EIS/APAM - Tomodachi Inouye Scholars Program

Loyola Marymount University

Spring 2014

 

Instructors:

Dr. Curtiss Takada Rooks

Dr. Maria Elisa Grandone

 

Electronic Journal:

 

All reflections and answers to the questions posed below are to be kept in an electronic journal.  Each week please send us an answer to only one of the reflections or questions posed.  The entire electronic journal (i.e. answer to each reflection and question) is due June 20.

 

As a journal, your entries are not restricted to answering the reflections and questions outlined in the syllabus.  At the end of this program, the journal will be a reflection of your journey so please feel free to include any additional entries that come to mind or heart.

 

 

Week 1:  Senator Daniel K. Inouye (May 18-24)

 

Senator Inouye lived a remarkable life.  He grew up an “ordinary man” who found himself called extraordinary service and action.  In this week we ask you to not only examine his life, but also to use it as a means to reflect upon you own.  How have you come to be who you are?  What has truly shaped you?  

 

View Nitto Tire DVD – “Journey To Washington: On the Trail of Senator Daniel K. Inouye, Japanese-American Pioneer” (you might want to share this with your families so that get a feel for why you were chosen for this program)

Website: Senator Daniel K. Inouye Foundation

Link:  www.hawaiicommunityfoundation.org/daniel-k-inouye-institute

 

Critical Thinking – Having viewed the documentary on Senator Inouye answer the following:

We are all impacted by the “history” of our lives, both the specificity of our individual lives, but also within the context of the “times” into which we were born and live.  In what ways did “history” intersect with Senator Inouye throughout his lifetime? Are there individuals or leaders in yourcommunity similar to Senator Inouye and what have been their impacts on your community? (These individuals need not be national or statewide figures but can be much more local, yet every bit as influential and transformative for youcommunity.) Describe the ways in which “history” (both personal & societal) influences your life?  Try to go beyond generalizations striving for depth of discernment regarding the events of you life, the choices you made/make and pathways you walk.

 

 

As always we encourage you to go beyond the assignment to learn more about the life and policies of Senator Inouye – Youtube is a great resource to hear his speeches.  This will give you a better feel for “the man.”

 

Reflections:

Who were instrumental leaders in your life and what specific traits or skills did they have that you would like to emulate?

How would you describe your leadership style?

What areas of leadership would you like to improve?  

 

 

Week 2:  The Japanese American Community (May 25-31)

 

By this time you should have read the essay on Japanese American Historical and Social Context to give you a basic footing in the historical foundations of the Japanese American community.  In this week we want you to explore the active contemporary Japanese Americans through and examination of several institutions and organizations that form the infrastructure of the community.  

 

Japanese Americans Documentary

www.youtube.com/watch?v=61XJs3QRxVE

 

This video is a good summary of the history and experiences of Japanese Americans.  What I like most about this documentary is that it also highlights the diversity of the Japanese Americans and their experiences, for example Japanese Americans living in New York City vs. those in California or Hawaii.  The other element of this documentary is the use of heritage learning as a part of ethnic community creation, re-creation and sustainability.  These come in the forms of both art, dance and religion/religious institutions.  

 

In addition to viewing the video, it is instructive to read the posted comments as they provide, I believe, interesting perspectives for journal reflections and self understanding.

 

Robert Nakamura Oral History – Noted award winning Japanese American Filmmaker

Though short, this interview gives you a feeling for the actions of Sansei (3rd generation) as they moved from acculturation to activism.

www.youtube.com/watch?v=QUbtK_sXfGg

 

 

Website: US Census

Link: www.census.gov

 

Website: Japanese American National Museum

Link: www.janm.org

 

Website: Community-based Organization – service oriented

Website: Community-based Organization – arts & culture oriented

Website: Community-based Organization – youth oriented

Website: Community-based Organization – spiritually oriented

 

Assignment:

 In your training Dr. Rooks talked about three uses of “ethnicity”: 

 

Ethnic population:  this is a numerical count most often found in some for of census or demographic description.  For example, Japanese Americans make up X% of the US population.  In this use, ethnic population refers to the labeling of people based primarily on some notion of ancestry.  

 

Ethnic group: this refers to a shared sense of peopleness that is recognized by both “in group” members as well as those outside the “group.”  This shared sense of peopleness entails an awareness of lives and individuals of the group, as well as their sense of shared history, behaviors, traditions, languages, etc.  Often those within an ethnic group act collectively with or without formal structures.

Ethnic community: this refers to the development of an infrastructure within an ethnic group.  Business (professional and/or trade), social, religious, political, cultural and economic organizations and associations are formed and registered within broader community.  These organizations and associations have distinct membership rolls and articulate specific roles and missions they play within the ethnic community.  

 

Using the US Census website look up the population counts of people of Japanese ancestry living in the U.S.  In addition to the overall population numbers, also examine the distribution of the Japanese American population.   Be sure to include the count of “two or more” (i.e. mixed race Japanese Americans). Were/are there any places that surprised you because they had more Japanese Americans than you expected?  If so, why do you think it was surprising? You might want to do some additional exploration looking at the language use, generation, etc.

 

In examining & studying the various Japanese American websites what do you see as reoccurring themes?   Based on this, what do you see as important challenges facing the Japanese American community?  What do you see as strengths?  What do you see as celebrations?

 

Reflections:

As you think about your own ethnic group or community, what might you share with the Japanese American community?  What might be different?  Again,we challenge you to go beyond surface generalizations to nuanced depth.

What do you see as strengths of your ethnic group/community?  What are the challenges?

In what ways has your ethnic group/community shaped “who you are?”

 

 

Week 3:  US Japan Council & the Tomodachi Initiative (June 1-7)

 

During this week we want you to gain a deeper and stronger understanding about the granting/sponsoring organization and programs for this grant.  In many respects the U.S. Japan Council is also a “site” of identity development for the Japanese Americans engaged as they expand beyond a parochial identity to one that is internationally focused.  Of course for its members, this expansion of identification varies dependent upon her or his engagement with Japan or any other foreign nation.  Regardless, in this case the creation of an organization provides aninfrastructure for the emergence of a transnational Japanese American community (remember the definition of ethnic community in the training & see below).

 

Website: US Japan Council

Website: Tomodachi Initiative

Article: Transnational Identity

 

Critical Thinking – After reading the article, what does it mean to have a transnational identity?

As best as you can decipher, what role does the U.S. Japan Council play in the Japanese American community?  

In looking at the various programs and initiative in the Tomodachi Program what role does the U.S. Japan Council seem to be playing in Japan, in the U.S.?

 

 

Week 4: US Civil Rights & Environmental Justice (June 8-14)

Japanese Internment during WWII

 

After America was attacked by Japan at Pearl Harbor, President Franklin Roosevelt issued Executive Order 9066 consigning 120,000 people of Japanese ancestry to internment camps. Fred Korematsu challenged the internment all the way to the U.S. Supreme Court. In "Korematsu v. United States" (1944), the Court sided with the government. 

In 1988, Congress passed and President Ronald Reagan signed legislation which apologized for the internment on behalf of the U.S. government. The legislation said that government actions were based on "race prejudice, war hysteria, and a failure of political leadership". The U.S. government eventually disbursed more than $1.6 billion in reparations to Japanese Americans.

 

Watch: www.youtube.com/watch?v=6mr97qyKA2s

 

 

Martin Luther King, Jr. often spoke in terms of the idea and notion of justice.  In the book Parting The Waters: America In The King Years (Touchstone, 1989), Pulitzer Prize winning author Taylor Branch writes about King’s first public oration as the leader of the Montgomery Bus Boycott and emergent national civil rights activist...

 

“King stood silently for a moment…he spoke in a deep voice, stressing his diction in a slow introductory cadence (p. 138)…’My friends,’ he said slowly, ‘I want it to be known—that we’re going to work with grim and bold determination—to gain justice on the buses in this city.  And we are not wrong.  We are not wrong in what we are doing’…’If we are wrong—the Supreme Court of this nation is wrong.’ King sang out.  He was rocking now, his voice seeming to be at once deep and high-pitched. ‘If we are wrong—God Almighty is wrong!’ he shouted, and the crowd seemed to explode a second time…The noise swelled until King cut through it to move past a point of unbearable tension. ‘If we are wrong—Jesus of Nazareth was merely a utopian dreamer and never came down to earth!  If we are wrong—justice is a lie’…’And we are determined here in Montgomery—to work and fight until justice runs down like water, and righteousness like amight stream!’”  (p. 140-141) [italics emphases added]

 

The students at Sophia University are studying U.S. history and attempting to understand both the soul and impact of the U.S. civil rights movement.  We have been asked to speak to the on-going organic living nature of U.S. civil rights in its many, many iterations.  Dr. King provided the soul of justice.  The American people led by the African American and other people of color communities along with theirallies provided pressure for political leaders to provide the new structures (laws, policies and legal practices outlined in the Civil Rights Act of 1964 and the Voting Rights Act of 1965).  

 

Assignment:

Read essays from Sophia University – please familiarize yourself with the discussion started essays provided to the Sophia University students

Social Justice Issues in the US/Los Angeles: using the internet please research each of the following topics

Supreme Court Decisions & Affirmative Action

Obamacare and Heathcare Access/Disparity

Environmental Justice – Los Angeles

The Common Core and Educational Access/Disparity

Los Angeles Food Deserts

Website: Community Coalition of Los Angeles

Link: www.cocosouthla.org/

Website: Asian Americans Advancing Justice

Link: www.advancingjustice.org/

Link: www.advancingjustice-la.org/

Website: Liberty Hill

Link: www.libertyhill.org

Website: East Yard Communities for Environmental Justice

Link: www.eycej.org

 

 

Reflections: U.S. Civil Right Movement Yesterday, Today & Tomorrow

 

The civil rights we hold are hard fought, are hard retained and easily lost if we are not diligent, for that is the nature of a democracy.

 

What are the lessons learned from the civil rights movement of the 1960s that inform or influence civil rights as it plays out in the U.S. today?   

What are the challenges of civil rights in the U.S. today?

What are the challenges of civil rights in the U.S. as we move forward?

Diving more deeply, discuss the impact of the civil rights movement on you ethnic community?   

 

 

Week 5:  Japan (June 15-20)

 

In this final week before leaving for Japan, we would like you to familiarize yourself with several of the institutions and places we will visit while in Japan. Pleasevisit the following websites to gain some insights.  Play particular attention the mission statements, services and programs.  

 

Website:  Sophia University, along with the mission and vision, please pay special attention to the Institute of American and Canadian Studies.  Professor Kaz Oshio, the Director of the Institute is our host at Sophia University.

Read articles:  Diversity in Japan: The Case of Koreans Living in Japan

"Multircultural Education in Japan” (Tai)

“Korean Japanese: A New Identity Option for Resident Koreans in Japan” (Tai)

Website:  Women’s Eye (Miyagi Prefecture) – Women’s support organization assisting in the rebuilding of Tohoku http://womenseye.net  : Megumi Ishimoto  

 Article on Women’s Eye“Ambassador Kennedy Visits Nakasemachi and Meets IPO Leader, a Tomodachi Program Participant http://usjapantomodachi.org/2013/12/10109/

Website:  Second Harvest (Tokyo): Akiko Sugiyama – Single mother households and food security (I understand that she might be a good contact for connecting us with other organizations doing similar work)  http://2hj.org/

Website:  Katariba – this group works with high school students to provide education and career guidance and assistance : no contact person, but this group worked with Britt Yamamoto (iLeap)  --  www.katariba.net

 

US-Japan Relations: please use the internet to research the following topics:  

U.S.-Japan Military relations, support and challenges

US-Japan Relations – Trade

Major industries & tariff issues

US-Japan Relations – Arts Exchange & Influences

Jazz, Hip Hop, J-Pop

Anime

Culinary Arts

Japan current events

Japan-China Conflict

Japan-Korea Conflict

 

Reflection:

In what ways are the mission and vision of Sophia and LMU similar, and in whatways to they diverge?

What are your general impressions of Sophia University?  How might its students be similar to those at LMU?

In reading about Korean residents in Japan, how might your experiences in the U.S. provide insight into the challenges faced by them?  Again, please strive for depth in your thinking.

As you visited the websites of the non-governmental organizations how might your experiences and those of members of your home communities provide insight into the challenges faced by them?

How do these non-governmental organizations compare with the community-based organizations you examined in Week 4? 

How do U.S.-Japan relations impact you and your community?