ethnic homogeneity.

In particular, the influx of foreign students and faculty to Japanese universities creates more culturally diverse campuses, often cited as a desirable result of and a key motive for pursuing internationalization. In the U.S. and Europe, such changes have led to significant discursive and programmatic efforts to create a culture of respect for diversity and inclusion. For example, Europe has, despite its critics, consistently articulated the value of "interculturality," diversity, and respect for cultural differences as a broader discourse for European higher education.

However, this is not the case with Japan and most other Asian nations. One major reason is that Japanese universities primarily attract foreign students as a means to particular ends, such as enhancing university prestige, creating "education hubs," filling the gap in the declining college student population and improving international higher education rankings. As a result, Japanese campuses have become much more diverse than in the past. However, appreciation of the intrinsic educational value of a culturally diverse student and faculty body has not been embraced.

Our study shows a noticeable disjuncture between structural, educational and interpersonal levels of diversity. That is, Japanese universities have accepted more and more students of varying racial and ethnic backgrounds (structural diversity), but the curriculum still offers limited opportunities for students to think more deeply about assumptions concerning race, ethnicity and other individual/group differences (educational diversity).

However, despite the politeness of the Japanese, many of the respondents indicated that making friends with Japanese students is difficult, with some pointing this out to be "the hardest part about being in Japan." One foreign student seemed puzzled: "Making real friends is hard. But I don't know why." One South Korean student we interviewed provided a clue: "People here are very individualistic and very independent, I think. In my laboratory, I will be the one who will approach my lab mates, especially the Japanese. They are very helpful but I have to be the one who starts the conversation."

The Japanese government and universities have worked closely to attract foreign students but due to the lack of interpersonal interaction between Japanese and foreign students, Japan is missing out on crucial opportunities in its higher education internationalization efforts.

First, international students gain many opportunities to interact with each other and learn intercultural skills for global citizenship while Japanese students much less so. As one foreign student said, "It's a very diverse environment because we all come from different countries. We can communicate different ways of thinking and share different ideas." Yet, most Japanese students are hesitant to interact with foreign students, missing the chance to learn intercultural skills. As the number of young Japanese going abroad to study has been on the decline in recent years (82,945 in 2004 to 60,138 in 2012), the contribution of foreign students to global education in Japanese colleges will be all the more important.

Second, diversity is instrumental in promoting innovation, and Japan should take advantage of the diversity that foreign students bring to its society. Much research demonstrates the positive effects of diversity on various academic and social outcomes (ability to form out-group friendship networks, increased cultural awareness, acquiring global citizenship skills, improving the campus climate, innovation, etc.). Facilitating diversity and recognizing their long-term effects for innovation and development should be a major goal of higher education in Japan.

Finally, foreign students can be valuable social capital for Japan, especially playing the role of transnational bridges between Japan and their home countries. Many come to Japan to learn about Japanese society and economy, with plans to become a bridge between Japan and their home countries after graduation. However, due to the lack of interpersonal interaction with Japanese students, foreign students often end up interacting primarily among themselves. Thus, they are also likely to bridge among themselves, rather than with Japanese, and that is a loss, given that Japan has invested so much in attracting foreign students.

Japan wants to make its top universities "super global," but they should first realize that this requires more than simply recruiting foreigners. What is most urgent is producing "global citizens" with inter-cultural skills and that can be achieved through the creation of a campus environment and culture that appreciates and respects diversity. It should also better appreciate the value of foreign students as transnational bridges with Japan.

To achieve such goals, Japanese universities need to establish institutional frameworks or programs to promote interaction between Japanese and foreign students. For example, they should offer more courses that both Japanese and foreign students can take together. Rather than just focusing on teaching Japanese languages and cultures to foreign students, Japanese students should be encouraged to take more courses in English and also those on other cultures and societies, ideally together with foreign students. These courses can instill values of cultural diversity in higher education in Japan. Japanese universities also need to ensure that structural segregation, either between programs, courses, dormitories and campuses, isn't an obstacle for promoting greater interaction between foreign and local students.

Our focus group interviews with Japanese students show that foreign and Japanese students misunderstand each other to a great extent. Foreign students are disappointed that not many Japanese are willing to approach them, but Japanese students are afraid to inconvenience their foreign visitors with their "poor" English. Foreign students are tired from guessing what their Japanese counterparts really feel and think, or their honne, but Japanese students think it is impolite to be too frank and direct even with other Japanese, let alone towards foreign students. To reduce these and other misgivings and gaps in cultural understanding, Japanese universities need to put in place more cross-cultural programs and opportunities for both sides to come into natural contact.

In short, internationalization efforts by Japanese universities should not stop at recruiting foreigners to their campuses. Rather, fostering a tolerant, inclusive university culture where foreigners are considered full, valued members should be considered an important step toward making Japanese universities truly international.

Stanford professor Gi-Wook Shin and Yonsei University professor Rennie J. Moon lead the research project, Diversity and Tolerance in Korea and Asia. This Nikkei Asian Review article was originally carried on July 16 and reposted with permission.

Joon Nak Choi will be the 2015-16 Koret Fellow in the Korea Program at Stanford University’s Walter H. Shorenstein Asia-Pacific Research Center (APARC), effective Jan. 1, 2016.

A sociologist by training, Choi is an assistant professor at Hong Kong University of Science and Technology. His research and teaching areas include economic development, social networks, organizational theory, and global and transnational sociology, within the Korean context.

Choi, a Stanford graduate, has worked jointly with Stanford professor Gi-Wook Shin to analyze the transnational bridges linking Asia and the United States. The research project explores how economic development links to foreign skilled workers and diaspora communities.

Most recently, Choi coauthored Global Talent: Skilled Labor as Social Capital in Korea with Shin, who is also the director of the Korea Program. From 2010-11, Choi developed the manuscript while he was a postdoctoral fellow at Shorenstein APARC.

Mark Granovetter, a professor and chair of Stanford’s sociology department, praised Choi for his work in academia.

“Joon Nak’s dissertation on social influences on hedge fund managers’ success broke important ground in our understanding of financial markets. His recent book Global Talent sheds critical new light on the challenges of Korea and other economies facing high-level labor shortages, and the potential of foreign workers to meet them. As the 2015-16 Koret Fellow, he will bring his considerable talents to bear on the study of Korean society,” Granovetter said.

During his fellowship, Choi will study the challenges of diversity in South Korea and teach a class for Stanford students. Choi’s research will buttress efforts to understand the shifting social and economic patterns in Korea, a now democratic nation seeking to join the ranks of the world’s most advanced countries.

Supported by the Koret Foundation, the fellowship brings leading professionals to Stanford to conduct research on contemporary Korean affairs with the broad aim of strengthening ties between the United States and Korea. The fellowship has expanded its focus to include social, cultural and educational issues in Korea, and aims to identify young promising scholars working on these areas.

“It will be my pleasure and honor to spend the next year at Shorenstein APARC, and have the opportunity to engage in the vibrant research community there," Choi said.

Choi holds a bachelor’s degree in economics, international relations and urban studies from Brown University, and a master’s degree and doctorate in sociology from Stanford University.

Appeared in Stanford Report, April 16, 2015

A pioneering textual analysis of French political speeches led by Stanford Professor of French Cécile Alduy reveals how Marine Le Pen, leader of France's surging far-right National Front, has made extremism palatable in a land of republican values.

French politician Marine Le Pen carried her father's right-wing fringe political party to first place in the country's latest elections for European Parliament.

Stanford scholar Cécile Alduy says Le Pen's success at the helm of France's right-wing National Front can be attributed to a combination of sophisticated rebranding and skillfully crafted moderate rhetoric that sells a conservative agenda that borders on extreme.

An associate professor of French at Stanford and a faculty affiliate of The Europe Center, Alduy conducted a qualitative and quantitative analysis of more than 500 speeches by Marine Le Pen and her father, Jean-Marie Le Pen, to find out what has made their party surge in the polls. 

Alduy's word-for-word analysis of National Front political speeches, published in the book Marine Le Pen prise aux mots: Décryptage du nouveau discours frontiste (Seuil, 2015) has become a flashpoint of political discourse in France.

The resulting research is the first study of Marine Le Pen's discourse, the first to compile a corpus of this magnitude of political speeches by a French political organization.

After sifting through the data and performing extensive close readings of the corpus, Alduy found that the stylistic polish of Marine Le Pen's language conceals ideological and mythological structures that have traditionally disturbed French voters. Her research reveals how radical views can be cloaked in soothing speech.

"Marine Le Pen's language is full of ambiguities, double meanings, silences and allusions," Alduy said.
 

This diagram shows the spatial lay out of Marine Le Pen's discursive universe. Using factorial analysis in Hyperbase, one can create a "map" of all the most used words and how they correlate to one another: the closer they are spatially, the stronger their correlation, or how often they appear together. Courtesy of Cécile Alduy

This diagram shows the spatial lay out of Marine Le Pen's discursive universe. Using factorial analysis in Hyperbase, one can create a "map" of all the most used words and how they correlate to one another: the closer they are spatially, the stronger their correlation, or how often they appear together. Image Courtesy of Cécile Alduy

But in terms of political agenda and ideological content, Alduy said the continuity between the younger and elder Le Pen is striking. "What is different is the words and phrases she uses to express the same agenda," Alduy said.

Alduy, whose research centers on the history and mythology of national and ethnic identities since the European Renaissance, conducted the research with the help of Stanford graduate and undergraduate students and with communication consultant Stéphane Wahnich.  Academic technology specialist Michael Widner of Stanford Libraries and the Division of Literatures, Cultures and Languages, provided technical expertise throughout and trained students in the art of indexing the database.

With a grant from Stanford's Vice Provost for Undergraduate Education, Alduy and her team transcribed and analyzed more than 500 speeches by Marine and Jean-Marie Le Pen dating from 1987 to 2013. 

Alduy's team used text analysis software such as Hyperbase or Voyant Tools to measure precisely how Marine's language differs from that of Jean-Marie.

They found, for example, that Marine Le Pen used the word "immigrants" 40 times in speeches, compared to 330 times for Jean-Marie, or 0.6 percent versus 1.9 percent, respectively. Instead, she used the more impersonal "immigration" or "migration policy" to discuss the issue and present this hot-topic issue as a matter of abstract economic policy rather than an ideological anti-immigration stance.

While Jean-Marie paired "immigrants" or "immigration" with words like "danger," "threat" or "loss," yielding phrases that scapegoat or even demonize France's large immigrant population, Marine used more technocratic pairings such as "protection," "cost," "euro" or "pay."

The effect, Alduy contended, is a repositioning of immigration from the racial and cultural problem Jean-Marie claimed it was to an economic one. Yet the actual policy agenda changed little from father to daughter, Alduy observed.

New language, same story

Jean-Marie Le Pen founded the National Front in 1972 to unite under the same political banner several extremist groups, from royalists to conservative Catholics nostalgic of the Vichy régime and the colonial Empire.

Since 1987 and his polemical statement about the Holocaust being a "detail" in the history of World War II, Jean-Marie has employed shock value to get media coverage. When asked about his daughter's new "normalization" strategy, which smoothes out the old xenophobic rhetoric in favor of a mainstream lingua, he routinely declares: "Nobody cares about a nice National Front."

But the party polled in the low double digits until Marine Le Pen took the helm in 2011. As she rose in the polls, Alduy began studying her speeches to understand what powered the politician's steady ascent.

In May 2014, Le Pen's National Front stunned the French political establishment by pulling 25 percent of the vote in European parliamentary elections, becoming the top French vote-getter in a multiparty system. President François Hollande's Socialists came in third. Last month, the party equaled that percentage in elections for local councilors. Such results make Marine Le Pen a credible contender for France's presidency as the country looks ahead to its 2017 presidential cycle.

To demonstrate how Marine Le Pen's language presents formerly unpopular ideas in a new light, Alduy pointed to the party's policy of préférence nationale (national preference,) the cornerstone of its platform since the late 1970s. This policy would give priority for jobs, social services and benefits to French citizens, and would strip from children of legally resident noncitizens the family benefits now available to all children in France.

As touted by Jean-Marie Le Pen, however, Alduy noted, "The phrase préférence nationale has negative connotations in the French mind."

"'Preference' sounds arbitrary, potentially unfair, and goes against the republican principle of equality in the eye of the law," Alduy noted. "So Marine Le Pen has renamed this measure priorité nationale (national priority) or even sometimes patriotisme social (social patriotism). Both new phrases sound positive and don't evoke discrimination as the former did.

"'Priority' evokes action, responsibility, leadership – all the qualities one would like an effective chief executive to embody," Alduy said. "Patriotism is a noncontroversial word that can rally across the political spectrum. Who wants to be called anti-patriotic by opposing 'social patriotism'? Yet both phrases refer to exactly the same measures."

In the same vein, Alduy observed, Marine Le Pen eschews the word "race" while her father stated unequivocally "races are unequal."

"Instead," Alduy said, "Marine Le Pen explains that 'cultures,' 'civilizations' and 'nations' have a right to remain separate and different, or else risk disappearing, overwhelmed by hordes of outsiders with a different, incompatible culture.

"The word 'race' has disappeared, but the same peoples are the target of this fear of the other."

Listening between the lines

Alduy's findings hint at ways voters everywhere can critically evaluate political thought and make sound political decisions in times of stress.

She observed that other far-right European movements, such as Geert Wilders' Party for Freedom in the Netherlands, have similarly rebranded themselves to expand their base.

"Like the National Front, the Party for Freedom now adopts the posture of a champion of Western liberal values and the defense of 'minorities' – gays and women – against the alleged homophobia and misogyny of Islam," Alduy said. "Yet the Party for Freedom is a typical xenophobic, far-right, anti-immigration, anti-Europe party in every other respect.

"I hope that people will start to pay attention to the meaning of words in political speeches and in the media."

In 2015-16, Alduy said, she hopes to convey to students the nuances of political code words such as laïcité (secularism), "the Republic" or "immigration" in a Stanford course titled How to Think About the Charlie Hebdo Attacks: Political, Social and Literary Contexts.

"We all have to be careful and listen to what is left between the lines," Alduy said.

"When we hear someone speak about equality or democracy, we have to pay attention not just to what we want to hear, or to what we assume these words mean, but to decipher what they mean in the context of this speaker's worldview.

"The positive or negative connotations of certain words can mislead us to think that we share the same definition of them with the politicians that use them to gain our vote."

Marine Le Pen prise aux mots is currently available only in French.  Analyses and graphs taken from the book are available in English on the website www.decodingmarinelepen.stanford.edu.

Media Contact

Corrie Goldman, director of humanities communication: (650) 724-8156, corrieg@stanford.edu

Dan Stober, Stanford News Service: (650) 721-6965, dstober@stanford.edu

In collaboration with the Center for Latin American Studies (CLAS) at Stanford University, SPICE hosted a professional development seminar for elementary school teachers that focused on strategies to incorporate Latin American and Latino children’s literature into the K–5 classroom.

On February 6, 2015, 32 teachers from across the Bay Area gathered at Stanford University to listen to guest lectures, participate in curriculum demonstrations, and collaboratively explore issues related to immigration and identity.

The workshop commenced with a presentation by children’s book author and illustrator Duncan Tonatiuh, whose most recent book, Pancho Rabbit and the Coyote: A Migrant’s Tale, was a 2014 recipient of the Americas Book Award. The Americas Book Award was founded in 1993 by the Consortium of Latin American Studies Programs (CLASP) to encourage and commend authors, illustrators, and publishers who produce quality children’s and young adult books that portray Latin America, the Caribbean, or Latinos in the United States.

Mr. Tonatiuh shared the inspiration for Pancho Rabbit and the Coyote, which tells the story of a young rabbit’s journey from Mexico to the United States in search of his father. According to Mr. Tonatiuh, the book can be read as an allegory of the experiences that undocumented immigrants endure in order to reach the United States. During his talk, Mr. Tonatiuh played a short video created by an elementary school teacher in which students shared their own immigration stories in response to the book. The moving video was a reminder of the importance immigration issues have in many students’ lives. Each teacher at the workshop received a copy of Mr. Tonatiuh’s book.

Tomás Jiménez, Associate Professor of Sociology and Director of Chicana/o-Latina/o Studies at Stanford University, followed Mr. Tonatiuh’s talk with a lecture on the recent history of immigration to the United States. Professor Jiménez’s educative overview of the economic, social, and political forces that have led to the current state of immigration in the United States perfectly complemented the personal stories shared earlier by Mr. Tonatiuh.

In the afternoon, Keira Philipp-Schnure, Supervisor of Community Education Programs, and Katrina Dillon, Project Assistant, at the Latin American and Iberian Institute at University of New Mexico, shared an educator’s guide for Pancho Rabbit and the Coyote. The educator’s guide offers a plethora of lessons and activities that teachers can use when teaching the book.

As a final activity, workshop participants assembled in small groups to discuss the content and pedagogical strategies that had been shared at the workshop. Jonas Edman, Curriculum Writer at SPICE, facilitated the activity in which teachers offered their own ideas for lesson plans and activities to go along with Mr. Tonatiuh’s book.

In her closing remarks, Elizabeth Saenz-Ackermann, Associate Director at CLAS, expressed heartfelt gratitude to the teachers for their participation in the workshop and for their commitment to incorporating Latin American and Latino themes and topics into their teaching.