Congratulations to the 10 members of the Class of 2011 CISAC Honors Program in International Security Studies. The students were honored at a June 10 ceremony for their successful participation in the interdisciplinary program and for their contributions to the field of international security research.

The Stanford seniors join 114 others who have graduated from the program since its inception in 2000. This year's program was co-directed by Coit D. Blacker and Martha Crenshaw, with assistance from teaching assistant Michael Sulmeyer.

In alphabetical order, the students, their majors, and their thesis titles are:

Devin Banerjee

Management Science and Engineering

India's Red Stain: Explaining the Indian Government's Ineffective Response to the Maoist-Naxalite Insurgency Since 1967.

Peter Davis

International Relations

The Non-Aligned Movement: A Struggle for Global Relevance

Anand Habib

Biology

The Demise and Rise of Governance in Health Systems: A Path Forward

RJ Halperin

Political Science

The U.S. and the Origins of the Pakistani Nuclear Weapons Program: National Interests, Proliferation Pessimism, and Executive-Legislative Politics

Akhil Iyer

International Relations, Minor in Arabic

The Establishment of the U.S. Africa Command: Form, Function, and the Process of Agency Formation

Astasia Myers

Political Science and International Relations, Minor in Economics

IAEA Enforcement of Nuclear Nonproliferation Violators: Are Some Animals More Equal than Others?

Jimmy Ruck

History

Crouching Tiger Hidden Dragon? Evolving Civil Military-Relations in China

Varun Sivaram

Engineering Physics and International Relations

Sunny Side Up: Characterizing the U.S. Military's Approach to Solar Energy Policy

* Recipient of the William J. Perry Award

Jaclyn Tandler

International Relations

Let Them Eat Yellow Cake: Understanding the History of France's Sensitive Nuclear Export Policy

*Recipient of the Firestone Medal

Shine Zaw-Aung

International Relations, Minor in Energy Engineering

The Third Horseman: On Famines and Governments

NEWS RELEASE

April 27, 2011

Contact:

Marie-Pierre Ulloa

Executive Officer for International Programs, Stanford Humanities Center,

(650) 724 8106, mpulloa@stanford.edu

International Scholars in Residence at the Humanities Center 2011-2012

Distinguished scholars from Australia, Hong Kong - Ghana, Spain, the United Kingdom and France chosen as joint Stanford Humanities Center/FSI international visitors.

The Stanford Humanities Center and the Freeman Spogli Institute for International Studies (FSI) are pleased to announce that four international scholars have been chosen to come to Stanford in 2011-12 as part of a jointly sponsored international program entering its third year. Nominated by Stanford departments and research centers, the international scholars will be on campus for four-week residencies. They will have offices at the Humanities Center and will be affiliated with their nominating unit, the Humanities Center, and FSI.

A major purpose of the residencies is to bring high-profile international scholars into the intellectual life of the university, targeting scholars whose research and writing engage with the missions of both the Humanities Center and FSI.

The following six scholars have chosen to be in residence during the 2011-2012 academic year:

• Adams Bodomo (October-November 2011) is the Chair of the Department of Linguistics in the School of Humanities at the University of Hong Kong and the Director of the University’s African Studies Program. A linguist hailing from Ghana, his primary expertise resides in the structure of West-African languages (Akan, Dagaare). He has recently undertaken research on the African diaspora in Asia, as well as conducted fieldwork on Zhuang, a minority language in China. He was nominated by the Department of Linguistics.

• Mario Carretero (January 2012) is a Professor of Psychology at Autonoma University of Madrid, and one of the most prominent leaders studying how young people develop historical consciousness and how they understand history. His work has been at the forefront of the “history wars” since the 1990s over what and who should determine the curriculum on the Spanish-speaking world. Carretero’s research, unlike scholars who explore such issues by dissecting textbooks, is unique in its commitment to fieldwork - conducting interviews with adolescents and observing them in real life situations to understand the dynamics of cultural transmission and resistance. He was nominated by the School of Education.

• Catherine Gousseff (February 2012) is a world-renowned leading figure in East-Central European history, politics and society of the twentieth Century, as well as of the former Soviet Union. A researcher at the French CNRS (Centre National de la Recherche Scientifique) she is currently affiliated with the Marc Bloch Center in Berlin. While at Stanford, she will share insights into her new research project on collective memories of displacements, diaspora politics in wartime and post-war eras, notably the Polish-Ukrainian population exchange (1944-1950). She was nominated by the Europe Center.

• James Laidlaw (April 2012) is an anthropologist at Cambridge University. Professor Laidlaw is deeply engaged in fieldwork in Asia, researching the Buddhist ethics of self-cultivation, looking at how the traditional means by which Buddhists practice self-cultivation –asceticism, meditation- are undergoing a massive restructuring. Practices once reserved for male monks are now being adopted by women and laity. James Laidlaw has edited seven books, the two latest ones on the cognitive approaches to religion, exploring them from an ethnographic perspective. He is also an expert on Jainism, a tradition of monastic renunciation like Buddhism that is also the religion of choice of a larger lay population. He was nominated by the Department of Anthropology.

•    Monica Quijada (October-November 2011) is a public intellectual and historian of Spain and Latin America at the Consejo Superior de Investigaciones Cientificas (CSIC) in Madrid. Her engagement with the UN in Argentina (working with refugees) and her directorship of the investigation carried out in the late 1990s regarding Nazi activities during the Second World War and in post-war Argentina shows her commitment to the public space. She has written extensively on dictatorship, populism, and war and their effect on the public sphere in Argentina and Spain as well as on the relationship between nineteenth-century Latin American states and their indigenous populations. She was nominated by the History Department and the Center for Latin American Studies.

•    Patrick Wolfe (May-June 2012) is a historian at La Trobe University in Melbourne, Australia. He is a premier historian of settler colonialism, currently working on a comparative transnational history of settler-colonial discourses of race in Australia, Brazil, the United States, and Israel/Palestine. While at Stanford, he will give lectures based on his core work on Australia and also on his forthcoming book Settler Colonialism and the American West, 1865-1904 (Princeton University Press). He was nominated by the Bill Lane Center for the American West.

While at Stanford, the scholars will offer informal seminars and public lectures and will also be available for consultations with interested faculty and students. For additional information, please contact Marie-Pierre Ulloa, mpulloa@stanford.edu.

Relevant URLs:

Stanford Humanities Center

http://shc.stanford.edu/

Freeman Spogli Institute for International Studies

http://fsi.stanford.edu/

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, SPICE’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 SPICE 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 SPICE 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 SPICE Director Gary Mukai. “This grew into a REAP-SPICE 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 SPICE’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 Stanford University 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 SPICE 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.

China is the world's fastest-growing and second-largest economy, but it's the country's poverty that keeps Scott Rozelle coming back. As co-director of Stanford's Rural Education Action Project, Rozelle is looking for ways to give those struggling in the country's most remote areas the chance to make a living in the booming cities. For the past three summers, Rozelle has led what he calls a "mobile board meeting" of REAP's researchers, collaborators and donors, who get a chance to review some of the group's projects and think up new ones. This year, the entourage will take a look at REAP's work to eradicate childhood anemia and intestinal worms, improve the vision of school-age children and introduce computer-assisted learning in rural schools. The field trip will cover some of the country's poorest areas in the Guizhou, Gansu and Qinghai provinces. Adam Gorlick of the Stanford News Service is with the group and will file periodic reports of their travels.

ZHIJIN, CHINA – The road into Zhijin County twists through steep, rounded mountains towering over terraced fields of corn, potatoes and rice in China's southwestern province of Guizhou.

The road itself is relatively new. Likely built within the past decade, it's part of the government's efforts to invest in rural infrastructure – a plan meant to lift the most remote parts of China from poverty and help move its youngest generations from the countryside into the cities that are fueling this nation's economic boom.

Just over half of China's population now lives in rural areas. But if the country's growth continues at its current rate, almost 85 percent of its people will be living in cities by 2030. And only 5 percent will be working in agriculture.

"Hopefully, nobody is living here in 40 years," Scott Rozelle said as a bus carrying him and about 20 people affiliated with Stanford's Rural Education Action Project winds along the lush limestone mountains toward Zhijin. "There might be a bed-and-breakfast or two, but the idea is that the kids living here now won't be around to plant this land."

But making sure the kids find economic success in the cities will take more than building a road that leads them there. Without a decent education, they don't stand a chance at competing in the bustle of cities like Beijing and Shanghai. And without good health and nutrition, they're at risk of falling even further behind.

Research conducted by REAP in Guizhou Province and neighboring Sichuan shows that about 35 percent of children in these poor provinces are suffering from intestinal worms. That number shoots up to 80 percent in some of Guizhou's villages.

Chinese officials called REAP's findings "shocking" when they received the data in December. Days later, the government earmarked about $10 million for China's Center for Disease Control and Prevention (CDC) to design a worm eradication project.

Rozelle has been interested in China since he learned the language as a child. He and and the REAP team are working with the CDC to evaluate the best way to fight worm infestations.

After meeting with CDC officials in Shanghai, the group made the 12-hour trip by plane and bus to Zhijin. The county seat is a small city where a hospital doctor who met with the researchers made the horribly wrong guess that only 1 percent of the county's children have intestinal worms and a local mayor said there's no government mandate – and therefore no real stimulus – to fight worms.

Next, the team will fan out to neighboring villages to interview parents and children who participated in last year's study. Hearing their stories will give the researchers a better idea of how to design the tests needed to determine the most effective way to fight the infections and ensure that rural children will have a good shot at making it in the cities that Rozelle – and China's future – are pushing them toward.