SPICE is now accepting applications for the 2019 East Asia Summer Institute for High School Teachers. This free three-day institute is SPICE’s premier professional development opportunity for teachers, combining Stanford’s deep content expertise with SPICE’s award-winning lesson plans.

SPICE/NCTA East Asia Summer Institute for High School Teachers
July 8–10, 2019
Stanford University
Application deadline: May 6, 2019

High school teachers of social studies and language arts are especially encouraged to apply.

Participants will learn from Stanford faculty and other experts about the geography, cultures, politics, economics, history, and literature of East Asia, including a special focus on U.S.–Asia relations and the Asian diaspora in the United States. Teachers will also engage in pedagogy-focused discussions and receive training on several SPICE lesson plans on East Asia, in order to help them translate their new content knowledge to the classroom. Teachers who complete the professional development seminar will be eligible for a $250 stipend and three units of credit from Stanford Continuing Studies, and they will leave Stanford with several extensive SPICE curriculum units in hand.

This professional development opportunity will focus largely on China, Japan, and Korea. For example, last year’s speakers included Kathleen Stephens (former U.S. Ambassador to the Republic of Korea), Peter Duus (renowned Stanford scholar of modern Japan), and Clayton Dube (Director of the USC U.S.-China Institute). The institute also featured speakers like author Chun Yu (who grew up in China’s Cultural Revolution) and Joseph Yasutake (who grew up in a Japanese American internment camp), whose rich personal stories brought history to life. SPICE staff led complementary interactive curriculum training sessions on China’s economic development, the atomic bombing of Hiroshima, South Korean pop culture, and East Asia’s “history wars.”

“Every speaker added a new perspective to historical and contemporary events,” remarked participant Kimberly Gavin. “[The] lectures enriched my knowledge base of topics, curriculum demonstrations gave me ideas for effective lessons in the classroom, small group discussions led to rich conversations about primary and secondary sources, and teacher sharing introduced me to new websites. There wasn’t anything that was done that wasn’t valuable to me… I told my administrator yesterday that this was the best conference I have been to as a teacher.”

More information is available at https://spice.fsi.stanford.edu/fellowships/ncta_for_high_school_teachers. Interested high school teachers can apply directly at https://forms.gle/Jd3PP8EowXyPkAyX9. The application deadline is May 6.

The 2019 East Asia Summer Institute for High School Teachers at Stanford University is made possible by the National Consortium for Teaching about Asia.

Stay informed of SPICE news by joining our email list or following us on Facebook and Twitter.

• The Freeman Foundation: Supporting the National Consortium for Teaching about Asia for 20 Years
• Institute highlights the teaching of Asia and the Asian-American experience

Scholars Corner is an ongoing SPICE initiative to share FSI’s cutting-edge social science research with high school and college classrooms nationwide and international schools abroad.

This Scholars Corner video features New York Times bestselling author Francis Fukuyama discussing the recent rise of identity politics, both in the United States and around the world. “In the 20th century we had a politics that was organized around an economic axis, primarily. You had a left that worried about inequality…and you had a right that was in favor of the greatest amount of freedom,” summarizes Fukuyama. “[N]ow we are seeing a shift in many countries away from this focus on economic issues to a polarization based on identity.”

According to Fukuyama, this shift in politics is reflected in such domestic social movements as Black Lives Matter and #MeToo, as well as in international movements like the Catalan independence movement, white nationalism, and even the Islamic State.

To hear more of Dr. Fukuyama’s analysis, view the video here: “The Rise and Implications of Identity Politics.” For other Scholars Corner episodes, visit our Scholars Corner webpage. Past videos have covered topics such as cybersecurity, immigration and integration, and climate change.

"Identity" hardcover book by Francis Fukuyama

Francis Fukuyama is a Senior Fellow at FSI and the Mosbacher Director of the Center on Democracy, Development, and the Rule of Law. This video is based on his recent book Identity: The Demand for Dignity and the Politics of Resentment, which was recognized as The Times (UK) Best Books of 2018, Politics, and Financial Times Best Books of 2018.

Stay informed of SPICE news by joining our email list or following us on Facebook and Twitter.

---

Related article:

• Learning from experts

 

The House Permanent Select Committee on Intelligence held a public hearing on Thursday, March 28, 2019, as part of its investigation into Russian influence during and after the 2016 election campaign.

The hearing, "Putin’s Playbook: The Kremlin’s Use of Oligarchs, Money and Intelligence in 2016 and Beyond” included testimony by Michael McFaul, former U.S. Ambassador to Russia and Director of the Freeman Spogli Institute at Stanford University.

Download Complete Testimony (PDF 263 KB)

EXCERPT

To contain and thwart the malicious effects of “Putinism,” the United States government and the American people must first understand the nature of the threat. This testimony focuses onthe nexus of political and economic power within Russia under Putin’s leadership, and how these domestic practices can be used abroad to advance Putin’s foreign policy agenda. Moreover, it is important to underscore that crony capitalism, property rights provided by the state, bribery, and corruption constitute only a few of many different mechanisms used by Putin in his domestic authority and foreign policy abroad.

This testimony proceeds in three parts. Section I describes the evolution of Putin’s system of government at home, focusing in particular on the relationship between the state and big business. Section II illustrates how Putin seeks to export his ideas and practices abroad. Section III focuses on Putin’s specific foreign policy objective of lifting sanctions on Russian individuals and companies.

Watch the C-SPAN recording of the testimony. 

Media Contact: Ari Chasnoff, Assistant Director for Communications, 650-725-2371, chasnoff@stanford.edu

Three years into the Trump administration, “the United States and the People’s Republic of China find their bilateral relationship at a dangerous crossroads,” write Orville Schell of the Asia Society and Susan Shirk of the University of California San Diego (UCSD), co-chairs of the Task Force on U.S.-China Policy, at the opening of a recently published report, Course Correction: Toward an Effective and Sustainable China Policy. The report features the second set of findings issued by the Task Force, a group comprising China specialists from around the United States, which is convened by Asia Society’s Center on U.S.-China Relations and UCSD’s 21st Century China Center and which includes Karl Eikenberry, director of APARC’s U.S.-Asia Security Initiative.

In its first report, issued in 2017, the Task Force identified the fundamental interests of the United States in its relationship with China. Since then, more stresses and strains have beset the bilateral relations between the two countries. But while “Beijing’s recent policies under Xi Jinping’s leadership are primarily driving this negative dynamic” and the “Trump administration is justified in pushing back harder against China’s actions, note Schell and Shirk, “pushback alone isn’t a strategy. It must be accompanied by the articulation of specific goals and how they can be achieved.” The new report propose a strategy to that end, which the Task Force calls “smart competition.”

APARC caught up with Ambassador Eikenberry to learn more about the report and its recommendations.

Note: the following has been edited for clarity.

How does the February 2019 report by the Task Force on U.S.-China Policy differ from its 2017 report? 

Since our Task Force’s first report was published in February 2017, the Trump Administration’s China policy has developed significantly, its defining characteristics being demonstrated in trade and economic policy and in security strategy. Our new Task Force study takes stock of the current state of U.S.-China relations and focuses on policy analysis and policy prescription. It seems clear that President Trump’s shift from a strategy of engagement to one of more explicit competition was overdue. This report suggests the best organizing principles for the management of what will likely be an increasingly competitive U.S.-China relationship in the coming years.

How does this report frame Sino-American relations?

The report underscores the fact that this is not a zero-sum game. Emphasis is placed on finding ways and means to cooperate with China when mutually advantageous—and there are many issue areas where this is or might be possible, such as climate change and denuclearization of the Korean Peninsula. But the report also makes clear that in the domains of economic exchange, security, and political values—such as individual freedom and the primacy of the rule of law—America needs to work with like-minded allies and partners to ensure the global system that has benefitted all for over seven decades is not overturned by those seeking unilateral advantage.

Several of the report’s Task Force members were also involved in the recent China report from the Hoover Institution, Chinese Influence and American Interests: Promoting Constructive Vigilance. Where do you think these two publications intersect and part ways?

There was some overlap among the contributors to the two reports—full disclosure, I had the opportunity to participate in both projects. I think the studies are actually complementary—the portion of Course Correction devoted to PRC overseas influence activities drew upon the findings published in Chinese Influence and American Interests.

What development is of greatest concern to you as you think about the future of Sino-American relations?

I’m most concerned about the blurring of the management of economic exchange (trade and investment issues) and security competition (which includes maintaining a technological advantage over one’s competitors). The proliferation of technologies with military applications is complicating efforts of those trying to maintain robust economic relations between China and the United States. If our economies decouple, we will have a new Cold War

On January 18, 2019, Stanford Global Studies and the Stanford Program on International and Cross-Cultural Education (SPICE) hosted a book talk by Professor Michael McFaul. McFaul served for five years in the Obama administration, first as Special Assistant to the President and Senior Director for Russian and Eurasian Affairs at the National Security Council (2009–2012), and then as U.S. Ambassador to the Russian Federation (2012–2014). He is also one of several contributing scholars to Inside the Kremlin, SPICE’s lesson plan on Soviet and Russian history. McFaul’s talk was given to approximately 30 community college and secondary school educators from the San Francisco Bay Area. Three of the educators—Nancy Willet, Phillip Tran, Don Uy-Barreta—are 2018–19 Stanford Education Partnership for Internationalizing Curriculum (EPIC) Fellows, and this article highlights their reflections.

Ambassador McFaul has described From Cold War to Hot Peace as “three books in one.” First, it is a book that explains the arc of U.S.–Russia relations since the end of the Cold War. Second, it a book that describes the “reset” in U.S.–Russia relations and its aftermath during the Obama presidency. Third, it is a book about McFaul’s life that describes how his involvement with the debate team at Bozeman High School, Montana, sparked his interest in Russia and led to his subsequent study of Russia at Stanford University, Oxford University, and in Russia itself. During his talk, he touched upon all three.

McFaul’s reflections not only provided the educators with important content on U.S.–Russia relations and insights from his youth to his ambassadorship, but also prompted the educators to consider effective teaching and pedagogical strategies. McFaul’s use of storytelling, presentation of multiple perspectives, emphasis on interdisciplinarity, and sharing of first-hand accounts gave the educators a glimpse into McFaul not only as an academic and diplomat but as a teacher.

EPIC Fellow Nancy Willet, Co-chair of the Business & Information Systems Department, College of Marin, noted, “I was most impressed with Ambassador McFaul’s engaging storytelling. His first-hand insights of his time spent studying and working in Russia challenged some of my misguided assumptions and helped expand my understanding of the complexities of U.S.–Russia relations. I grew up during the Cold War and the Ambassador disrupted some of my deep-rooted misconceptions about the former Soviet Union and further opened my mind for a more nuanced understanding.” In a follow-up communication, Willet said that she is devouring From Cold War to Hot Peace and plans to share McFaul’s scholarly insights with her law students—particularly when discussing democracy and rule of law—here and abroad.

EPIC Fellow Philip Tran, Instructor of Business, San Jose City College, remarked that “Ambassador McFaul’s talk reinforced the complicated notion of human relations and the importance of an interdisciplinary study of it—including political science, business, economics, etc. Interdisciplinarity is a key to grasping a better understanding of human relations.” He continued by noting that the biggest take-away from McFaul’s talk was that it cautioned him as a teacher to “refrain from the natural ‘knee-jerk’ reactions and to seek a deeper understanding of the situation from all sides…. Even though Ambassador McFaul is a subject matter expert on U.S.–Russian relations, he displayed humility and acceptance of ambiguity in his responses to some of the toughest questions regarding the U.S. relationship with Russia and Vladimir Putin.”

EPIC Fellow Don Uy-Barreta, Instructor of Economics, De Anza College, reflected upon the significance of sharing first-hand experiences with students. He noted that “Reading about Ambassador McFaul’s experience is very informative, but being able to ask questions and hearing it from the source is a whole different level of experience. As he was telling us about his days in Russia, it felt like I was right next to him, and it gave me goosebumps.” Uy-Barreta found inspiration in McFaul’s talk as he prepares for his presentation on global economics at the EPIC Symposium on May 18, 2019 during which the 2018–19 EPIC Fellows will present their research at Stanford.

McFaul has given numerous talks on From Cold War to Hot Peace but this was the first geared to an audience of educators. As I observed his talk, I was primarily attentive to the pedagogical strategies that he utilized to engage the educators. For me, his effective teaching made the history and insights in From Cold War to Hot Peace come alive and feel more like “four books in one.”

This book talk was made possible by a U.S. Department of Education Title VI grant that provides professional development opportunities for K–12 teachers and community college instructors. Among these opportunities is EPIC, a program that provides one-year fellowships to community college instructors. Title VI grant collaborators include Stanford Global Studies (SGS), SPICE, Lacuna Stories, and the Stanford Graduate School of Education’s Center to Support Excellence in Teaching. SGS’s Denise Geraci and SPICE’s Jonas Edman organized and facilitated the talk by Ambassador McFaul.

SPICE also offers professional development opportunities for middle school teachers and high school teachers. To stay informed of SPICE news, join our email list or follow us on Facebook and Twitter.