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At first, I almost didn’t apply to the Reischauer Scholars Program (RSP). As someone with primarily Eastern European heritage, I doubted that I had a unique perspective to add to a coalition of students dedicated to learning more about Japan’s rich culture, economics, history, and society. In my mind, my personal experience couldn’t have been further from the course’s content. However, as a recent graduate of the RSP, my experience has completely shattered my previous misconceptions. Stanford’s RSP isn’t just an online program that gives students a comprehensive, in-depth view of Japan—it brings together a community of academically and socially diverse individuals from across the United States, along with their manifold perspectives, to build future leaders in the U.S.–Japan relationship. 

My path to the RSP began in Model United Nations (MUN) and my tenth-grade world history class that encouraged me to delve deeper into the political and ideological theories that govern and shape our society. Japan was a major focus for multiple of my MUN conferences, where I descended into multiple Wikipedia rabbit-holes on a wide range of topics, from Japan’s stance on sustainable development to socio-political effects on Japanese gender equality quotas. Furthermore, throughout my dual enrollment in a MicroMasters program in international jurisprudence and a course on East Asian culture and law, I learned more about the intricacies of Japan’s Eurocentric depiction in the geo-political sphere. In the international law resources I was exposed to, Japan was often portrayed as “lawless,” while the Western legal system was presented as the “key” to maintaining a proper rule of law in East Asia. Through the latter course which focused on the intersection between Japanese culture and law, Japanese law was accurately shown as an extension of the rich Japanese culture I had learned about in my history classes; in this regard, each cultural facet needed to be taken into account with the legal theory of the state. Since then, I’ve been hooked on understanding the role of implicit motives in shaping international policy and cultural precedent in jurisprudence. At the RSP, I have been able to pursue my passions alongside like-minded peers.

From the first week of the RSP, the diversity of students was evident. Each of my fellow peers offered their own outlook on topics ranging from “Religions in Japan” to “The Power of Popular Culture.” Across online forums and virtual classrooms, complex concepts were thoroughly discussed through witty back-and-forth banter, new ideas were buttressed by comprehensive research, and interconnected themes were explored via collaboration. The RSP’s inclusive and dynamic environment was one of my favorite aspects of the program. Weekly Zoom meetings with our instructor, Ms. Naomi Funahashi, and my peers allowed me to grasp unfamiliar concepts and take a deep dive into the things I didn’t previously know through active engagement. Moreover, at each virtual classroom, we had the opportunity to meet government officials, business leaders, and scholars at the forefront of U.S.–Japan relations. Each speaker’s ideas will forever retain importance to my understanding of the Japanese American experience, which remains equally relevant in the modern day.

The RSP’s commitment to educating the future leaders of the U.S.–Japan relationship is shown in its culmination. Near the final months of the 20-week RSP, students are given the opportunity to explore a topic of their choosing related to Japan or the U.S.–Japan dynamic. In my final paper, titled “The Rite of Rights: An Examination of Socio-Cultural Precedent in Japanese Law,” I coalesced my RSP education with my interest in international and Japanese jurisprudence. Even after its conclusion, the RSP continues the discussion on U.S.–Japan relations for the years to come by compiling and sharing all the research papers written within that year’s program. 

Ultimately, I am grateful to the Reischauer Scholars Program for creating a mosaic of different experiences and cultures by bringing together my peers. Throughout my involvement in the RSP, I have strengthened my belief in the cross-cultural intersections that bind us all together. It is through these bonds, along with empathy and compassion, that the RSP helps students weave themselves into the U.S.–Japan international tapestry, shaping the world. 

The next session of the Reischauer Scholars Program will run from February to June 2022. The application will open September 6, 2021.

On March 18, 2021, the California Department of Education adopted the Ethnic Studies Model Curriculum. of the Model Curriculum includes a section on “Native American Studies.” During a June 18, 2021 webinar, three Native and Indigenous scholars reflected on some of the key themes noted in the section and commented on the state of ethnic studies in their regions. The educators were:

• Dr. Harold Begay, Superintendent of Schools, Navajo Nation
• Dr. Sachi Edwards, Faculty Member, Soka University in Tokyo, Japan
• Dr. Ronda Māpuana Fuji Shizuko Hayashi-Simpliciano, Vice Principal, Ke Kula Kaiapuni ʻo Ānuenue, Honolulu, Hawaiʻi
   

Kasumi Yamashita served as the moderator of the panel. The webinar was divided into three sections: (1) personal stories about the scholars’ Native and Indigenous identities and cultural backgrounds; (2) understandings of ethnic studies in the continental United States, Hawaiʻi, and Japan; and (3) insights and take-aways for K–12 educators to create more diverse, equitable, and inclusive learning environments for students.

In section one, the scholars commented on various factors that contributed to the formation of their identities. These factors ranged from being raised biculturally in the Navajo Nation bound by his traditional Dine’ (Navajo) culture and mainstream Western education in the United States (Begay); to ancestral ties to Ainu Moshir or Moshiri (“Land of the Ainu,” northern region of Honshu, Hokkaido, Kuril Islands, Sakhalin, and southern Kamchatka Peninsula) as well as Hawaiʻi (Hayashi-Simpliciano); and to being a fourth-generation settler in Hawaiʻi with ancestral ties to Japan, but not learning of her Ainu heritage until adulthood (Edwards).

In section two, the scholars placed importance upon epistemology when considering the field of ethnic studies and teaching in general. Begay also emphasized ontology in the Dine’ philosophy, which has shaped his teaching. Hayashi-Simpliciano underscored the importance of teacher education and professional development in preparing educators to be welcoming of various cultural identities in their classrooms. Edwards noted that in Japan ethnic diversity is primarily viewed through the presence of people from other countries, with the assumption that Japanese are ethnically homogeneous, which has shaped the teaching of ethnic diversity in Japan.

In section three, the scholars provided numerous insights and take-aways for K–12 educators. Begay noted that in their teaching, Navajo Nation educators keep the four sacred mountains in mind. Hayashi-Simpliciano reflected that in her Hawaiian language immersion school, the educators are not “doing ethnic studies” but rather “doing heritage restoration.” Edwards argued that Indigenous studies—whether in Japan, Hawaiʻi, or the U.S. mainland—should not be taught just in ethnic studies or relegated to a specific subject; rather Indigenous studies should be interwoven with all subjects.

Educators may find the webinar recording to be useful in their classrooms and may want to use some of the questions and topics provided .

Following the webinar, many teachers from across the United States commented that the topics that were shared are relevant not only to teachers in California but also to those in other states as well. Reflecting on the webinar, , Outreach & Academic Coordinator at Stanford Global Studies, stated, “I found the speakers very engaging and learned a lot from their inspiring insights on the linkages between their lived experiences, Indigenous ontologies and epistemologies, and ways of foregrounding diversity, equity, and inclusion in educational practice. I especially appreciated their wisdom on ways of honoring the cultural heritage of students so that classrooms—and, by extension, schools—can be safe spaces for self-expression, healing, and learning, and the importance of integrating Indigenous knowledge across diverse fields of study.” 91�Թ� encourages educators to review the resources recommended below.

This webinar was a joint collaboration between the (NCTA), the , and 91�Թ�.
 

—Additional Resources—
The following resources were recommended by the scholars.

[website]
[article]
[article by Dr. Sachi Edwards]

Navajo Nation
[bio]
[video]
[book chapter by Harold Begay and C.J. Maker]

Native Hawaiian
[website]
[website]
[article]

Ainu in Diaspora
[videos including talks by Dr. Hayashi-Simpliciano and Dr. Edwards]
[dissertation by Dr. Ronda Māpuana Shizuko Hayashi-Simpliciano]
[book]
[book]

Ainu (Japan)
[website]
[book]
[video]

The following is Part 5 of a multiple-part series. To read previous installments in this series, please visit the following articles: Part 1, Part 2, Part 3, Part 4.

On December 8, 2020, January 19, 2021, March 16, 2021, and May 18, 2021, 91�Թ� posted four articles that highlight reflections from 33 students on the question, “What does it mean to be an American?” Part 5 features eight additional reflections.

The free educational website “” offers six lessons on immigration, civic engagement, leadership, civil liberties & equity, justice & reconciliation, and U.S.–Japan relations. The lessons encourage critical thinking through class activities and discussions. On March 24, 2021, 91�Թ�’s Rylan Sekiguchi was honored by the Association for Asian Studies for his authorship of the lessons that are featured on the website, which was developed by the Mineta Legacy Project in partnership with 91�Թ�.

Since the website launched in September 2020, 91�Թ� has invited students to review and share their reflections on the lessons. Below are the reflections of eight students. The reflections below do not necessarily reflect those of the 91�Թ� staff.

Giyonna Bowens, Texas
Growing up as a military brat, with my father being a retired sergeant major (SGM) of 30 years, I realized that there is so much to explore in the world, and behind every face, there is a story. It has taught me to be an open-minded individual and to look past racial/socio-economic stereotypes and to truly get to know people for who they are. While being an African American female has inspired me to speak up against racial and social injustice, it has ingrained in me that anyone can do anything they set their minds to, so long as they have a strong work ethic and a positive attitude. What it means to be an American to me is to be educated on other cultures and ethnicities, to fight against gender inequality, and to accept people, no matter their sexuality/gender identity, to progress forward in America.

Austin Akira Fujimori, California
My family loves to travel, so I have been able to experience and observe different types of people and cultures across the world. Because of my Chinese and Japanese heritage, I have frequently visited Japan and China, where it seems that traditional culture has had a very strong effect on people. Based in part on how their citizens dressed and acted, I could easily tell that there was a distinct difference between Chinese and Japanese people. In the U.S., there doesn’t seem to be a dominant culture that influences people. Because America is so diverse, many cultures are brought to the table, allowing people born in the U.S. to live without the influence of one dominant culture. For me, to be American is to be unique, to be born with the freedom to be whoever you want to be.

Eddie Shin Fujimori, California
Being born in a family that comes from China and Japan, I have often considered other countries’ views of Americans. Confidence especially has always stood out as an essential part of what it means to be American. In my experience, this confidence is usually interpreted by people in other countries to be haughty and arrogant. However, I don’t see this “overconfidence” as negative. The trait is directly correlated to Americans strongly believing that working towards what they believe in—as evidenced in the Black Lives Matter movement in response to the murder of George Floyd and the anti-Asian hate protests following the rise of hate crimes against Asian Americans—can lead to considerable amounts of change. Being American means having the confidence to aspire towards a better society, knowing that we can have an enormous influence on the rules and laws passed.

Nāliʻipōʻaimoku Harman, Hawaii
He Hawaiʻi au. I identify as a Native Hawaiian, but I am of mixed race. The word American has little to no cultural relevance to me. The truth is, I do live in the United States but the American ways don’t match up with my life, how I think and what our traditions and values are. Every day, I wake up and speak Hawaiian, not English, with my family. When I watch the television and see people refusing to wear masks citing individual rights as justification, I feel angry. I am in the habit of wearing a mask in public and even when meeting with family because I know that others’ safety is more important than my personal discomfort. My choices affect others, and my successes are not mine alone.

Lanakila Jones, Hawaii
Being American to me is about having freedom in doing what I love. It’s being able to express myself in the ways I want to. As a Hawaiian, I am truly aware of the history of our nation. Our Queen, Liliʻuokalani, fought her hardest for her people and her beloved nation until the end. As a Hawaiian living in America, I value her integrity and feel the need to pursue it. We need to implement change to stop the ongoing challenges of today. We can’t change the past, we can only build a better present. Being American to me not only means grasping the thought of change, but actually engaging in it to primarily stop ongoing hatred amongst the citizens of our country. To be American means to fulfill equity amongst us to be greater.

Violet Lahde, California
For me being American means assurance; a positive declaration intended to give confidence; a promise. As many of us have learned through our years living in America, we bear many privileges that others don’t, whether inside or outside of our borders. While we may still be fighting for those who can’t, I can still say America has offered me many opportunities, along with a feeling of freedom. This America isn’t and may never be perfect, but holds promise for the future. It allows me to have confidence in anything I want to achieve or change. So regardless of the injustice and prejudice that has become so apparent, I can say I am grateful for the safety and optimism America allows me to have.

Kristine Pashin, California
If I asked you to draw an American, who would you draw? At its core, America is a country nurtured by unique individuals who foster ethnic and cultural diversity. As the daughter of two Bulgarian immigrants, I’ve oscillated between being “too American” and “not American enough.” To avoid confusion, I got used to separating my Bulgarian American identity into two personas. When I wore my nosia (a traditional folk outfit), I considered myself Bulgarian; in Western clothes, I was American. However, I realized that my outfits were a guise—covering up insecurities about my identity. An “American” isn’t someone who can simply be identified by their appearance, as we cannot typify America with one identity. Thus, there is no way to draw an American, but I wouldn’t have it any other way.

Ernesto Saenz Peña, California
To me, “being an American” means being open-minded to new ideas and change. My teachers would always stress the importance of these qualities. Embracing these qualities has allowed me to learn about the diverse cultures in America. I learned Spanish from a young age, and it has allowed me to not only communicate with my parents and family in Mexico, but also has allowed me to see different points of view from others outside of and within America. Seeing other points of view has helped us to bring about changes throughout our history. For example, we abolished slavery, created more rights for farmworkers, and we continue to push against systemic racism. Being American means that we can speak up against what we think is wrong without fear of being punished.

On August 7, 2006, renowned cellist Yo-Yo Ma and staff of joined Stanford Professor Emeritus Albert Dien and the 91�Թ� staff at the Art Institute of Chicago to offer the first of eight seminars on the Silk Road for teachers in the Chicago Public Schools. Dien spoke about the history of the Silk Road dating from the Han Dynasty, 206 BCE–220 CE. I recall many teachers commenting about what a youthful 79-year-old he was. Today marks the 94th birthday of Dien, and on June 29, 2021, 91�Թ� had the honor of hosting his last lecture—focused on Chinese dynasties—which he gave to an audience of middle school teachers from across the United States. Several Chinese teachers were also in attendance with one participating from China. Once again, many of the teachers commented on how youthful he was.

Image

Dien set the context of his lecture by noting that “In ancient China, there was a three-legged vessel type called the ding. Such tripod cauldrons made in bronze were among the most important shapes used in rituals.” Dien used the ding [ at right] as the symbol of his three-part talk, which he divided into “The Dynasty,” “Confucius and the Classics,” and “The States.” 

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As he has done countless times for 91�Թ�’s teacher seminars, Dien made the extremely complex topic of Chinese dynasties accessible and fascinating. Dien kindly provided 91�Թ� with permission to share his lecture notes with the teachers in attendance. For teachers who seek to incorporate his scholarship into their teaching, Dien's lecture notes can be downloaded .

[Image at Left: Professor Emeritus Albert Dien with wife, Dora Shu-fang Dien]

The praise from teachers for Dien’s lecture was effusive. One of the teachers in attendance commented, “Thank you, Professor Dien, for the privilege of participating in your last presentation. I could listen to you forever. I enjoyed the organization of your thinking and the many tidbits you threw in that helped us relate to the broader concepts at play. Your notes will be very helpful, and I am grateful you were willing to share them.” Another noted, “Today’s session was highly informative! I admit that I have been sorely remiss in teaching about China in my social studies class—really, East Asia in general, which is why I am here and gratified to be learning so much. It was bittersweet to hear that we will be the recipients of Dr. Dien’s final lecture. He has so much to tell, and I do hope he will continue to tell it, even if informally.”

Dien served as the primary advisor for 91�Թ�’s two-part curriculum series on Chinese dynasties, which was authored by Selena Lai and Stefanie Orrick Lamb. Jonas Edman introduced the series following Dien’s lecture. Edman noted, “The series helps to bridge academic scholarship on the Chinese dynasties such as Professor Dien’s and classrooms.” introduces students to the first 2,500 years of Chinese history and offers students an in-depth view of Chinese civilization from the nascent years of the Shang Dynasty through the golden age of the Tang Dynasty. continues the exploration of dynasties, offering students an in-depth view of Chinese civilization from the Song Dynasty to the fall of the Qing Dynasty and the end of the entire dynastic system. Dien is a foremost expert on the Six Dynasties Period, 220 CE–589 CE. His book, , was published in 2007.

Dien’s last lecture was part of a four-day seminar that was organized by Edman and Sabrina Ishimatsu and co-sponsored by the and Stanford’s .

The 91�Թ� staff and 91�Թ� teacher community extend a happy 94th birthday to Professor Dien and thank him for his many decades of teaching and unwavering support of 91�Թ�. Given his youthfulness, we hope that he changes his mind and offers another lecture next year.

It has been another exciting year for the Sejong Korea Scholars Program (SKSP), an intensive online course on Korean history and culture and U.S.–Korea relations for U.S. high school students. Some of the highlights from this year include the all-star lineup of guest speakers, a revamped curriculum that added an introduction to Korean American history and experience, and a diverse cohort of 23 intellectually curious and hard-working students. 

Each year, scholars and experts join students in Virtual Classroom (VC) sessions to share their scholarly knowledge and expertise on given topics. This year, the lineup of speakers included Professor Danny Leipziger from George Washington University, Professors Kyeyoung Park and Namhee Lee from UCLA, and Ambassador Mark Lippert, a former U.S. ambassador to South Korea.

Students learned in detail about South Korea’s rapid economic development after the Korean War from Professor Danny Leipziger, who worked as Senior Country Economist for South Korea in the 1980s during his tenure at the World Bank. With Professor Namhee Lee, students examined the complex and intricate relations among the countries involved in the Korean War; and with Ambassador Mark Lippert, they explored recent developments in U.S.–South Korea relations.

This year, students were introduced to Korean American history within the context of broader Asian American history. They also learned about race relations between Korean Americans and other ethnic communities in the United States from Professor Kyeyoung Park, the author of LA Rising: Korean Relations with Blacks and Latinos after Civil Unrest (2019).

Students expressed their excitement to engage with the scholars and experts in VCs. Likewise, all of the scholars and experts who joined as guest speakers mentioned how much they enjoyed meeting the students and how they were impressed by the insights with which students asked their questions.

Each year, students from across the United States apply to participate in the competitive SKSP, which offers undergraduate-level content and rigor. Not too surprisingly, this year’s cohort of students demonstrated a strong intellectual curiosity, active participation in sharing their diverse perspectives and synthesis of the readings and lectures, and an excellent work ethic shown in assignments and a research paper. Many students mentioned how much they enjoyed interacting with their peers in the course, particularly in discussions, where they engaged in vibrant conversations about the course content in a respectful and positive manner. Many students frequently shared relevant external resources that they had found, which contributed to the richness of the discussion.

Student Clara Boyd commented, “It has been so rewarding and fun for me to complete the readings/lectures … and then discuss ideas with classmates, and it was really cool to have the opportunity to meet with different scholars and experts during the VCs. I always looked forward to interacting with the guest speakers and my classmates on Wednesday evenings! This program has been so impactful and eye-opening, and my perspective of Korea and the world has changed a lot since I started SKSP.”

Many of the students, who are taking multiple AP courses and participating in various extracurricular activities, mentioned that they have never learned much about Korea in their history courses. They are often surprised when they learn about Korean history that involves the United States and the long history of relations between the United States and Korea.

Some of the aims of the SKSP are to provide students with various perspectives on history, encourage them to develop critical thinking skills in assessing historical documents and evidence, and challenge them to interrogate common historical narratives and understand the complexities of history written from different perspectives. The analytic tools that students are encouraged and trained to develop in the SKSP will be a valuable tool as they continue to grow and expand as students and future leaders.

91�Թ� also offers online courses to U.S. high school students on Japan (Reischauer Scholars Program) and China (), as well as other student programs for students abroad.

To stay informed of 91�Թ� news,  and follow us on , , and .

The California Department of Education adopted the Ethnic Studies Model Curriculum last March. Chapter 3 of the Model Curriculum includes a section on “Native American Studies.”

On June 18, 2021, 91�Թ� will host a panel of three Native and Indigenous scholars to reflect on California’s new model curriculum and the state of ethnic studies in their respective regions. The panel will include Navajo, Native Hawaiian, and Ainu educators who will provide a range of educational perspectives on Native and Indigenous studies in the United States and Japan.

• Dr. Harold Begay, Superintendent of Schools, Navajo Nation
• Dr. Sachi Edwards, Faculty Member at Soka University in Tokyo, Japan
• Dr. Ronda Māpuana Shizuko Hayashi-Simpliciano, Vice Principal, Ke Kula Kaiapuni ʻo Ānuenue, Honolulu, Hawaiʻi

The webinar, titled “Indigenous Voices: Educational Perspectives from Navajo, Native Hawaiian, and Ainu Scholars in the Diaspora,” will address several additional topics, such as the various academic field names of the study of Native and Indigenous people, the complexity and diversity of Native and Indigenous people’s experiences, and recommended resources for K–12 educators.

These topics are not only relevant to teachers in California but to educators in other states as well. K–12 educators and administrators are encouraged to attend. Register in advance at .

This webinar is a joint collaboration with the National Consortium for Teaching about Asia (NCTA) and the Center for East Asian Studies at 91�Թ�.

To stay informed of 91�Թ� news, and follow us on , , and .

On Saturday, May 22, 2021, Stanford Global Studies (SGS) hosted the 2021 (EPIC) Symposium which featured presentations by the 12 2020–21 EPIC Fellows. 91�Թ� along with the are SGS’s EPIC partners. Jonas Edman worked with six of the EPIC Fellows during the academic year as they sought to increase the international, intercultural, and global dimensions in their curriculum.

During the EPIC Symposium, Edman moderated two panels that featured the following six instructors. The “pitches” for their talks can be found .

Panel One

• Sravani Banerjee, Evergreen Valley College, San Jose, California; “Incorporating Social Justice and Global Issues in Freshman Composition”
• Maiya Evans, Skyline College, San Bruno, California; “Reimagining Public Health: Expanding the Borders of Public Health Curriculum”
• Joanna Sobala, Mission College, Santa Clara, California; “Women and Feminism in the World”
   

Panel Two

• Julia diLiberti, College of DuPage, Glen Ellyn, Illinois; “The Need for Globalizing Curriculum Post Pandemic”
• Melissa King, San Bernadino Valley College, San Bernadino, California; “Defining Moments in Global Studies Education”
• Rebecca Nieman, San Diego Mesa College, San Diego, California; “Internationalizing Business Law Curriculum in Community Colleges Through Experiential Learning Activities”

The EPIC Fellows not only conceptualized and developed ways to globalize their curriculum through the incorporation of new subject matter knowledge but also carefully considered the importance of pedagogical content knowledge, which was popularized by Stanford scholar Lee Shulman. Shulman argued that subject matter knowledge and pedagogical content knowledge—teachers’ interpretations and transformations of subject-matter knowledge in the context of facilitating student learning—should not be treated as mutually exclusive. Edman commented, “While moderating the two panels, I was struck by how each embraced this notion.”

In panel one, Banerjee introduced her project, which focused on incorporating social justice and global issues in freshman composition, and spoke about how her thematic units on topics like human rights not only introduced students to subject matter knowledge such as the Universal Declaration of Human Rights but also engaged them in an inquiry-based learning pedagogical approach. Similarly, Sobala described how she internationalized her social justice course by including the critical viewing of documentaries that focus on women from around the world among her pedagogical approaches. Evans introduced her Reimaging Public Health Roundtable Series, which invites students to reshape and rethink approaches to health and health care in the United States by borrowing from public health methodologies from other countries. She not only introduced students to topics like international perspectives on mental health (including stigma) but also spoke about how she engaged students in creating podcasts as a pedagogical approach.

In panel two, King described her project, which crystalized around the question, “How can San Bernadino Valley College students learn about the world from a different perspective?” Her project engaged students with a podcast that she created called “Within a Grain of Sand” and focused on topics such as migration and refugees as she sought to encourage her students to seek connections between the local and global. Nieman and diLiberti focused their projects on faculty professional development. For Nieman, she challenged faculty to think about how to teach an unfamiliar topic, which happens to be a learning objective of the course, to students. She recommended the engagement of students in experiential learning activities as she internationalized her law courses in areas such as tort law, dispute resolution, and corporate governance. diLiberti developed an eight-week professional development course that has the goal of having the participants gain a more concrete understanding of globalization in tangible ways. As an example, she recommended the use of narrative maps, which she learned from EPIC guest speaker , as a pedagogical tool.

During the question-and-answer period, 2018–19 EPIC Fellow Dave Dillon, Grossmont College, El Cajon, California, asked how the projects of the 2020–21 EPIC Fellows evolved especially given the pandemic. Evans and Sobala noted that they felt the need to keep strict parameters around the scope of their EPIC projects, and throughout the 2020–21 EPIC Program, the EPIC Fellows expressed the challenges they faced as they transitioned to teaching online. After the Symposium, Edman commented, “despite the enormous challenges that the pandemic posed to the EPIC Fellows, they produced very engaging and meaningful globally focused projects that had direct outcomes on faculty and students, and will continue to have an impact in the years to come.” Edman was especially struck by a comment from one of King’s students who commented on a lesson on refugees: “… I was very unaware of the global refugee situation, and still feel like I do not understand the entire scope of it… when doing more research for the assignment, I found a refugee resettlement tracker that actually showed me how many refugees had resettled in my area historically… That was something I had not previously considered, and the questions asking what my community is doing to help refugees and immigrants really made me think about this issue and how much more there is that we can do at a community level.”

After hearing this student reflection, Edman commented that “perhaps a silver lining to the pandemic is that students began to vividly see the connection between the local and global not only in terms of health but also in other areas that the EPIC Fellows touched upon… for example, refugees, climate, hunger, feminism, immigration, and law as well.”

To stay informed of 91�Թ�-related news, and follow us on , , or .