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|-Center Conference Report

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we cdn ledrn dbout the benejts oj keeping our bdldnce,
dnd recognizing the vdlue inherent in thdt.
we cdn ledrn the inherent vdlue oj jdmily, oj respecting the wisdom
dnd experience oj our elders, dnd the need to cdre dnd honor them.
Now think jor d minute.
leeping our bdldnce, jdmily vdlues, respecting our elders, loydlty.
0on´t those sound like the vdlues we cdll Midwestern vdlues?
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Chair, |-Center Advisory Council
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Letter from Director - - - - - - - - 2
Conference Schedule - - - - - - - 4
Executive Summary - - - - - - - - 7
K-12 Summary - - - - - - - - 10
Higher Ed Summary - - - - - - - - 14
Note on íncluded Slides - - - - - - - 16
Opening Plenary Slides - - - - - - - 17
Closing Plenary Slides - - - - - - - 25
Conference Survey Results - - - - - - - 32
New Clobdl Citizen Article - - - - - - - 33
Advisory Council List & Contact ínformation - - - - 37
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Dear Partners, Supporters, Colleagues, and Friends,
Thank you to the individuals and organizations that participated in our second |-Center conference
in October of 2013. ít was the thoughtful leadership and years of experience of the conference
speakers, panelists, and participants that made this event a success.
As you know, the |-Center is a |apan Foundation Center for Clobal Partnership (CCP) grant-funded
program of the Center for Citizen Diplomacy at PYXERA Clobal. Established in March of 2011,
the |-Center serves the 12 states of the American Midwest and acts as a clearinghouse of nearly
600 organizations, schools, universities, and community groups that celebrate |apanese culture,
language, and the arts. The |-Center 1(-)-."2 the great work of existing organizations, $-&&"$.2
individuals to opportunities to become involved in their local communities, and convenes the
leaders driving this grassroots work of growing the bonds between |apan in the American Midwest.
This year's |-Center conference, hosted at Waseda University in Tokyo, was an opportunity for
leaders from K-12, higher education, community based exchange programs, and culture and the
arts groups to come together and discuss issues of common interest in their work promoting the
U.S.-|apan relationship.
The two-day event in Tokyo was also a chance for leaders to network and consider ways they can
collaborate in order to better engage the communities they serve. ín a time when budgets are tight
and interest in |apan is in competition with emerging world cultures, it is as important as ever for
the leaders committed to strengthening the bond between |apan and the U.S. to share their ideas,
resources, and time to move the collective work forward.
Americans are attracted to |apan for many reasons. The language, food, music, art, and people of
|apan make |apanese culture a compelling one to explore. The |-Center makes it easier for people,
especially those in the American Midwest, to fnd opportunities to make meaningful connections to
|apan in their local communities.
7
ín addition to playing this role of promoter, connecter, and convener, the |-Center also serves as
a champion of the larger cause in which we are all united. The relationship between the United
States and |apan is an important model for 21
st
century cooperation. When our students, teachers,
neighbors, friends, and colleagues spend time and energy investing in the special friendship
between |apan and the United States, we are investing in the next generation of global peace and
prosperity.
ín this capacity, the |-Center strives to be a vehicle for more engagement between the people of
the United States and |apan that results in increased global collaboration and the development of
new innovations. As a program of the Center for Citizen Diplomacy, the |-Center is positioned to
inspire a new generation of citizen diplomats in the Midwest and across |apan.
For so many of us, this work is a true pleasure that brings personal |oy along with professional
satisfaction. ít is an honor to support all of you in the work you do every day.

Again, many thanks to all of the people that made the |-Center conference a success. Here's to more
years of continued progress.
Arigatou gozaimasu,

Matt Clark
|-Center Program Director, Center for Citizen Diplomacy
PYXERA Clobal
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Peter lelley, President ] Ndtiondl /ssocidtion oj jdpdn-/mericd Societies
j-Center /dvisory Council Member
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The conference brought together a series of experts, representing difering approaches and
viewpoints on education, who do not normally interact. ít was efective in exchanging information
and broadening the viewpoints of the participants, all of whom are active in the feld of
international education relating to |apan. The |-Center established itself as the convener of this type
of exchange and kept a focus on how the trends identifed can afect the Midwest.
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The conference convened various stakeholders in general talks and workshop sessions. The
introduction by Satoshi Hasegawa provided an opportunity for the |apan Foundation to describe its
eforts in relation to international education, which are sometimes dimcult to identify specifcally
within its broad range of programs. The same was true of Pamela Fields' presentation of the
work of CULCON. Since the audience was composed of those already working in the feld of
education, these talks could address specifc initiatives, dispensing with general introductions of the
organizations themselves. The information was helpful and well-presented.
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The frst panel was an efective mix of four diferent stakeholders. ít included an introduction to
the U.S. government's eforts to promote study abroad in the United States with two fascinating
examples of existing programs. The frst was the University of Tokyo's new English language
program, for which the University is actively recruiting English-speaking students from outside
|apan. Professor Yaguchi described a key challenge faced by the university not only in setting up a
high quality English course, but also in developing a recruiting culture. The University of Tokyo has
never had to recruit students. Professor Yaguchi asked for the attendees' help with this challenge.
The second example was provided by Professor Kendall Heitzman of the University of íowa, who
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described an interesting opportunity/challenge his university faces with enrollment in |apanese
language classes. The number of students enrolled in |apanese courses has |umped dramatically in
recent years, especially in frst-year classes. The University of íowa realizes that the increase can be
attributed to Chinese students who are attempting to balance rigorous science courses with more
"familiar" courses in |apanese language. Professor Heitzman wonders if this will lead to increased
enrollment in more advanced courses related to |apanese culture.
These two practical examples represented more general trends and issues related to study abroad
and the internationalization of curriculum. They provided a nice counterpoint at the operating level
to |apanese and U.S. government eforts to promote internationalization. Subsequently, a helpful
discussion ensued among the participants and audience members.
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The second panel was ambitious in that the panelists represented a more diverse set of experiences
and interests than the higher education panel. The purpose was to leverage existing networks and
to create new ways of contributing to K-12 education, with an emphasis on the Midwest. The |ET
experience exists "within the system" of |apanese education, while Teach for |apan and Teach for All
are interested in presenting alternatives to the |ET model. While the session searched for a pro|ect
or initiative, this participant again found the information exchange to be the most interesting. The
|ETs teaching examples described by Kay Makishi and fellow teachers were fascinating, and the
challenges faced by alternative examples in |apan were illuminated.
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This refected the panels: ín the higher education session, the panelists and attendees focused
on how to address practical issues as described by Rosie Edmond, Yu|in Yaguchi, and Kendall
Heitzman. í felt a strong sense of cooperation develop. For example, there were discussions on how
Professor Yaguchi's recruitment eforts could be brought to the Midwest.
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The PPP panel provided a very good exchange. The U.S. Embassy and TOMODACHí ínitiative have
a pre-existing relationship and are complementary organizations. Bringing both organizations
together allowed participants to understand the compatible nature of their work. This was
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especially relevant for the Midwest participants, who have somewhat less exposure to these
initiatives than those from either coast. Mark Davidson was a particularly efective representative of
the U.S. Covernment's public policy eforts.
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Adding value in an education-oriented conference is not easy. When the ob|ectives include covering
higher education and K-12, involving U.S. and |apanese educators while maintaining a regional
focus, and introducing new ideas such as virtual learning exchange, the task looks impossibly
ambitious. í felt the conference succeeded by limiting the participants to actual practitioners and
combining informative talks with participatory workshops to identify next steps. The informal but
determined atmosphere fostered by the |-Center aided this interaction, both for American and
|apanese participants.
The overall purpose of the |-Center conference was for the |-Center to obtain information and
initiatives it can pursue in the Midwest. ín my opinion, this goal was advanced by the conference.
í eagerly await the outcome of the |-Center's deliberation and look forward to participating in next
steps.
-Peter lelley
President of the National Association of |apan-America Societies
and an Advisor to the |-Center
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Maurice L. Rabb
Director, Partner Engagement | Teach For |apan | Teach For All
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a. What |ETs want to see
i. Smartphone applications
ii. Utilizing technology in the classroom
iii. Social media platforms
iv. Comprehensive website/database
1. Modules for lesson ideas
2. Classroom management
3. Tools for engagement
b. Emphasized that activities are voluntary
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a. Use Coogle Croups to connect
b. Cenerally volunteer - want to create paid positions
c. Link to current |ETs and alumni of |ET program
d. ídeas
i. Lesson plans for |ETs
ii. Skype Lesson
iii. Advanced Pen-pal Program
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a. Origin-culture curiosity
b. Why still exist7
i. Culture curiosity
ii. Economic ties
iii. Support by (national) Foundations
iv. Local management capabilities
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a. Example of volunteers in |apan
b. Kobe, Kansai, Kinki - (Potential Recruits)
c. Active Learning Programs
d. Students having a chance to teach their culture as well
i. Hyogo Youth Summit - en|oy games and share their ideas
ii. "Students/Parents/Teachers/Educators/Cov Omcials/Private Sector/Ceneral
Public" Summits
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a. What kind of program will have the deepest impact7
i. Fostering a "Clobal Mindset" has a chance to be very impactful
b. What is the low hanging fruit that is easy to do, but that is impactful7
c. How have you changed |apanese "inward" thinking7
d. How to be better storytellers7
e. Observations re: íowa and |apan parallel
i. Both Homogenous
ii. íowans have remained very open to other cultures
iii. íowans know that they have to adapt for a global society
f. Observations from |EARN re: how to stimulate |apanese students.
i. Facilitation of more exchanges, particularly via video
1. Ask students to prepare before the conference
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a. Utilizing |ETS & |ET Alumni
i. 4,372 persons - 90% (about 4,000 are in ALT)
ii. How can we better utilize7
iii. A|ET - volunteer and give it a try/how to promote within |apan
b. Creating a "Collaborative Community"
i. Modernizing of the - "|apan in the Suitcase" -- Small curriculum
c. Collaborating on Pro|ect(s) ("Making international teams")
d. How to use the Olympics to make |apan more Clobal minded7
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MF Reñections
a. Similarities between íowa and |apan
b. Pool of knowledge that is coming back regularly through the |ETs - how to get some of
that with fresh curriculum
c. Collaborative Community
d. KAC - American Student and |apanese becoming ALT - ínvolve |ET Alumni
e. Clear and practical pro|ects/lessons plans back to teachers in |apan
f. |apan Foundation - connecting |Oí coordinators with |ET participants
a. Another conference
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a. How do we use the sources and how do we coordinate and make lesson plans to
bring back to the classrooms7
b. How do your organizations currently collaborate7
i. NY - send 10 social studies middle school teachers to |apan, asking which
schools to send (Tokyo, Kyoto, Hiroshima) to refect
ii. One-of request
iii. value received and money paid - Non-0uplicdtion
iv. Mutual mission/values buy-in and very practical relationship (e.g., clear pro|ect) -
fve of this type of relationships (e.g., AíU, Freeman Foundation)
1. Run in it but don't prepare the content
v. Competing for same sources, then divided into small sources
vi. Consulates and |apan American Societies
vii. MOE
viii. Development of new things that are much better - value of collaboration is
going up, but the scale is diferent
ix. Community programs - work with an ethnic community to share their
background to the broader community
x. More participants more classrooms/having students
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$" ls there a broader topiclproject topic that could beneñt us all7
a. Fundraising fair
b. Human Talent fair
c. PR fair
d. Another conference
%&" ls there a project that we all can work on7
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%'" How to work with new organizations with are much larger and better funded7
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a. Conference
b. Univ. of Tokyo - selling to English-speaking people
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a. K-12, MOE
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Rosie Edmond, Education USA
Regional Director (REAC), Northeast Asia & the Pacifc | U.S. Embassy Tokyo
0iscussion oj how universities conceptudlize globdl engdgement jor students on dnd og cdmpus
dnd how reldtionships between pdrtners dnd institutions cdn be strengthened to promote
enhdnced student exchdnge. 
Presenters as well as participants representing several higher education institutions both in |apan
and the United States discussed their student exchange programs, challenges, and success stories.
Dr. Yaguchi, from the University of Tokyo, talked about the PEAK program and the University of
Tokyo's institutional goal to globalize campus-wide. The other panelists also shared highlights about
their successful programs. U.S. institutions expressed the challenge of recruiting |apanese students
from their institutional partners. Ma|or challenges identifed were:
1. Funding
2. Lack of English skills 
3. Lack of marketing (on both sides)
4. Covernment or Ministry of Education
5. ínstitutional recognition (rankings)
Possible solutions:  
1. Re-engage partners to develop new types of exchange:
a. cohort exchange
b. exchange based on other than reciprocity
2. Establish pre-academic programs that focus on English
3. Establish programs around |apanese academic calendar
4. Engage diferent types of institutions such as ESL and Community Colleges as well as private
sector (to build in internships)
Panelist and participants exchanged best practices and identifed new models and/or potential
institutional agreements with each other and agreed to follow up.
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Midwestern universities and consortia outline their interest in virtual collaboration and explore how
online platforms might provide common ground for new cooperation between universities in the
American Midwest looking to expand oferings related to |apan. 
Each panelist shared their current involvement in MOOCs or online student engagement. The
programs ranged in sophistication, which led to the discussion of ma|or challenges. Most of the
challenges were budgetary as well as the lack of university name recognition vs. the "Wasedas."
Most of the discussion involved the challenge of engaging with brand names or brand names not
recognizing the institution with a lesser-known name as a viable partner. 
ínstitutions discussed how online platforms have expanded their global presence and, in some
cases, how they hoped to expand further. The bulk of the conversations in this session focused on
funding, lack of human resources, and interest from faculty to engage partners in |apan through
virtual tools.
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All of the presenters in the higher education and K-12 working groups prepared slides to illustrate
the information they addressed during the conference. The following pages summarize material
presented during the opening and closing plenary sessions of the conference.
The conference opened with a presentation from Pamela Fields, Deputy Secretary-Ceneral of
CULCON. CULCON is a well-known and highly respected bi-national advisory panel that serves to
elevate and strengthen the vital cultural and educational foundations of the U.S.-|apan relationship,
and to strengthen connections between U.S. and |apan leadership in those felds. ít works to ensure
that the best of new ideas for cultural, educational, and intellectual activity and exchange are
implemented as operational programs.
Ms. Fields presented an overview of the current state of the U.S.-|apan relationship in education
exchange and previewed the recent fndings and recommendations of the CULCON education task
force, which were extremely useful in the subsequent K-12 and higher education sessions of the
|-Center conference.
The conference closed with a panel discussion about public-private partnerships, chaired by
Mark Davidson, Deputy Chief of Mission at the U.S. Embassy in Tokyo, and Alexia D'Arco, Program
Development Consultant for the TOMODACHí ínitiative.
The discussion of efective models and best practices for innovative ways to unite eforts in the
government, corporate, and non-proft sectors was particularly relevant to the work of the |-Center
conference participants. The included slides from the TOMODACHí ínitiative work are excellent
examples of a public-private partnership that invests in the next generation of |apanese and
American leaders through educational and cultural exchanges as well as leadership programs,
which was a central theme of the 2013 |-Center conference.
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|-Conference participants were asked to rate each session on a scale of
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based on content and presentation. A graphic of aggregate data from the surveys is displayed
below. ín addition to the high marks and positive survey comments about individual working
sessions and the plenary content, perhaps the most notable piece of information is that 100% of
participants responded "Yes, very likely" when asked if they would be inclined to participate in a
similar event convened in the future.
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87
SEEDS OF
GLOBAL
LEADERSHI P
Y
ume Hidaka, Program Director at
The Laurasian Institution, stood
before 50 thought leaders convened
last month for a summit at Waseda
University in Tokyo, hosted by the Center for
Citizen Diplomacy J-Center program. Yume,
an advisory council member to the J-Center,
manages student and young professional
exchange programs between Japan and the
United States. She delivered a simple and
powerful summary of her organization’s
mission that also spoke to the reason for
the gathering in Tokyo she addressed.
“We are helping thousands of students
become tomorrow’s global leaders.”
Dozens of scholars from primary,
secondary, and higher education, leaders
of international non-profit organizations,
and representatives of U.S. and Japanese
government agencies came together for
the two-day summit. They explored ways
their work can more purposefully achieve
their shared objective: fostering globally
competent leaders that will guide the next
generation of the U.S.-Japan relationship.
The summit was facilitated by the
J-Center program, an initiative that networks
organizations and resources that exist to
promote Japanese culture, language, arts,
and educational exchange in the American
Midwest. The program was made possible
with grant funds from the Japan Foundation
Center for Global Partnership, a public-
private foundation that promotes Japanese
culture around the world.
The gathering in Tokyo created an
opportunity for educational leaders in the
United States and Japan to discuss issues of
common concern, share best practices, and
reaffirm their shared interest in fostering the
next generation of American and Japanese
Leaders Convene at a Leadi ng Tokyo Uni versi ty to Forge
New U. S.-Japan Partnershi p i n Educati on, Exchange
By Matt Cl ark
This article was originally published on the New Clobal Citizen | Read more at www.newglobalcitizen.com
partners. While these leaders all work in different disciplines of
the field, consensus emerged that encouraging people of all ages
to not only learn about one another, but also to learn with one
another is a powerful force for global competency and cooperation.
That theme was front and center for the two-day summit
in Tokyo. Working sessions were separated by panel and group
discussions that focused either on primary and secondary or higher
education. The elementary and secondary school leaders explored
the idea of using virtual classroom partnerships, a low-cost way
for schools to make connections globally, as a tool for international
education. They also discussed how community groups, often
interested in contributing to educational initiatives that connect
students to world cultures, can be more purposefully leveraged to
deliver educational experiences that
have a lasting impact on students.
The higher education sessions
explored issues of vital importance to
colleges and universities in the United
States and Japan. Institutions on both
sides of the Pacific are interested in
maximizing opportunities for their
students to have meaningful cross-
cultural experiences, both on their
home campuses and while studying
abroad. All participants embraced the idea of a continuum of
student engagement. A key question was central to their discussion:
how do we engage students in meaningful ways before, during,
and after their cross-cultural exchange experience?
The most impactful student programs meet three specific
criteria. First, they ensure a thorough pre-program orientation that
provides students with the tools necessary to succeed. Second,
successful programs invest in timely monitoring of the program
while it is unfolding to evaluate feedback in real-time. Lastly, they
provide a post-engagement period of reflection that encourages
the students to think about what they have taken away from the
experience and empowers them to use those lessons moving
forward.
Ultimately, cross-cultural educational exchange activities must
be thoughtfully designed and implemented
in ways that underscore the idea that
these are not just one-off experiences,
but the foundation for globally competent
leadership.
Despite any number of associations
and conferences that allow educators
and administrators to network, these
individuals have limited opportunities
to engage with other community leaders
outside of their specific educational
domain, even though their parallel work is often complementary.
The most impactful
student programs meet
three specifc criteria:
1) Pre-program orientation
2) Timely monitoring
3) Post-engagement reflection
This article was originally published on the New Clobal Citizen | Read more at www.newglobalcitizen.com
In addition to the ideas explored and
suggestions made by the working groups,
a fact that was evident during all of the
sessions was a basic desire for more
opportunities to discuss these issues
and form more impactful partnerships.
There was clear value in the simple act of
convening these individuals who, together,
can better connect classrooms, campuses,
and communities across the United States
and Japan.
The U.S.-Japan relationship has always
been a unique one that has far-reaching
implications in international politics,
economics, and security. Japanese culture
— both traditional and contemporary —
has captured the imagination of Americans
for generations, and the same is true of
American culture for people in Japan. One
need only look to the Japanese love of
baseball and Lady Gaga to see the impact
of U.S. cultural exports on Japanese society.
Earlier this summer and fall, I had
the pleasure of touring Japanese culture
festivals around the Midwest. The
region’s vibrant network of community
organizations create regular opportunities
for citizen diplomacy interactions between
the two cultures. These festivals showcase
the ways people in the middle of America
learn more about Japan in their own
backyards. Global engagement is not always
a highly structured, scholarly interaction.
Sometimes it takes the form of a child in
Nebraska learning how to make an origami
paper crane from a Japanese woman
wearing a kimono, or a blonde Minnesotan
toddler learning to use chopsticks, or even
a skinny man in Missouri challenging a
group of professional sumo wrestlers.
After each of these simple interactions,
people go home with more understanding
of people and cultures different than their
own. Their worldviews are forever changed.
Ultimately, cross-
cultural educational
exchange
activities must
be thoughtfully
designed and
implemented
in ways that
underscore the
idea that these are
not just one-of
experiences, but
the foundation for
globally competent
leadership.
Pamel a Fi el ds, Deput y Secr et ar y- Gener al of CULCON, Rosi e Edmond, Regi onal Di r ect or
of Nor t heast Asi a & The Paci f i c f or Educat i onUSA, Nor i t aka Takezawa, J apan Di rect or of
Ki zuna Across Cul t ures at t he J apan Summi t i n Tokyo.
This article was originally published on the New Clobal Citizen | Read more at www.newglobalcitizen.com
Between virtual classroom collaboration,
university study abroad, sister-city
exchange programs, and language learning,
community members in the United States
and Japan engage with one another in
meaningful ways on a daily basis. In
addition to being personally enriching,
this engagement feeds the perhaps
obvious but vitally important realization
that increased cultural exposure enhances
global understanding.
The leaders that recently spent two
days in Tokyo exploring ways to strengthen
and amplify their work together did so
knowing that their efforts are important
not just to the U.S.-Japan relationship, but
also to creating a model of transnational
cooperation.
When a Japanese high school student
visits somewhere like Iowa as part of a
class trip, that student realizes the English
she has studied for years was not just
another subject to pass, but was indeed
a tool of communication that now allows
her to make new friends around the world.
When an American college student spends
a semester studying somewhere like Kyoto,
he comes away from the experience feeling
empowered by the fact that he knows he
can operate in a society very different than
his own. In other words, these experiences
create individuals that are equipped to
lead, regardless of the cultural context.
The fact that so many of these
opportunities exist in the U.S.-Japan
relationship is a testament to the strength
of that particular international partnership.
It also raises some questions worth
reflection: Does the unique relationship that
underlies U.S.-Japan partnerships through
cultural and educational institutions offer
a model that could inspire cultural bridges
between other parts of the world? Can we
do more to leverage the power of citizen
diplomacy and maximize the potential in
existing relationships?
Rosie Edmond, Regional Director of
EducationUSA in Northeast Asia and the
Pacific, summarized the sentiments of
the Tokyo summit. In her closing remarks,
she called on those convened to consider
the future of their relationship and the
importance of individuals and institutions
working in the U.S.-Japan space to re-realize
their collaborative potential.
“In other words,” Rosie suggested,
“Let’s not divorce and find new partners.
Let’s honeymoon again.”
This article was originally published on the New Clobal Citizen | Read more at www.newglobalcitizen.com
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www.newglobalcitizen.com
@BeNewGlobal
facebook.com/BeNewGlobal
23)<-!<T Q4VR@NTW )NL-)RM
THE HONORABLE NORMAN MíNETA | CHAíR
vice Chair, Ret. | Hill & Knowlton
MS. YUME HíDAKA
Program Director | The Laurasian ínstitution
DR. TOKO íCARASHí
Professor of Clinical Psychology | |oetsu University of Education
MR. ROBERT W. KARR, |R.
Principal | Masuda Funai Law Firm
MR. PETER KELLEY
President | National Association of |apan-America Societies
DR. SACHíKO MURPHY
Director of |apanese Program | Des Moines Public Schools
DR. DOWNíNC THOMAS
Associate Provost & Dean of ínternational Programs | University of íowa
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MATT CLARK
|-Center Director | The Center for Citizen Diplomacy
|-Center | The Center for Citizen Diplomacy
699 Walnut Street, Suite 400 | Des Moines
TEL 202.872.0933
www.|-center.org | www.centerforcitizendiplomacy.org
8B
The |-Center at the Center for Citizen Diplomacy was
established with grant funds from the |apan Center
for Clobal Partnership (CCP)
The Center is proud to work with the CCP toward
achieving shared goals of strengthening the global
U.S.-|apan partnership and cultivating the next
generation of leaders necessary to sustain and grow
this partnership.