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  • February 06, 2026 9:40 PM | Anonymous member (Administrator)

    By Aliona Yermayaleva, International Correspondent

    Updated by Allison Iurato on Feb 8, 2026

    Attending the SIETAR USA conference in Portland in November 2025 was a truly transformational experience for me. It offered a unique opportunity to meet in person many of the colleagues from the intercultural field I had previously only known through virtual workshops and meetups. Having members from other SIETAR chapters truly enriched the dialogue. The conference confirmed my belief that both virtual and face-to-face connections are vital for expanding our horizons and gaining fresh perspectives. With that spirit of connection in mind, I am looking forward to attending future SIETAR USA webinars and am thrilled to share several opportunities to engage with our global community in this issue.

    Online Events & Exchanges

    SIETAR Europa Leadership Changes & Congress Update

    There have been significant developments within SIETAR Europa that we would like to share with you. First, we acknowledge the resignation of the SIETAR Europa President Papa Balla Ndong after over 2 years of service. George Simons was appointed as the interim President of SEU until elections in June.

    Second, the Board of Directors has made the difficult decision to cancel the Congress planned for Valencia in June 2026. The Board is now focused on a transition period and is planning a new Congress for late 2026 or 2027.

    Calls for Papers & Participation

    Bilingual Conference: "Intercultural Competence: Practices, Innovations and Controversies"

    Université Paris Cité, Paris, France March 25, 2026

    Université Paris Cité & SIETAR France invite researchers, practitioners and early-career scholars to submit proposals for this one-day conference exploring how intercultural competence is defined practiced, challenged, and re-imagined across educational, professional, political, and social contexts.

    Submission deadline: February 20, 2026

    Languages: French / English

    TOIT+ 2026 

    Université Bourgogne Europe, Dijon, France, May 2026

    The Training of Intercultural Trainers (TOIT+) is looking for contributors and dedicated volunteers to help shape the 2026 conference. Young SIETAR members and supporters are invited to explore two essential questions for the future of our field: whose voices shape intercultural practice, and what futures are we collectively building?

    Submission deadline: February 25, 2026

    As always, we encourage you to explore what else other SIETAR Global groups have to offer. For more information, please feel free to reach out to Sue Shinomiya – our point of contact for SIETAR Global.

    Stay connected and continue building bridges with us!

  • February 06, 2026 9:26 PM | Anonymous member (Administrator)

    By Dr. Ernest Gundling

    Diversity, Equity, and Inclusion (DEI) initiatives in corporate settings have undergone enormous changes. In the wake of the U.S. Supreme Court’s ruling against university affirmative action policies, numerous lawsuits have been filed by activist legal firms seeking to expand this ruling into the corporate world. The executive order against DEI programs and policies by U.S. federal contractors as well as agencies has further raised the stakes for the broad range of companies that do business with the government, including those based in other countries. A key issue for these organizations has become how to avoid potential charges of “reverse discrimination” while also complying with established Equal Employment Opportunity laws that forbid discrimination against protected groups.

    There have been numerous consequences of these legal and political shifts:

    • To avoid becoming the next target of activist lawsuits or government investigations, nearly all large companies have carried out a careful audit of possible legal risks.
    • High-profile DEI cutbacks or other changes have occurred at a long list of major companies such as John Deere, Harley-Davidson, Ford, Walmart, Tesla, Disney, Anheuser Busch, McDonald’s, Lyft, Home Depot, Google, Meta, Volkswagen, Unilever, and L’Oréal.
    • Previous DEI work has been altered and rebranded under labels such as “wellness,” “talent,” or “belonging.”
    • Corporate executives who were formerly DEI champions have shifted their attention and public pronouncements to other priorities; public relations materials that formerly touted their company’s DEI credentials now omit such references.
    • A number of high-profile DEI leaders have left their positions or taken on different roles, while entire DEI departments have been eliminated.

    As DEI has become increasingly engulfed in the heated rhetoric of culture wars and a costly tangle of legal conflicts, this acronym is often tarred with a single broad brush. Yet in many organizations there remains an underlying ethical and social commitment to hire, develop, and promote capable employees from any background, and there is an ongoing debate regarding how these aims are best achieved. It is worth carefully considering each element of the Diversity, Equity, and Inclusion triad to ensure that truly vital practices are preserved and enhanced. Here we will focus on the topic of Inclusion.

    Why Inclusion

    Inclusion is best defined as a match between employee capabilities and contributions. With DEI under scrutiny in nearly every organization, leaders still cannot give up on workplace inclusion, which is closely linked with employee engagement and is in fact the core value proposition of democratic societies everywhere. Most executives know that employees who are fully engaged in the workplace are more likely to stay and to go the extra mile to get things done. People tend to have a stronger sense of belonging, loyalty, and commitment to their firms when they are included in key workplace activities (communications, meetings, decision-making, project planning, problem-solving) wherever their skills, experience, and potential for development permit. The “who,” “what,” and “how” of inclusion require ongoing policy discussions and decisions, but inclusion itself continues to be a key ingredient of a healthy workplace.

    Inclusion is a perpetual human challenge, a feature of the in-group/out-group dynamic that has been part of human societies from the beginning of recorded history. Part of our basic survival makeup has been to immediately identify others as “friend” or “foe” based on their perceived degree of similarity to us. Over time, with changes in technology and forms of social organization, human groups have sought to extend their reach beyond family, clan, tribe, village, region, state, or country in order to create a more prosperous, just, and peaceful world. In the worst cases, exclusion is linked with armed conflicts and even genocide, especially when accompanied by stereotypes that demonize others and rob them of their full humanity. Unless we wish to give up on larger human societies and devolve into smaller warring factions, we must continue to expand the “in-group” beyond our immediate circle.

    Three Circles of Inclusion

    Rather than seeing “Inclusion” as merely the “I” in DEI, or as a loaded code word for various “isms,” it is more useful to view it as a series of concentric circles that affect every part of our lives, from our work with people from other cultural backgrounds, to local diversity issues, to our interpersonal relationships. The constituents of each circle are different, but the challenges and necessary inclusion skills overlap. There are practical, kind, and courageous actions we can take at each level to create a more inclusive environment, embracing not just those who are like us, but those who are different.


    Global Inclusion

    It is often easiest to perceive differences between ourselves and people from other cultures. Such cross-cultural contacts have become increasingly frequent, even with rising geopolitical tensions. Organizations need to be able to attract and retain the best global talent, ensure smooth and effective collaboration across national and cultural boundaries, and ultimately enable employees to rise to higher-level roles based on their performance rather than their personal background or location. Anyone who is traveling or living abroad on business, part of a global team, dealing virtually with an offshore shared services employee, or working with colleagues down the hallway who are originally from other countries is likely to get far better results through intentional acts of inclusion. Here are a few sample inclusive practices that nearly every organization can benefit from:

    • Take the time to learn about colleagues from different backgrounds—what has been their life experience, and what can you learn from them?
    • Use language that others understand, and avoid insider references that may make people feel left out.
    • Build cultural awareness and cultural competence—that is, the skills to “frame-shift” or “style-switch” to solve problems that arise from cultural differences.
    • Provide colleagues with insights and tips where needed on how to work effectively within your organization—who does what, where to go for help, what the unwritten rules or practices might be.
    • Implement techniques for running effective virtual meetings and for remote management so that your colleagues don’t feel “out of sight, out of mind.”
    • Ensure that you ask others for their ideas and opinions, even if at first they seem reluctant to speak up.
    • Find ways to expand your team’s “in-group” through shared experiences, photos, common interests, highlighting the capabilities that each person brings, and recognizing useful contributions from anyone.
    • Advocate for high-performing colleagues from other locations who may be less visible in discussions about promotion or succession planning.
    • Adopt successful inclusion practices from colleagues in other locations: e.g., acknowledge global holidays, learn how to greet team members in multiple languages, or incorporate a broader set of diversity variables that might include factors that are less important in your own setting.

    Domestic Inclusion

    On a more local level, it is important to consider what groups or individuals have been marginalized in your environment based on some aspect of their background: race, ethnicity, gender, sexual orientation, ability, region, education, socioeconomic status, language, and so on. There are relatively straightforward actions that organizations and employees can safely take to address these marginalization issues:

    • Expand your recruiting pipeline by seeking out talent from a wide range of sources, using shared criteria that avoid hiring bias or favoritism.
    • Create internship programs that are open to all and can give people with different degrees of prior experience a more equal playing field as they start their careers.
    • Ensure that managers and project leaders know how to foster psychological safety—the willingness to speak up and take reasonable risks without the fear of being punished.
    • Serve as allies to one another by sharing opportunities to build wider networks and visibility.
    • Offer coaching support and/or mentorship opportunities for all high-potential individuals, including those who are underrepresented in the workplace and who may not have built-in networks of people they can turn to for guidance.
    • Leverage task forces with a diverse set of members to tackle challenges such as retention of women managers or employees from underrepresented groups.
    • Reach out to community institutions and partners and provide support for local schools, nutrition, youth employment, quality healthcare, childcare, or vocational training to address systemic issues that reinforce marginalization.

    Interpersonal Inclusion

    It is natural to enjoy the comfort of being around like-minded people with similar backgrounds. Reaching out to others who are different in some way requires greater effort. Yet if we only associate with those who are like us, our world may become increasingly narrow, rigid, and fearful. How broad are our social circles? How can we gain access to new information? What kind of person do we aspire to be? Successful societies and their economies balance individual interests with altruism, and high-performing leaders tend to be surprisingly humble and willing to give credit to others (see Jim Collins on Level 5 Leadership). In our own daily lives we can become more inclusive of differences in a way that primes us to be champions of global and domestic workplace inclusion as well:

    • Expand your social circle. Join new groups, visit new places, and access different sources of information so you are not trapped by insidious media algorithms that feed you what you already know, believe, or want in ever more refined ways. The circle of contacts that most people have naturally expands as they grow and mature, later contracting with old age, but we can accelerate and extend the expansion process voluntarily by being more inclusive in our personal lives and cultivating ties even with those who disagree with us.
    • Revisit interactions with friends and family. Our closest relationships are the launching point for our engagement in broader society. Listening with greater care and attention to our own partner, children, or opinionated relatives during the holidays prepares us to be a more inclusive workplace colleague and mediator.
    • Cultivate the skills to illuminate rather than diminish others, as the social commentator David Brooks suggests in his book, How to Know a Person: The Art of Seeing Others and Being Deeply Seen. Being curious, receptive, affectionate, and generous, for example, are capabilities that grow with deliberate practice and can just as easily atrophy with disuse. Although each of us has built our self-image and identities through a combination of life experiences, holding these loosely may allow us to become more curious and kind. Frank Ostaseski comments on his own encounter with a serious illness: “As I accepted the fragility of my life, it opened me. I felt myself to be a porous thing, more transparent, more permeable.”

    The Goal of Inclusion

    Inclusion continues to be an ever-present challenge, and organizations that are not inclusive of people from different backgrounds will likely find that this affects their business outcomes in a negative way. No employee wants to feel excluded or treated as a second-class citizen. Inclusion is connected to basic human desires to be a full-fledged group member and to have workplace opportunities to grow and prosper like anyone else. Difficult and contentious though inclusion sometimes may be, a world without it would be one with little promise or hope.

    We can’t include everyone all the time—there are always limits to our physical and mental resources, clashing views about how much inclusion is enough, and legitimate questions about how we can work together most efficiently. On the other hand, as the number of people on our planet increases toward nine billion, with most of this population growth occurring in emerging markets, we all have to stretch ourselves to live together in ways that are peaceful and mutually beneficial. What John F. Kennedy said more than sixty years ago about the then wildly ambitious goal of traveling to the moon could also be said about inclusion today. “Why choose this as our goal?” We do these things “not because they are easy, but because they are hard…because that goal will serve to organize and measure the best of our energies and skills.”

    Dr. Ernest Gundling is a Co-Founder and Managing Partner of Aperian, and has been involved with the organization since its inception in 1990. He partners with multinational clients to develop strategic global approaches to leadership development, teambuilding, and change management. He has lived, worked and traveled abroad for much of his career in Europe, the Middle East, and Asia, including six years' residence in Japan. He holds a Ph.D. from the University of Chicago and is the author of six books — the most recent is Inclusive Leadership: Global Impact — as well as numerous other publications.

  • February 06, 2026 9:20 PM | Anonymous member (Administrator)

    By Neal Goodman, Ph.D.

    At its best, a trainer’s high becomes a virtuous cycle: The more a trainer helps others thrive, the more they are personally fulfilled, and the more fulfilled they are, the more effective and passionate they become—which helps others thrive….

    Have you ever experienced a “runner’s high,” a euphoric state you achieve during prolonged aerobic activity? Equally powerful is what I refer to as “trainer’s high,” a psychological and emotional state experienced by trainers, facilitators, coaches, and instructors when they help others achieve breakthroughs in their professional skills or mental acuity and performance. After a brief hiatus from training, I realized that what I missed most was the euphoria from helping others learn, being the catalyst for new awareness, creating “aha moments,” and reviewing the comments and action items after a workshop. A trainer’s high is a profound and motivating experience that blends professional fulfillment, emotional connection, and physiological feedback into a unique state of elevated well-being. Ironically, I did not appreciate my trainer’s high until I stopped training. “You don’t know what you lost until it is gone.”

    A trainer’s high includes the sense of exhilaration, satisfaction, and connection that trainers feel when they witness their participants succeed, overcome mental barriers, or make tangible progress. It is that rush of pride when participants report how they have applied what they learned (even after 20 years), and you know you were an integral part of someone’s transformation.

    Components of a Trainer’s High

    A trainer’s high is rooted in multiple psychological principles. One of the primary factors is vicarious achievement, where the trainer experiences joy and satisfaction through the accomplishments of their clients. This is often accompanied by vicarious empathy, where the emotions of the students’ pride, excitement, and sense of accomplishment are mirrored within the trainer, creating a shared emotional high. Over time, these repeated emotional experiences build a sense of deep purpose and reward. One of my most memorable moments was when a former participant stopped by a new offering of the same program to report to the new group of participants how she was able end a potentially serious issue at a global VP meeting by applying cross-cultural skills from my program. She saw what others could not see. As a new VP, she was able to demonstrate her newly acquired skills and knowledge, which the other VPs did not possess.

    Another component of the trainer’s high is the intrinsic motivation trainers often possess. Many trainers and coaches enter the profession not just to make a living but because they believe in the power of expanding awareness, building business skills, personal growth, and improved interpersonal skills. When a client experiences a breakthrough, it validates the trainer’s belief system and reinforces their sense of identity and mission. This connection between professional purpose and personal values is a potent source of psychological reward.

    From a physiological perspective, a trainer’s high also may involve biochemical feedback. Watching their participants applying their new skills and providing encouragement and emotional support can trigger the release of dopamine, oxytocin, and endorphins—neurochemicals associated with pleasure, bonding, and stress relief. This is especially true in high-engagement training such as group classes, teambuilding, or one-on-one sessions where motivation, encouragement, and interaction are constant. Just as athletes “feed off the crowd,” trainers “feed off their students,” especially in moments of emotional intensity.

    A trainer’s high also is amplified by social reward mechanisms. Human beings are wired to value connection and contribution. When a trainer plays a role in someone’s success, they receive both verbal and non-verbal appreciation, smiles, hugs (when culturally appropriate), gratitude, and positive feedback. These responses activate reward centers in the brain and create strong emotional memories. For many trainers, these moments become the fuel that sustains them through the long hours of preparation, physical demands, and occasional unexpected situations that come with the job, such as cancelled flights, fire alarms, medical emergencies, active shooter drills, and other surprises.

    The Flip Side

    Benefits aside, a trainer’s high is not without its complexities. The emotional investment required can lead to burnout if not managed carefully. Trainers may place high expectations on themselves or feel responsible for client outcomes beyond their control. When progress stalls or clients drop out, it can lead to frustration or self-doubt. This emotional rollercoaster highlights the importance of emotional boundaries, self-care, a holistic perspective, and professional development to sustain a healthy and fulfilling career in training.

    The trainer’s high is evolving in the digital age, where trainers often work through online platforms or social media. Virtual applause, likes, comments, and online testimonials can provide a boost, but they also may feel more fleeting and less personal than in-person interactions. There may be a generational difference, as many younger trainers and trainees have been learning and teaching virtually for a greater percentage of their lives. Nonetheless, many trainers find fulfillment through Webinars, storytelling, podcasts, and digital coaching successes, showing that the essence of a trainer’s high may adapt to different modalities.

    Importantly, a trainer’s high isn’t reserved solely for corporate training professionals. Volunteer training for community groups and coaching or mentoring members of the community can result in similar states of fulfillment. What unites these experiences is the act of facilitating growth in others and finding joy in shared progress.

    The In-Person Rush

    While virtual training is fulfilling for me, nothing beats the rush of going into a room and sharing experiences, and learning together and the serendipitous learning and connections that come from interacting during breaks, having lunch or dinner together, participating in informal one-on-one meetings with students after a session when a participant may have a question or situation they want to discuss privately instead of with the class.

    The trainer’s high is a powerful, multifaceted experience that blends emotional, psychological, and physiological elements. It is the unspoken reward behind the tireless commitment and dedication shown by training professionals and mentors. At its best, a trainer’s high becomes a virtuous cycle: The more a trainer helps others thrive, the more they are personally fulfilled, and the more fulfilled they are, the more effective and passionate they become. In a world where stress and burnout are common, a trainer’s high experience offers a hopeful reminder that joy, meaning, and connection can still be found in the act of helping others grow.

    Have you experienced a trainer’s high? If you have any experiences or stories to share or questions about the trainer’s high, please send them to me at Neal@NealGoodmanGroup.com.

    Dr. Neal Goodman is an internationally recognized speaker, trainer, and coach on DE&I (diversity, equity, and inclusion), global leadership, global mindset, and cultural intelligence. Organizations based on four continents seek his guidance to build and sustain their global and multicultural success. He is the CEO of the Neal Goodman Group and can be reached at Neal@NealGoodmanGroup.com. Dr. Goodman is the founder and former CEO of Global Dynamics Inc. Dr. Goodman is the 2025 recipient of the Margaret D. Pusch Founders Award for his lifetime contributions to SIETAR USA, the intercultural field, and his commitment to the intercultural and greater community.

    (Reprinted from Training Magazine with permission - https://trainingmag.com/experiencing-a-trainers-high/)

  • February 06, 2026 9:11 PM | Anonymous member (Administrator)

    Creating the Intercultural Field: Legacies from the Pioneers offers a rare and intimate look at the origins of intercultural studies through first-person reflections from twelve foundational figures in the field, including distinguished contributors—Nancy J. Adler, Clifford Clarke, John Condon, Carlos Cortes, Alvino Fantini, Sandra Fowler, Robert Hayles, Stephen Rhinesmith, Fanchon Silberstein, Donna Stringer, Sivasailam Thiagarajan, and Michael Tucker whose work helped shape interculturalism as we know it today. Each contributor shares the formative experiences that influenced their thinking, practice, and long-term commitment to intercultural work.

    Through these personal narratives, the book reveals how an interdisciplinary field emerged at the intersection of anthropology, psychology, communication, education, and related disciplines. The stories illuminate the intellectual roots of intercultural theory and practice while offering inspiration and perspective for educators, practitioners, and scholars engaged in advancing intercultural competence today.

    This book was written by interculturalists for interculturalists. It is not just for interculturalists because fairly early in its develoment interculturalism embraced DEI concepts, theories and practices. Each person’s story told in their own words is interesting and informative by itself. However, reading all the stories reveals the mosaic of the intercultural field origins.

    ADVERTISEMENT

    The flyer below describes how to order this book and get a 20% discount. Order from Springer and use the PALAUT code.

    Although a scholarly book, it was conceived and written with joy and enthusiasm by all involved. We hope that this shines through for you as you meet the pioneers.

    2026 JAN ISSUE Pioneer Flyer_978-3-032-01370-5.pdf

  • February 06, 2026 9:01 PM | Anonymous member (Administrator)

    By Chris Cartwright, Tessa Sutton, 2026 Conference Co-Chairs 

    Thanks to all of you who participated in the SIETAR USA conference this past November. You joined us both online and in person with open minds, open hearts, and a spirit of grace and goodwill—the hallmarks of a SIETAR gathering. As we read the post-conference evaluations and listened to the testimonials offered in the SIETAR Coffee Hour Webinar in December, we are deeply humbled by your response and the reported impact of this endeavor.

    The conference planning team viewed the theme, “Inclusive Interculturalism: Purpose, Possibilities, and Progress,” as an opportunity to reframe what a conference could be and to embrace the challenge of being a truly inclusive event. We recognized that broader political, economic, and social conditions were affecting our field and our members’ experiences. As a result, fostering a shared sense of belonging across the diverse perspectives and experiences within our membership became a central focus.

    The conference was intentionally designed to inspire, build awareness, and foster connection—equipping participants to sustain shared work, identify supportive people and processes, and connect with colleagues who can share the responsibility of complex work.

    Stacie Walton and Marcia Bonato Warren preceded us as conference co-chairs and later stepped away from their roles for personal and professional reasons. In doing so, they entrusted us with the overall conference theme and a set of thoughtfully designed presentation tracks that opened meaningful avenues for engagement across areas of our work that are often siloed.

    • Inclusive Interculturalism in the environment, communities or field(s) we serve.
    • Inclusive Interculturalism within the organizations we serve
    • Inclusive Interculturalism within ourselves and the individuals we serve

    Interculturalists often (but not exclusively) prefer to focus on global cultural differences within the sector they serve. They often (but not exclusively) start their interventions at the individual (self, dyad, or triad) or small-cohort level and rarely initiate at the system-wide level.

    The diversity, equity, inclusion, and belonging (DEIB) specialist often (again, but not exclusively) tends to prefer to focus on social justice issues within a narrow context (region, community, organization, etc.) in whatever sector they serve. They also often (again, but not exclusively) start their intervention engagement at the system and possibly cohort levels, and rarely initiate at the individual (self, dyad, or triad) level.

    NOTE: These are broad generalizations. There are many examples of interculturalists who address social justice issues at the local level and are skilled at systems-level interventions. Just as there are DEIB professionals who work globally and are skilled at the individual (self, dyad, or triad) interventions.

    We framed the conference program around purpose, possibilities, and progress in inclusive interculturalism. We then placed and sequenced presentations within their tracks that encouraged presenters and participants to engage with intercultural and DEIB perspectives and to learn from one another across sectors and intervention levels. This approach helped cultivate a broader and more inclusive sense of belonging.

    Thank you to Marcia and Stacie for these thoughtful constructs, and to our dedicated program team and volunteers for co-constructing such a rich buffet of SIETAR engagement options - they worked wonderfully well! From the highly interactive welcoming session, the long breaks, the dine-around arrangements, morning wellness activities, the pre-conference cultural tours of Portland, and the genuine conviviality of our participants. A unique opportunity in this year’s conference was the hosting of the Intercultural Communication Institute (ICI) Reunion. It was a delightful evening of shared closure and celebration of an agency that launched many of our careers in this field and supported many others in refining and growing their competencies in this field.

    Intentional instructional design and purposeful planning are only as good as the outcomes for conference participants. Here are a few of the quotes we have received:

    “I have been to this conference in the past, and had a good experience, but this one was intentional in every way. There was a curated space for authentic connection…I see myself here.” — Aqueelah Roberson

    “The energy and planning were amazing … Tamara’s keynote was a wake-up call to the need for accountability in our work.” — Liesbeth Huysmans

    “This was the first SIETAR conference I’ve presented at, and I felt so supported. This was the most inclusive place I’ve ever been—bar none! I was never alone, never unseen; it was a truly openhearted space.” — Beth Barich

    “Daniel Yalowitz’s session piqued my intellectual curiosity deeply … Donna Beegle’s session inspired me to watch several videos of her work on YouTube … we need to carry this energy forward.” — Stephen Henderson

    “The conference was perfect, including the glitches. … It was hard to choose sessions; there was such richness in the offerings. I appreciated the modeling of the Silent Auction items (such fun!), Milton’s framework on how to deal with the craziness of authoritarianism—offered with detached emotion—and Ernie and Cheryl’s insights about inclusion in different countries around the world.” — Kathy Ellis

    “The session from the presenters at Prepa Tech in Mexico opened my mind to the dream of having a curriculum for youth that is truly integrative! … This conference was a transformational moment for me.” — Aliona Yermalayeva

    “Proud to join honest self examination in our field: are we missing something?  Appreciated Beegle’s focus on poverty as culture, Dickinson’s focus on “intercultural” not just “international”, and grateful to find welcome for myself and others online.”— Cassie Quinlan

    “The first session on Listening Circles set the tone for my engagement. I met some wonderful new people and changed my plans on which sessions to attend based on seeing the program through their eyes. The young participants from Mexico were remarkable—thank you for arranging for them to attend and present. … The whole event was thoughtfully constructed and embraced belonging.” — Kim Brown

    "[My faith in] humanity has been restored after coming to the SIETAR USA conference." — Allison Iurato

    Hosting a conference in the United States focused on inclusive interculturalism at this moment presented challenges on many levels. Yet we remain deeply convinced that this shared work is needed now more than ever as we navigate increasingly complex times. Reframing a conference with the strong history and tradition of SIETAR USA is not easy—change requires intention, courage, and care.

    Our hope is that this conference offered a space for inspiration, awareness, and connection. More importantly, we invite you to carry what you learned into action—to apply insights in your organizations, classrooms, communities, and relationships, and to continue advancing inclusive interculturalism through thoughtful practice and collaboration. Progress happens when learning moves beyond the conference and into daily work, sustained by connection and shared responsibility.

    Thank you for being part of this collective effort and for contributing to the future we are building together. 

    With Love and Respect,

    Tessa Sutton and Chris Cartwright 

    If you missed the conference, the ICI Event and/or the follow up Coffee Hour and would like to know more, or to find out about access to conference materials or recordings, please inquire at info@sietarusa.org with the subject line “SIETAR USA 2025 Conference Materials Inquiry” with your specific areas of interest.

    Scenes from the Conference


  • February 06, 2026 8:55 PM | Anonymous member (Administrator)

    By Michele Villagran

    Culturally Competent Research for Library and Information Science (CCRLIS) is a multi-year research project launched in 2025 to examine how researchers in Library and Information Studies (LIS) conceptualize and operationalize cultural competence within research contexts. The project emerges from a recognized imbalance in the field: while cultural competence has been extensively addressed in LIS professional practice—particularly in service delivery, access, and community engagement—it has not been equivalently theorized or systematically embedded within research processes. CCRLIS addresses this gap by foregrounding cultural competence as a methodological and ethical dimension of LIS research rather than a peripheral or post hoc consideration.

    The study focuses on two primary research questions: (1) How do LIS researchers incorporate cultural competence into research team formation and across the research lifecycle? and (2) What criteria do LIS researchers identify as essential for conducting culturally competent research? To address these questions, CCRLIS draws on survey and interview data collected from members of the American Library Association and the Association for Library and Information Science Educators. These participants represent a range of roles, including researchers, educators, and practitioners whose work both produces and applies LIS research.

    Conceptualizing Cultural Competence in Research Contexts

    Within CCRLIS, cultural competence in research is defined as the capacity of research teams to design and conduct rigorous, ethical inquiry that explicitly recognizes and respects the cultural identities, social positions, and contextual realities of the populations under study. This definition situates cultural competence as an active, iterative research practice rather than a static attribute. It encompasses the whole research process, including question formulation, methodological design, data collection, analysis, interpretation, and dissemination. A core component of this is intercultural competency, understood as the ability to engage effectively and appropriately across culturally diverse contexts. In research settings, intercultural competency requires more than awareness of difference; it involves adapting research practices to acknowledge distinct communication norms, epistemologies, and values. CCRLIS participants emphasized that such competency must be intentionally cultivated, particularly in research involving historically marginalized or underrepresented communities.

    The LIS profession has long articulated commitments to multiculturalism, diversity, equity, and inclusion, particularly in the context of service provision. Librarians have historically emphasized equitable access to information, respectful engagement with diverse user populations, and the development of collections and programs that reflect a multiplicity of cultural perspectives. However, CCRLIS findings indicate that comparable attention has not consistently been given to research practices. Although cultural competence has increasingly informed professional training and service models, formalized guidance for culturally competent research design and implementation remains limited within LIS. This absence has methodological and ethical consequences. When cultural assumptions remain implicit or unexamined, research risks reproducing dominant epistemologies and embedding unrecognized bias into data collection instruments, analytic frameworks, and interpretive conclusions. Such bias can influence both the validity of research findings and their application in practice.

    Positioning Cultural Competence as a Research Imperative

    CCRLIS explicitly positions cultural competence as integral to research quality and ethical responsibility. The project seeks to support LIS researchers and practitioners by articulating research practices that move beyond surface-level inclusion toward deeper intercultural engagement. Importantly, CCRLIS emphasizes that culturally competent research is not limited to studies explicitly focused on culture or identity; rather, it is relevant across research domains and methodological approaches. By centering cultural competence within research processes, CCRLIS advances a view of research as relational and situated. This perspective challenges assumptions of researcher neutrality and instead highlights how research is shaped by the identities, institutional positions, and cultural frameworks of those who conduct it.

    Participant-Identified Research Practices

    Participants identified multiple applied research contexts in which culturally competent practices are particularly salient, including community needs assessments, program evaluations, collection development studies, and user experience research in public, school, and special libraries. In these settings, research findings often inform resource allocation, service design, and institutional priorities, amplifying the ethical stakes of methodological decisions. One participant described culturally competent research practices as extending beyond participant recruitment and data collection to include research team dynamics, analytic decision-making, and post-project reflection. This holistic view underscores that cultural competence must be sustained throughout the research lifecycle rather than confined to discrete stages.

    CCRLIS participants offered specific examples of how cultural competence can be operationalized in research practice. One frequently cited practice involved allowing research participants to self-identify rather than selecting from predetermined demographic categories. This approach was described as acknowledging the complexity and fluidity of identity while resisting reductive classification schemes. Participants also emphasized the importance of explicitly recognizing the identities and social positions of both researchers and participants. Such acknowledgment was described as essential for understanding how power dynamics shape research interactions, data interpretation, and participant engagement. This orientation aligns with broader principles of intercultural research that emphasize transparency and positional awareness.

    Several participants highlighted the need to build sustained relationships with communities, particularly when working with Indigenous or otherwise marginalized populations. Trust, respect, and attention to cultural protocols and historical contexts were identified as prerequisites for ethical engagement. These practices were described as foundational to both community connection and research integrity.

    Framework Development and Key Criteria

    Based on survey and interview data, CCRLIS has identified nine key criteria for culturally competent research. These criteria collectively form the basis of a new framework grounded in practitioner and researcher perspectives. While the framework is not prescriptive, it emphasizes the interrelated roles of skill development, cultural awareness, and humility in navigating diverse information practices.

    A central theme across participant responses was the importance of reflecting on the researcher's positionality and professional identity. Participants described how cultural background, institutional affiliation, and professional title influence research questions, methodological choices, and interpretive authority. This reflection was framed as an ongoing practice rather than a one-time disclosure. Multiple participants recommended collaborative research models in which community members are engaged as co-researchers or invited to participate in data analysis and peer review processes. These approaches were described as mechanisms for redistributing interpretive authority and ensuring that research findings are culturally grounded.

    Participants also raised ethical questions related to narrative ownership, including who should tell particular stories and when researchers should step back from authorship or leadership roles. One participant noted that analytic codes were sometimes revised when cultural idioms or values altered the meaning of data. Such practices illustrate how ethicscan shape methodological decisions in culturally competent research.

    Ongoing Development

    The relevance of cultural competence extends across disciplinary boundaries, allowing the CCRLIS framework to be adapted for use beyond LIS. Although CCRLIS deliverables are not tailored to specific institutions or communities, they are designed to be flexible and responsive to local contexts. In 2026, Villagran will collaborate with intercultural experts to revise the framework and develop an open-access course on culturally competent research. This course will provide structured tools, resources, a workbook, and applied activities to support researchers in integrating culturally competent practices into their work. Those interested in contributing feedback or staying informed about CCRLIS developments are encouraged to engage through the project form.

    Michele A. L. Villagran is an associate professor at San José State University School of Information, where her research focuses on diversity and social justice in library and information science and cultural intelligence phenomena within libraries. Villagran is also the CEO of CulturalCo, LLC, focusing on cultural competence, cultural intelligence, conflict management, and diversity consulting. Involved with numerous associations, including REFORMA, the Association for Library and Information Science Educators (ALISE), and the International Federation of Library Associations and Institutions. She is the recipient of the 2023 American Library Association Social Responsibilities Round Table Herb Biblo Outstanding Leadership Award for Social Justice and Equality, the 2021 REFORMA Librarian of the Year, and the 2021 ALISE Norman Horrocks Leadership Award.

  • February 06, 2026 8:46 PM | Anonymous member (Administrator)

    By Kathy Ellis and SIETAR USA Poets

    We recently tried this community-poem exercise in a poetry group I belong to. It was fun, it brought us closer together, and it was surprisingly moving to hear my own line woven into the whole when the poem was read aloud. So, I thought—why not SIETAR?

    Poetry is often misunderstood or undervalued. It can make us anxious: What does it mean? How do I read this aloud? Can I write a poem of my own? But for many, poetry and spoken word resonate deeply. They make great icebreakers, and even a few lines can open a presentation or spark a meaningful discussion.

    With that in mind, I titled the community poem and wrote the first two lines to help set a tone and direction for the SIETAR community. Throughout the Poster Session, I invited attendees to add a line or two and to remain nameless for less stress.      Over the course of two days, we gathered 35 lines from more than 10 contributors. 

    Once all the lines were in, I shaped and formatted the final poem.

    A Community Poem

    SIETAR Conference 2025 Facilitated by Kathy Ellis
    Inclusive Interculturalism: Purpose, Possibilities, and Progress
    By SIETAR Poets

    The same stars shine on everyone.
    We walk the dust in the same world,
    we stand in the rain.
    Context is everything.
    Three deep nourishing breaths and
    relax into expansive areas of inclusion.

    Familiar streets, but foreign skies.
    Home feels like a borrowed guise.
    The love is real, the touch is kind but
    I can’t rewind what changed inside.
    A silence within that keeps all that’s in me 
    What a world this would be.
    If you could see all we can give 
    Listen, listen to the silence in me.
    What do you hear?
    What would you like to ask?
    I hear sounds of generations before and after me,
    familiar and foreign music.

    My heart to your heart,
    this is what it’s all about.
    With purpose, possibilities, progress,
    let us be!
    Birds of different feathers, flocking together.
    Lean in con juicy delicious ambiguity, sonrisas y preguntas.
    It’s all about human connections.
    Building together.
    Challenge white supremacy.
    Culture is everything and,
    everyone, let’s come together
     in hope, love and peace.

    You be you,
    unzipping the rawness.
    The truth in tears.
    Adapt but stay authentic and
    true to your values.

  • February 06, 2026 8:33 PM | Anonymous member (Administrator)

    As we publish this early 2026 edition of SIETAR USA Connect, we find ourselves at a meaningful moment of transition, and our new Board of Directors will be announced very soon. In the meantime, please join me in acknowledging the four outgoing Board Members for their service to SIETAR USA:

    • Cheryl Woehr,  Conference Oversight Director and Professional Development Director
    • Elmer Dixon President and Immediate Past-President,
    • Kwesi Ewoodzie, Local Groups Director
    • Sandy Fowler, Communications Director

    In this issue of SIETAR USA Connect, I would like to highlight Sandy Fowler for her many years of service on the SIETAR USA Board of Directors and thank her for stepping in as interim Communications Director. As Sandy notes in her personal letter below, her history with SIETAR is extensive, dating back to SIETAR’s earliest days. From her time as President of both SIETAR International and SIETAR USA, to co-chairing several of our conferences, to her work on this latest version of our newsletter, her devotion to the intercultural field and this organization is a testament to the volunteer spirit that sustains us. It is the collaboration between our seasoned pioneers like Sandy and our emerging leaders that ensures our organization doesn't just survive, but thrives.

    SIETAR USA is grateful for Sandy’s years of leadership and hard work, and we look forward to her continued presence with our organization and our community. Our history is enriched because of the foundation that she has helped us build, and our path forward is ensured by the resilience and perseverance of our inclusive community.

     - Sue Shinomiya, President, Board of Directors, SIETAR USA

    Gratitude As I Leave the SIETAR USA Board of Directors and the Communications Portfolio…

    As I depart from the SIETAR USA Board of Directors, I would like to express my gratitude to all the many people over the decades who have shared my devotion to SIETAR. Without us, the organization would likely not have survived.

    SIETAR USA continues to foster intercultural learning, dialogue, and connection across communities and professions. I like to think that my efforts since 1979 helped enable us to sustain our programs, strengthened our network, and created spaces where diverse perspectives are valued and shared. Serving as president of both SIETAR International and SIETAR USA, was the honor of a lifetime.

    Serving as the Communications Director for the past two years, I offer deep appreciation to the Communications Committee who helped me produce an informational newsletter containing news plus scholarly articles over the past two years. Colleagues Brianna Harrison, Deborah Orlowski, Neal Goodman, Aliona Yermayaleva, and Rob Pusch were my companions in this enterprise. I also offer huge thanks to Melissa Neu who formats the newsletter and without whom it would not be as professional or appealing.

    The SIETAR community was conceived as a forum where educators, trainers, and researchers could share ideas and move the intercultural and DEI fields forward. It is where you find likeminded people to learn from and enjoy. That is what I found at conferences, webinars, other events—and most of all, the time I spent on the Board. I will continue to be actively involved with SIETAR USA in a capacity yet to be determined.

    - Sandra M. Fowler

  • October 16, 2025 9:07 PM | Rob Pusch

    By Aliona Yermalayeva,
    International Correspondent

    “We are certainly in the midst of a rich and rewarding SIETAR season”, shared Moutushi Künne, the President of Young SIETAR, in their October newsletter “New Icebergs, New Insights”. We wholeheartedly agree and are excited to present recent updates and upcoming events from the global SIETAR community.

    SIETAR Europa & Young SIETAR: Virtual Institute and Film Festival

    September was highlighted by the 3rd Virtual Institute followed by the Virtual Film Festival (SEVIFEST), hosted by SIETAR Europa and Young SIETAR. Participants of the Virtual Institute engaged in master classes, keynotes, and panel discussions exploring interculturality, identity, and human rights through the lens of cinema. The festival, meanwhile, featured a carefully curated selection of films dedicated to raising awareness about social, cultural, and human rights issues.

    We’re happy to share insights from Planning Team member Tamara Thorpe and Closing Ceremony facilitator Bernd Gibson:

    Tamara Thorpe

    “SEU Virtual Institute 2025 had some thrilling momentum from our first 2 Virtual Institutes, with returning and new attendees. All 3 Master Classes were full and led by incredible Guest Speakers and Moderators who were both new and longtime members and contributors. The Virtual Institute Planning Team was pleased with how eager they were to facilitate intensive and immersive learning experiences tackling the complexities of our work in today’s VUCA world. 

    Partnering with Young SIETAR made this SEU Virtual Institute more memorable and age inclusive and also provided the program planning and implementation with much needed additional resources and support. With the leadership of their new president, Moutushi Künne, we anticipate great opportunities in coming years for Young SIETARians.
    This year, in lieu of a closing Keynote, Bernd Gibson facilitated a powerful group reflection bring together participants from all 3 Master Class tracks to reflect, share and connect on our learning and growth. This session facilitated a deeper integration of folks learning and strengthening of our community.”

    At the closing ceremony I facilitated activities that allowed participants and speakers from all tracks to connect on a more personal/human level first and then share learnings, reflections and open questions from the tracks they followed. 

    The non-verbal highlight was a silent activity we called Virtual Kalavata, with reference to the opening keynote by Heather Horst on indigenous practices and technology. All participants had to find objects or pieces of clothing and show them to the camera, until all the objects were aligned. After a few minutes of silent negotiations, we all ended up holding coloured pens in our hands. A beautiful moment of community.”

    Bernd Gibson:

    “I was honoured to host the opening and closing ceremony at the Virtual Institute this year and to follow the Education Track as a participant. 

    At the closing ceremony I facilitated activities that allowed participants and speakers from all tracks to connect on a more personal/human level first and then share learnings, reflections and open questions from the tracks they followed. 

    The non-verbal highlight was a silent activity we called Virtual Kalavata, with reference to the opening keynote by Heather Horst on indigenous practices and technology. All participants had to find objects or pieces of clothing and show them to the camera, until all the objects were aligned. After a few minutes of silent negotiations, we all ended up holding coloured pens in our hands. A beautiful moment of community.”

    SIETAR Japan: 40th Anniversary Conference

    SIETAR Japan hosted a milestone event in Tokyo on October 11-12thIts 40th Anniversary Annual Conference was dedicated to “Intercultural Communication and Peace-Making Efforts”. 

    Our own SIETAR USA President Sue Shinomiya, joined the Keynote Panel. Together with Patricia Malidor Coleman (former SIETAR USA President) and Marie-Therese Claes (of SIETAR SE Asia) she led a crucial discussion “What can we interculturalists do in challenging times  - Action steps towards a peaceful future”.

    Newsletters: New Icebergs, New Insights: October with Young SIETAR

    Check out the October newsletter from Young SIETAR which features:

    Webinars: 

    Get ready for the following featured webinars hosted by our global chapters!

    October 21, SIETAR Poland

    This webinar hopes to share some of the history and culture of Polish-Americans to a wider audience, and especially towards those not only in Poland but other members of Polonia. It is also for those interested in diaspora and migration studies. 

    Facilitated by Stephen Satkiewicz, a third generation Polish-American who is deeply enthusiastic about his heritage, and hopes to create stronger ties between Poland and Polonia. 

    October 25, SIETAR France (in collaboration with IESEG Center for Intercultural Engagement and Child Rights in Action Asia)

    This interactive workshop explores how intercultural collaboration can strengthen collective action toward gender equity and social impact.

    Facilitated by Aditi Salkar, a global social impact strategist specializing in gender equity, humanitarian programs, and child rights.

    November 4, SIETAR Switzerland

    Culturally Adaptive Healthcare Access: A Project ECHO Case Study

    This webinar explores how culturally adaptive approaches can reduce barriers and improve healthcare outcomes for historically underserved communities. Drawing on lessons learned from a study of 62 Project ECHO programs in the United States and Canada, we’ll examine how healthcare practitioners and advocates can meet patients where they are – by honouring cultural perspectives, addressing systemic inequities, and fostering authentic engagement.

    Facilitated by Nagesh Rao, professor of Social Medicine at the Heritage College of Osteopathic Medicine, Ohio. 

    For more events from SIETAR Europa please visit their Global Events Calendar

    Global Conference Calendar:

    The coming weeks offer numerous opportunities to connect with the SIETAR community in person!

    SIETAR South East Asia Conference will be held November 7-9th with the theme of “Intercultural Insights for Thriving in Asia”, to be co-hosted by Kasetsart Business School, Bangkok, Thailand.  

    We look forward to seeing many of you on November 11-15th in Portland, Oregon, for the 2025 SIETAR USA Conference “Inclusive Interculturalism: Purpose, Possibilities, and Progress”.

    SIETAR Deutschland FORUM 2025 will delve into “Interculturality in Transition: Insights, Inspiration, Perspectives” on November 13-15th in Erfurt, Germany.

    Hybrid International Congress “Intercultural Negotiation" will take place on November 13-15th in Montpellier, France.

    As always, we encourage you to explore what else other SIETAR Global groups have to offer. For more information, please feel free to reach out to Sue Shinomiya – our point of contact for SIETAR Global. 

    Stay connected and continue building bridges with us!

  • October 16, 2025 8:38 PM | Rob Pusch

    Republished post by Bill Kelly

    Bill Kelly knows that understanding the history of the people with whom we are communicating. His book on that subject, A New World Arising: Culture and Political Economy in Japanese, Chinese, Indian, and Islamic Civilizations was in 2024. This year his new book, Reinventing Japan: Facing the West and Creating New Selves appeared. In his new book he gives in some detail what we need to know about people with a very different history and culture from ours. Kelly says, “It is for a general audience rather than an academic one, but I think it provides the material from which teaching and training points can be drawn.”  

    HOW JAPANESE PEOPLE HAVE REINVENTED THEMSELVES IN MODERN TIMES

    Japanese people have viewed themselves very differently at different times during the modern era. These shifts in identity have been responses to living in a Western world. There have been periods in which they identified with the West, followed by efforts to distinguish themselves positively from Western people. Before World War II, many sympathized with ultranationalism. From the 1960s through the 1980s, people sacrificed to create the most powerful economy in the world. In the twenty-first century, Japanese popular culture has been a source of national pride.

    The first two trends were reactions to Western dominance. But the most recent identity has come about because a non-Western culture has had a huge impact on the rest of the world for the first time. As Western domination weakens, new identities can arise that are neither for nor against the West. Japanese people have been capitalizing on this opportunity, although it is still a time of transition, as older identities linger.

    A knowledge of Japan’s modern history is essential for understanding how Japanese people view themselves today. I will describe Japan’s experience with Western imperialism beginning in 1853 and how it has affected people’s image of themselves and the world. I will also discuss the new beginnings that are possible today, as the modern world experiences various crises and new configurations of power arise.

    Patterns of Japanese Identity Creation

    Commodore Perry’s black ships arrived in 1853. After more than 200 years of almost complete isolation from the rest of the world, Japan was suddenly forced to join a world where the West made the rules. The leaders felt continual pressure to show that the Japanese were a civilized people; otherwise, they would be colonized. Western eyes were continually upon them, looking for faults.

    Modern Japanese identity has largely taken shape in response to this Western intrusion. There have been two cycles; the first lasted from 1868 to 1945, and the second began at the end of World War II, lasting until about 1990. These cycles were remarkably similar.

    First, Japan adopts Western values and institutions, while rejecting much of its cultural heritage. As the country gathers strength, a backlash against Western influence arises. The leaders feel motivated to take a new look at the Japanese past. They view Japan’s success as the result of the excellence of Japanese traditional values, not due to skillfully imitating the West. Japanese people expect that their success will be recognized by those whom they used to look up to. When this doesn’t happen, nationalism gains ground.

    The First Cycle

    Japanese identity underwent radical changes during the transition to a modern state. After the West forced Japan to open its doors to foreign trade, the goal was to protect Japan’s independence. It had to quickly become a wealthy and powerful nation to defend itself. Western ways were idealized during this period of “Civilization and Enlightenment” (1868-1890). Yukichi Fukuzawa was the leading promoter of westernization, advocating liberty, equality, and rationality as the key sources of the West’s power. He opposed Confucianism, blaming it for Japan’s weakness. Although celebrating science and democracy, he was a nationalist who resented Western imperialism.

    Around 1890, the pendulum swung back. Confucian values were revived, and a conservative outlook prevailed. The emperor was revered not only as the symbol of a unified Japanese nation but also as the head of state. However, the clock could not be easily turned back, as Western values had already spread. The early twentieth-century novelist Natsume Soseki, in his essay “My Individualism,” rejected a feudal outlook in favor of individualism, yet acknowledged that Western-style individualism can often lead to selfish behavior. He proposed that we accept others’ individuality while taking on the responsibilities and duties that accompany freedom.

    New cultural developments also took place, as more people moved to the cities. There was greater openness to Western influences in architecture, literature, the arts, and fashion. The urban middle class shared the energy and enthusiasm of the 1920s, feeling part of the larger (Western) world. Many combined Japanese and Western lifestyles. 

    However, the Great Depression intervened, signaling the end of the party. The capitalist West was in decline, unsure of its direction and losing its optimism and confidence. Japanese nationalists wanted to drive the Western colonizers out of Asia so they could build the Greater East Asia Co-Prosperity Sphere. Their aggressive foreign policy led to war.

    Ultranationalist themes dominated the media, and the Japanese spirit of self-sacrifice and simple living was celebrated. Nationalists claimed that Japanese traditional culture, rooted in spirituality and aesthetics, was the source of Japan’s strength. The West, despite its advanced technology, was no match for the Japanese spirit.

    The Quaker Inazo Nitobe, author of Bushido: The Soul of Japan, was Japan’s foremost internationalist of the 1920s and a high official in the League of Nations. However, he supported the Japanese army’s invasion of Manchuria in 1931 and its subsequent withdrawal from the League. In his view, Japan, a leading nation, had a right to its sphere of influence, similar to Western imperialist powers.

    The Second Cycle

    Japan became an integral part of global capitalism under the US military umbrella after the defeat in World War II. It was politically subordinate to the US, while concentrating on recovering from the war and developing economically. Early postwar intellectuals promoted the development of individual autonomy and the establishment of democratic institutions, led by the historian Masao Maruyama. Well-known for his analysis of ultranationalism, he was a leader of the 1960 AMPO protests against the renewal of the US-Japan Security Treaty. People had little taste for helping the US to contain communism in Asia if it meant a rapid military buildup.

    As the Japanese economy became the world’s strongest in the 1980s, the United States stopped being Japan’s model. It was even said that Europe would become Japan’s boutique and the US would grow its food. Japan’s relations with the West in the 1980s recall the 1920s, when Japan was not treated with respect, despite its economic development. In the 1980s, Japan was criticized as an unfair trader and for failing to practice capitalism like the US. As in the 1920s, there were racial overtones. Many people supported economic nationalism and celebrated the uniqueness of Japanese culture.

    During this high-flying era, Japan’s economic success was said to stem from traditional values such as diligence, racial homogeneity, and an emphasis on relationships. These traits were contrasted with American self-indulgence, racial diversity, and individualism. “Internationalization” became the buzzword, since it was necessary to communicate with the rest of the world that was buying its cars and consumer electronics. Isolation was no longer an option.

    Akio Morita and Shintaro Ishihara, co-authors of The Japan That Can Say No, were two high-profile figures of this era. Despite sharing a nationalist outlook, they had quite different approaches. Morita, the founder of Sony, argued that Japanese business practices were superior and that US criticisms of Japan were not valid; however, Japan should also make greater efforts to contribute to world governance. Ishihara’s tone was far harsher and belligerent. He emphasized US racism, in particular, the atomic bombings. He asserted that Japan ought to acquire nuclear weapons and replace the US as the leading power. The gloves were off.

    The “Lost Decades”

    Since the collapse of the “bubble economy” at the end of the 1980s, economic growth has been sluggish, especially when compared with the three previous decades. This period has been termed the “lost decades.”  Yet, much has been gained. Popular culture has become a source of pride in the twenty-first century. Japan is known abroad for its comics, animation, video games, toys, fashion, and food, and applauded for its “national cool.” Haruki Murakami, the writer, and Hayao Miyazaki, the creator of animated films, are recognizable faces of Japan, helping to close the gap between Japanese and international tastes.

    Japan’s reluctance to permit immigration is a holdover from the past. Such resistance continues despite the clear need for foreign labor due to a shrinking population. Japan is often viewed as insular; yet, foreign visitors praise the country’s safety, efficiency, courtesy, and service. These positive qualities are the product of a weakening but attractive emphasis on the group rather than the individual. Group-oriented societies tend to be less open to the outside; individualistic societies usually have a more inclusive outlook, but expect others to be like them.

    New Beginnings

    As the West loses its power and influence, Japanese identity is no longer threatened. Japanese people don’t need to see themselves as unique, which only means different from the West. The worldwide acceptance of Japanese popular culture means Japan contributes to the ways others think and feel; it does not just supply the products they consume.

    There is little reason for Japan to distinguish itself from the West by maintaining a collective orientation and relatively homogeneous society. We are living at a time when people can be individuals while highly valuing relationships with their communities. Japanese people can be cosmopolitan without losing their Japaneseness. Two contemporary examples of such a Japanese identity are Naomi Kawase and the Seikatsu Club Consumers’ Cooperative.

    The film director Naomi Kawase identifies both with Nara, where she grew up, and the world. She founded the Nara International Film Festival in 2010, staffed by volunteers and residents. Her goal is to help renew local communities and attract foreign people to Nara.

    The Seikatsu Club Consumers’ Cooperative was started by housewives in Tokyo in 1965 to provide safe food at affordable prices. By 2018, its membership had reached 400,000 nationwide, and it aims to build self-sufficient and environmentally sustainable communities. Although focusing on families and communities, it also faces outward, organizing trips to foreign countries to observe cooperatives, holding international symposiums, and exchanging ideas with like-minded groups abroad.

    Full Circle

    We have come full circle. In the 1880s, Yukichi Fukuzawa recommended that Japan “leave Asia.” Not long afterward, Taiwan and Korea were colonized, and, in the 1930s, China was invaded. Prejudice against Chinese and Korean people, not to mention other Asians, has long existed. Yet, there are signs of change as Korean dramas and popular music are loved by many. The old hierarchy with the West at the top, Japan in the middle, and Asia at the bottom is breaking down. Greater economic equality between many parts of Asia and Japan and the West has encouraged Japanese people to return to Asia.

    A look at Japan’s modern history shows that Japanese people share a fractured identity with all non-Western people, the result of Western imperialism and domination. Japan modernized far more quickly than other Asian nations, but its people also paid a high price. As Natsume Soseki pointed out, experiencing in several decades what the West experienced over centuries led to nervous exhaustion. Then, after the war, the burning desire to catch up with and surpass the West left little time for rest and relaxation, family life, contemplation, closeness to nature, and the pursuit of beauty.

    Now, Japan is no longer competing for either military or economic superiority. Unlike China, it is not mobilized to surpass the United States. It is building an identity based more on culture rather than military or economic power. Japan has greatly increased its military spending due to aggressive Chinese actions in the Senkaku/Diaoyu islands’ conflict and North Korean threats, but this is a largely defensive move.

    Japan may have chosen the road of soft power out of necessity, but there is much to be said for walking this road. An identity that is more open to the world is now within reach. People also have a great opportunity to appreciate nature, beauty, spirituality, and simple living more than previous generations. They can live a healthier and less work-centered life. The Japanese past offers much wisdom that can be put to good use today.

    Bill Kelly, 2025

    (Reprinted from Bill Kelly's substack with permission) 

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