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Bringing to Light an Unknown Seminar by Jacques Derrida

April 30, 2026
By 33098

Achilleas Panagiotakis (National and Kapodistrian University of Athens, 2019) used an SRG award to examine the original texts of an overlooked seminar by Jacques Derrida, revealing a crucial but unfinished chapter in the philosopher’s reflections on literature and law.

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In a lecture delivered in Brussels in 1979, Jacques Derrida (1930–2004)—one of the most influential thinkers of the twentieth century—casually mentioned a project he hoped to undertake to explore the relationship between literature and law.

“The analysis I am venturing,” he told his audience, “sticks to the border of a work—which I only project—on law and literature.”[1] Papers and seminars from the same period refer to the work of the writer and literary theorist Maurice Blanchot, suggesting that Derrida was actively engaged with this line of inquiry. This project, though—provisionally entitled Du droit à la littérature—was never completed.

Instead, Derrida went on to publish the better-known Du droit à la philosophie (Right to Philosophy) in 1990.[2] What, then, became of his earlier reflections on literature and law? Were they abandoned, or did they take another form?

To answer this question, I turned to an overlooked source: an unedited, unpublished, and untranslated seminar taught by Derrida at Yale University in 1978–79, also entitled Du droit à la littérature. Despite Derrida’s enormous influence on literary studies, this seminar has received surprisingly little attention. Yet it offers a rare and detailed glimpse into a pivotal moment in his thinking.

The Seminar and the Archive

Beginning in 1975, Derrida taught annually in the United States as a visiting professor, first at Yale University and later, from 1986, at the University of California, Irvine—thanks to the initiative of J. Hillis Miller and Paul de Man.[3] The original French texts of these lectures, along with manuscripts, typescripts, recordings, photographs, and other materials dating from 1946 to 2002, comprise the Jacques Derrida Papers, now held at the Critical Theory Archive of the Special Collections and Archives of the UC Irvine Libraries. Derrida himself actively participated in building this archive by regularly
sending his papers there.

The Langson Library at the University of California, Irvine.

The Langson Library at the University of California, Irvine.

Copies of these lectures also exist at the Institut Mémoires de l’Édition Contemporaine in Caen, France, and digital copies are available through Princeton University Library’s online repository of Derrida’s seminars. Several of Derrida’s seminars have been edited and published in French since 2006, first by Éditions Galilée and later by Éditions du Seuil, as part of the Bibliothèque Derrida.[4] English translations are also underway, though at a slower pace, as part of the Derrida Seminar Translation Project.[5] Du droit à la littérature, however, has not been published in either language.

SRG Fieldwork at UC Irvine

In February 2026, thanks to a Sylff Research Grant, I was able to visit the Langson Library at UC Irvine and examine the Du droit à la littérature materials in person. This proved invaluable for my project. The seminar consists of six lectures—five typewritten and one handwritten and incomplete—preserved in the form of the original typescripts along with two copies. Different handwritten notes, additions, and corrections were found in the margins of all three versions. The folders of the seminar also included short notes on 44 numbered index cards and other supporting materials, such as the main points of discussion for one of the lectures. Additional related materials were found
outside the seminar’s folders.

Folders from the Jacques Derrida Papers.

Folders from the Jacques Derrida Papers.

More than half of these materials have not yet been digitized. Working directly with the physical documents made it possible to compare versions carefully, resolve ambiguity issues common in archival research, and decipher Derrida’s notoriously difficult handwriting—tasks that would have been nearly impossible using digital copies alone. By carefully collating the three available versions and supplementary notes, I was able to produce a complete, coherent transcription and edited text of the seminar.

What Du droit à la littérature Argues

Du droit à la littérature is an in-depth study of how institutions—notably copyright laws and universities—have historically shaped literature in the West, from antiquity to the postwar era, with a focus on French texts.

Literature, Derrida argues, is caught in a double bind since literary works can be identified as such only through such legal markers as copyright and genre. At the same time, what gives literature its unique character is its capacity to test and “play” with those very rules. In other words, literature depends on legal definitions to exist, yet it continually pushes against the limits of such definitions.

Pages from Du droit à la littérature.

Pages from Du droit à la littérature.

Derrida develops this argument by examining the history of the establishment of authors’ rights over their published work, focusing on the criteria the copyright law uses to identify a printed text as a literary work, such as the author’s name, the existence of a title, and its classification under a genre. He shows how the shift from printers’ monopolies to authors’ rights in late eighteenth-century France coincided with a parallel autonomization of literature and the gradual narrowing of the meaning and use of the word “literature.” Derrida argues that these developments created the conditions for a literary style that plays with the legal conventions that allow a literary text to be acknowledged as such. Circular narratives, titles with multiple meanings, and dense intertextuality are among the strategies he highlights.

The theoretical discussion is complemented by an illustrative reading of Maurice Blanchot’s La Folie du jour (1973). However, Derrida concludes that a literary text can never fully transcend the limits defined by law without becoming unreadable. Literature may transgress the rules that define it, but it must also remain bound to them. The law is thus not simply an external constraint but one of the conditions that makes literature possible.

Why This Seminar Matters Now

The surviving materials from the seminar on Du droit à la littérature allow us to reconstruct the basic contours of Derrida’s abandoned project on law and literature and to better understand the internal connections among his writings of the 1970s. They also preserve a unique discussion on the relationship between literature, the university, and copyright law—themes that are prominent in his published works but were never treated together in any single publication.

This interdisciplinary approach makes a unique contribution by bridging legal studies, history, and literary studies and emphasizing the legal, institutional, and social dimensions of literature. Finally, Derrida’s historically grounded approach in this seminar is in itself an indirect challenge to the longstanding accusation that deconstruction is indifferent to historical context.

Scholarly Encounters

During my stay in California, I had the opportunity to meet and have a long discussion with Peggy Kamuf, professor emerita at the University of Southern California and one of the foremost experts on Derrida’s work. Named by Derrida himself as co-designate (alongside Emory University Professor Geoffrey Bennington) of the Derrida Estate, she currently directs the Derrida Seminars Translation Project and has co-edited a number
of Derrida’s seminars in English.

Working inside the Caroline A. Laudati Conference Room, Langson Library, UC Irvine.

Working inside the Caroline A. Laudati Conference Room, Langson Library, UC Irvine.

Our discussion provided invaluable insights into the constitution and history of the UC Irvine archive, Derrida’s seminars in the United States, and the evolution of his thought. I was also informed of the ongoing publishing and translation efforts surrounding these seminars both in France and the United States. Our meeting was a vital part of my project, and I am grateful for her generosity and guidance.

I am also grateful to the Sylff program for making this research project possible by providing funding for the transatlantic trip from Greece to the United States. Thanks to the SRG award, the central phase of the project has now been completed. The next step will be to share my findings with the wider academic community, in accordance with the wishes of the Derrida Estate.

Notes

[1] Jacques Derrida, “Title (To Be Specified),” trans. Tom Conley, SubStance 10, no. 2, issue 31 (1981): 12.

[2] Translated into English by Jan Plug in two volumes: Who’s Afraid of Philosophy? Right to Philosophy 1 (Stanford: Stanford University Press, 2002); and Eyes of the University: Right to Philosophy 2 (Stanford: Stanford University Press, 2004).

[3] See Benoît Peeters, Derrida: A Biography, trans. Andrew Brown (Cambridge: Polity Press, 2013), 271–72; Marc Redfield, Theory at Yale: The Strange Case of Deconstruction in America (New York: Fordham University Press, 2016), 26.

[4] A list of all published seminars in the Bibliothèque Derrida can be found here. For additional information on the transition from Éditions Galilée to Éditions du Seuil, see Nathalie Weill, “Derrida de Galilée au Seuil: les raisons d’un transfert,” Le Monde, July 7, 2019, https://www.lemonde.fr/livres/article/2019/07/07/derrida-de-galilee-au-seuil-les-raisons-d-un-transfert_5486439_3260.html.

[5] Additional information on the Derrida Seminars Translation Project can be found here.

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Appointment of New Executive Director for Leadership Development

April 22, 2026

The Tokyo Foundation is pleased to announce the appointment of Masato Seko as Executive Director for Leadership Development, as approved at meetings of the Board of Directors and the Board of Trustees held in March.

Masato Seko SylffIn his new role, Seko will oversee and guide the Foundation’s three leadership development programs—Sylff, NF-JLEP, and the READ JAPAN PROJECT—working closely with the many individuals and institutions that make these initiatives possible.

Seko brings more than 25 years of experience in solution-oriented projects and leadership development, including extensive work in the field of peacebuilding at The Nippon Foundation and the Sasakawa Peace Foundation. He has personally traveled to and worked on projects in approximately 50 countries worldwide, giving him a wealth of on-the-ground experience and deep international expertise.

Through the Foundation’s leadership development programs, Seko looks forward to working closely with our global community of fellows, partners, and friends to nurture leaders who contribute to addressing global challenges and to further deepen international understanding of Japan.

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Strengthening Inclusive Pathways into Economic Research in Latin America

April 15, 2026
By 33417

Using SLI funding, Gabriela Sofia Lecaro Calle (University of Michigan, 2023) coordinated a project designed to help Latin American students from diverse backgrounds gain access to high‑quality economic research, offering mentorship and targeted training in preparation for graduate study and academic careers.

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Access to high-quality training in economics and to information about academic and research careers remains highly unequal across Latin America. Many talented undergraduate students—particularly those at public universities and from low-income or first-generation backgrounds—have limited exposure to research, few opportunities to develop technical skills beyond the classroom, and little guidance on how to pursue graduate study.

In response to these gaps, EconThaki was created with the goal of building an inclusive pipeline into academic and applied economic research, not only as a matter of equity but also to increase the quality and scope of the discipline. I am a cofounder of this community-led initiative and have served as a mentor and instructor for previous program editions.

With support from a Sylff Leadership Initiatives grant, EconThaki implemented a set of complementary activities during 2024–25 structured around three pillars: (1) hands-on research apprenticeships, (2) structured mentorship, and (3) targeted skill-building and exposure opportunities.

Together, these components aimed to strengthen students’ technical capacity, professional networks, and understanding of academic career pathways, while ensuring that financial constraints did not prevent participation.

At the center of the project was the EconThaki Fellowship and Research Apprenticeship Program, which matched selected fellows with active researchers working on ongoing projects and integrated them into real research teams. Fellows contributed to a wide range of studies, including randomized controlled trials with small retail stores in Lima, research on financial inclusion in Ecuador, and applied policy evaluations.

Rather than serving only as assistants on narrowly defined tasks, fellows engaged in multiple stages of the research process. Their responsibilities included cleaning and consolidating large datasets, programming in Stata and other statistical software, constructing survey instruments, preparing reproducible workflows, conducting exploratory analysis, and participating in research meetings.

This immersion into research practice allowed fellows to see how abstract methods learned in coursework translate into empirical evidence. Many reported substantial growth in their ability to manage data, write organized and replicable code, and interpret results. Equally important, fellows gained a clearer sense of how academic research is iterative, collaborative, and shaped by practical constraints such as data availability and fieldwork conditions.

An online session of the mentoring program.

Alongside apprenticeships, EconThaki emphasized structured mentorship as a core element of the program. Fellows met regularly with mentors and program staff to discuss research progress, career goals, and next steps. These conversations often extended beyond technical issues to include topics such as preparing for master’s or PhD programs, identifying predoctoral opportunities, and building a competitive academic profile. For many participants, this was their first sustained interaction with researchers who could demystify the academic path.

A recurring theme in students’ reflections was a shift in expectations: what once felt distant or unrealistic now appeared attainable with appropriate preparation. This change in mindset was a critical outcome of the program. By providing both role models and concrete guidance, EconThaki helped students envision themselves as future researchers and graduate students.

The project also invested in complementary training to benefit a broader set of students beyond the fellowship cohort. SLI-supported English classes were offered across multiple EconThaki programs, strengthening academic reading, writing, and speaking skills. These skills are essential for engaging with the international research community, reading frontier literature, communicating with mentors, and preparing graduate applications.

Lima Summer School of Economics, 2025.

In addition, selected students participated in the Lima Summer School of Economics, a selective program jointly organized by the University of British Columbia and the University of Piura that offers intensive short courses in modern economic theory, econometrics, and applied methods taught by international and regional faculty. Full-tuition scholarships were provided by the two universities, while Sylff funding played a crucial role in covering travel expenses. This support ensured that students from outside Lima and from low-income backgrounds could take advantage of this opportunity. Exposure to a demanding academic environment and to instructors from leading institutions further reinforced students’ preparation for graduate-level work.

The project’s activities have generated many tangible and intangible outcomes. Tangibly, students have strengthened technical skills in statistical programming, data management, and research organization. Intangibly, they have gained confidence, professional aspirations, and a sense of belonging in academic spaces. Several participants are now preparing applications to master’s programs, predoctoral positions, or research assistant roles, and many continue to collaborate with mentors after the end of the fellowship period.

Beyond individual trajectories, this project contributes to a broader objective: building a more diverse and locally grounded community of economists who can produce high-quality research on the region’s most pressing challenges. Latin America faces persistent issues related to poverty, inequality, informality, and limited state capacity. Expanding the pool of researchers who have the tools to study these problems rigorously is essential for improving the evidence base that informs policy.

An alumni gathering.

Looking forward, EconThaki aims to scale and refine this model by increasing the number of fellows, strengthening partnerships with researchers and institutions, and deepening complementary training offerings. The SLI grant has shown that targeted funding can generate meaningful changes in students’ skills, expectations, and opportunities. By supporting this project, Sylff has helped transform potential into preparation and aspiration into concrete pathways. EconThaki is grateful for this award and remains committed to building an inclusive pipeline into economic research that reflects the talent and diversity of the region.

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Athens Fellow’s Vision for a School Where Everyone Belongs: Sylff@Tokyo

April 13, 2026

For Maria Eleni Apostolopoulou, a Sylff fellowship recipient at the National and Kapodistrian University of Athens, education is more than a public requirement. It is a promise of belonging and growth for all children, regardless of ability or background.

Apostolopoulou visited the Sylff Association secretariat on April 7, 2026, during a trip to several Japanese destinations. A trained kindergarten teacher who received a master’s degree in special education in December 2025, she has focused her academic and professional energies on what inclusive education can and should be. “I could never imagine excluding a child from any educational process,” she explains. “Education must be a safe space for all children, not a place where difference becomes a reason for marginalization.”

Inclusion as a Foundation, Not an Exception

Apostolopoulou’s vision challenges traditional distinctions between “general” and “special” education. Rather than treating inclusion as an add‑on response, she believes it should form the foundation of all educational practice. Her teaching philosophy is rooted in empathy, play‑based learning, and respect for each child’s unique pace and abilities—factors that make children eager to go to school.

“I don’t really like the word ‘special education’ because it suggests there’s something different that requires special treatment in the classroom,” she notes. “A truly inclusive education would ensure that every child feels valued, understood, and supported.”

This conviction has shaped her academic focus as well. For her master’s thesis, Apostolopoulou examined teachers’ views and experiences regarding their preparedness for inclusive teaching roles. Through interviews and field interactions with educators at various levels, she found that many teachers feel underprepared to implement inclusive practices despite policy commitments to inclusion.

“I think it’s important to be familiar with special education if you want to do a good job as a teacher. Most teachers aren’t adequately taught to address special needs in the classroom so that no student feels excluded. I chose this field because I felt it would give me the knowledge to include them all.”

Learning Beyond the Classroom

The Sylff Fellowship played a pivotal role in allowing Apostolopoulou to deepen both her theoretical knowledge and practical skills. Fellowship support enabled her to pursue professional training, including seminars on intellectual disability and alternative communication methods such as Makaton—an approach widely used to support children with autism.

An unexpected outcome of her fellowship was her collaboration with the University of Nicosia, where she contributed to the development of a guide on disabilities and appropriate educational practices. Through extensive research and data analysis, Apostolopoulou helped translate academic knowledge into applied guidance for educators—an experience she describes as both challenging and deeply rewarding.

“Without the fellowship, these experiences would not have been possible,” she reflects. “It didn’t just support my studies; it expanded my professional horizons.”

From Research to Real‑World Impact

Beyond academia, she is engaged in volunteer work and leadership activities. She has served as a team leader in children’s summer camps, volunteered with NGOs supporting children in need, and recently earned certification in Braille, underscoring her commitment to continuous learning and accessibility. She is currently creating a haptic children’s book that tells a story about life through texture and sound.

These experiences reinforce her belief that inclusion thrives through collaboration—among teachers, families, specialists, and communities. “No child’s education exists in isolation,” she says. “When we work together, inclusion becomes more natural.”

A Vision for the Future

Ultimately, she aspires to establish an open and innovative school where children with and without disabilities, from diverse cultural and linguistic backgrounds, learn and grow side by side. Until then, she is committed to gaining hands‑on experience, refining her research, and advocating for systemic change in teacher education and educational policy.

A group photo with partner Stefanos Philippou and the Sylff Association secretariat staff.

Through her passion, leadership, and unwavering belief in every child’s potential, Maria Eleni Apostolopoulou embodies the values of the Sylff community—demonstrating how education, when guided by empathy and purpose, can become a powerful force for bridging differences and transforming society.

The Sylff Association secretariat lauds her initiatives and affirms its continued support for her work, recognizing her commitment to inclusive practice, professional growth, and social engagement as an outstanding example of how Sylff fellows translate their ideals into social action.

 

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Navigating the Digital Age: Social Media Risks and Femicide Awareness

April 8, 2026
By 32936

Using a Sylff Leadership Initiatives award, Shephy Elisha Oduor (University of Nairobi, 2021–22) organized and implemented a two-day youth empowerment workshop in Nairobi for over 200 young women and adolescent girls to explore the intersection of digital literacy, online safety, and gender-based violence prevention in urban Kenya.

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Technology is a useful servant but a dangerous master.
—Christian Lous Lange

Over the past decade, digital technology has reshaped the social landscape for young people across the globe. In Kenya, the rapid growth of smartphone ownership and internet connectivity has dramatically transformed how young people access information, communicate with peers, and pursue opportunities. Social media platforms have become powerful spaces for education, entrepreneurship, creativity, and civic engagement. For many young people, digital platforms provide opportunities that were previously unimaginable. Students can now access educational resources, build networks across borders, and participate in global conversations without leaving their communities.

Yet these expanding digital opportunities also come with significant challenges. As digital access grows, so too does exposure of young users to online threats, such as manipulation, harassment, and exploitation. Online grooming, sextortion, phishing scams, impersonation schemes, cyberbullying, and digital stalking have become widespread concerns. For adolescent girls and young women, these risks are often compounded by social and economic vulnerabilities. In many urban informal settlements, digital literacy education has not kept pace with the rapid adoption of smartphones and social media. As a result, many young women enter digital spaces without adequate preparation to identify or respond to online manipulation.

Recent national discussions on gender-based violence and femicide in Kenya have highlighted the need to examine how online interactions can intersect with real-world harm. In several reported cases, online deception or manipulation has preceded incidents of exploitation or violence. These realities underscore the need for proactive education that equips young people with practical knowledge about digital safety while strengthening community awareness of online exploitation.

It was within this broader social and technological context that the workshop on Navigating the Digital Age: Raising Awareness on Social Media Risks and Femicide Awareness was conceptualized. The initiative sought to equip young women and girls with practical skills to protect themselves in digital environments while also fostering awareness about the connection between online manipulation and gender-based violence. By combining digital literacy training with conversations on femicide prevention, the workshop aimed to empower participants to navigate digital spaces with greater awareness, confidence, and responsibility.

More than 200 participants attended the event, including primary beneficiaries as well as adolescent girls aged 16 and 17. Their presence reflected the growing urgency of introducing digital safety education early, as young people begin engaging with social media platforms during adolescence.

From the moment participants arrived at the venue, the atmosphere was intentionally designed to communicate solidarity and shared purpose. Each participant received a pink awareness T-shirt and wristband carrying the message: “Stay Safe Online: Navigating the Digital Age—Fight Against Femicide.” Participants were also provided with digital safety manuals and informational guides outlining available reporting mechanisms for online abuse. These resources ensured that the knowledge shared during the workshop could continue to serve participants long after the event concluded.

Building Awareness Through Dialogue

Participants gather in Nairobi for the two-day digital safety and femicide awareness workshop, demonstrating youth solidarity and shared commitment to safer digital spaces.

The workshop opened with a plenary session designed to create space for honest dialogue about digital experiences among young women. Facilitators guided discussions exploring how digital interactions—often beginning with seemingly harmless communication—can sometimes evolve into manipulation or coercion. Participants examined real-life scenarios involving fake job advertisements, romantic deception schemes, identity theft, and online blackmail. These examples resonated strongly because they reflected situations that many young people had encountered when navigating social media platforms.

Through guided conversations, participants reflected on how trust is established in digital environments and how that trust can sometimes be exploited. They identified warning signs such as requests for private images, emotional pressure, financial demands, and attempts to isolate individuals from their support networks. These discussions were particularly impactful because they allowed participants to learn from each other’s experiences while developing a deeper understanding of digital risk.

Practical Digital Safety Skills

A key strength of the workshop was its emphasis on practical learning rather than theoretical discussion alone. ICT professionals facilitated interactive sessions where participants conducted live digital safety audits using their smartphones. They learned how to review privacy settings across their social media accounts, activate two-factor authentication, strengthen password security, and disable unnecessary location-sharing features.

Participants conduct digital safety audits by reviewing privacy settings and strengthening online protection during group discussions.

For many participants, this exercise revealed previously unnoticed vulnerabilities. Several discovered that their social media profiles were publicly accessible, exposing personal details such as phone numbers, school locations, and daily routines. Facilitators explained how cybercriminals and online predators often collect publicly available information to build trust with potential victims. Understanding these tactics helped participants recognize how seemingly harmless online behavior can sometimes create pathways for manipulation. By the end of the session, participants expressed significantly greater confidence in managing their digital identities and protecting themselves online.

Leadership Through Knowledge: Miss Digital Safety 2026

A distinctive feature of the workshop was the selection of Miss Digital Safety 2026, an initiative designed to recognize leadership in digital safety advocacy. Unlike traditional pageantry, the recognition focused on knowledge, communication skills, and community engagement rather than physical appearance. Participants were evaluated based on their understanding of digital safety principles and their ability to communicate prevention strategies clearly.

Miss Digital Safety 2026, seated, with mentors and other finalists. The winner was recognized for leadership in promoting responsible online behavior and digital safety awareness.

The initiative emphasized that digital literacy itself is a form of empowerment. By recognizing knowledge-based leadership, the program encouraged participants to view themselves as advocates capable of promoting safer digital practices within their communities. The crowned ambassador committed to conducting peer awareness sessions among fellow youth, ensuring that the knowledge gained during the workshop would continue to spread beyond the event.

A Multi-Stakeholder Approach to Digital Safety

One of the strengths of the Navigating the Digital Age initiative was its integrated and collaborative approach. Rather than focusing solely on awareness campaigns, the workshop combined several complementary strategies designed to address digital safety from multiple perspectives.

Participants engaged in practical training sessions addressing online scams, digital grooming, and phishing tactics. Expert facilitators provided insights on the legal frameworks governing cybercrime, technological safeguards for digital security, and the broader social implications of online exploitation.

The workshop also emphasized peer mentorship and community engagement. By encouraging participants to share knowledge within their peer networks, the program sought to cultivate a culture of digital responsibility among young people themselves. Community leaders, educators, and digital security experts participated as mentors and facilitators throughout the program. Their involvement reinforced the idea that protecting young people in digital spaces requires cooperation between families, schools, community organizations, and policymakers.

Measuring Impact and Sustaining the Initiative

Participants pose with Professor Susan Chepkonga, a workshop facilitator, and the author at the close of the workshop, united in their commitment to advancing digital safety and femicide prevention.

As the conversations around digital safety continue to gain urgency, initiatives such as Navigating the Digital Age are increasingly recognized as timely responses to emerging social challenges. The program demonstrated how digital safety education can be strengthened when practical training, expert guidance, peer mentorship, and community engagement are combined within a single learning platform. By addressing both the technical and social dimensions of online risk, the workshop created a holistic approach to digital resilience among young participants.

At the same time, the initiative recognizes the importance of systematically evaluating its long-term effectiveness. Future phases of the program will therefore incorporate structured evaluation strategies designed to assess both immediate learning outcomes and sustained community impact.

These will include post-workshop surveys, structured participant feedback mechanisms, and tracking of peer outreach activities conducted by participants after the training. Such tools will provide valuable insights into how knowledge gained during the workshop spreads within communities and influences digital behavior over time. The aims of strengthening monitoring and evaluation frameworks are not only to refine future workshops but also to contribute evidence-based insights that can inform broader, digital-safety education programs.

Reflection: Protecting Dignity in a Digital World

The Navigating the Digital Age initiative highlights an important reality of contemporary life: digital literacy has become inseparable from personal safety. When young women understand how to safeguard their digital identities, recognize manipulation early, and access support systems when needed, they strengthen not only their own safety but also the resilience of their communities.

A digital safety advocate shares experiences and insights during the workshop.

In a world where technology increasingly shapes human relationships, the challenge is not simply to expand access to digital tools but to ensure that young people are equipped with the knowledge and confidence to use them responsibly.

Ultimately, building safer digital environments depends on the collective efforts of informed individuals, supportive communities, and young leaders committed to protecting dignity in both online and offline spaces.

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Website Maintenance on April 14 (13:00 to 14:00 JST)

April 8, 2026

Access to Sylff website will be temporarily unavailable between 13:00 and 14:00 on Tuesday, April 14 (Japan Standard Time) due to web server maintenance. 

During this period, the website will display a “Maintenance in Progress” message.

We apologize for any inconvenience this may cause and appreciate your understanding.

 

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Applications for SRG and SLI in Fiscal 2026 to Open in May

April 2, 2026

The Sylff Association secretariat will begin accepting applications for Sylff Research Grant (SRG) and Sylff Leadership Initiatives (SLI) for fiscal 2026 (April 2026 to March 2027) in May 2026.

From this cycle, both programs will accept applications through online forms, which will be available only during the respective application periods. Those interested in applying are encouraged to carefully review the Call for Applications for each program and prepare their submissions for the preliminary application period, which will begin on May 13, 2026.

The Calls for Application for the two programs are linked below.

SRG: https://www.sylff.org/support_programs/srg/

SLI: https://www.sylff.org/support_programs/sli/

We look forward to launching our support programs for fiscal 2026 and to receiving applications for insightful research and innovative social initiatives.

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Insights from Fieldwork in Cambridge on Whaling’s Self-Policing Regime

March 18, 2026
By 31421

A month of SRG-funded research in Cambridge gave Swati Malik (Geneva Graduate Institute, 2020) access to IWC archives and whaling experts, illuminating how inspections evolved in the whaling regime and what a self-policing regime reveals about enforcement, accountability, and cooperation.

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My doctoral research examines how international treaties use inspections to enforce compliance, focusing on three regimes: chemical weapons disarmament, torture prevention, and whaling regulation. Each of these regimes approaches inspections differently—from the rigorous, treaty-empowered inspections under the Chemical Weapons Convention to the collaborative monitoring of the torture-prevention regime, and finally to the more limited and ad-hoc oversight in the whaling regime.

This article centers on the last of these inspection categories: the regulation of whaling under the International Convention for the Regulation of Whaling (ICRW).

In October 2025, supported by a Sylff Research Grant (SRG), I conducted fieldwork in Cambridge to explore how the International Whaling Commission (IWC)—the treaty body established by the ICRW—handles inspections and compliance. This trip was the capstone of my comparative study, following earlier field research on the other two regimes. While my research on inspections in the other two regimes may be mentioned as part of the broader context of my PhD research, the narrative below focuses specifically on my Cambridge field visit.

My interest in inspections in the whaling regime stems from the striking contrast they provide to more institutionalized inspection systems in international law. Whaling has long been a flashpoint between conservation goals and state sovereignty. Unlike disarmament treaties that deploy professional inspectors, the ICRW relies heavily on member nations to police themselves, thus raising questions about accountability.

I chose to study the whaling regime because it illustrates a challenging scenario: how does a country ensure compliance with international conservation rules when oversight is largely voluntary? By delving into the archives of the IWC and speaking with experts in Cambridge, I hoped to uncover how this regime evolved, how it tries to monitor whaling activities, and what lessons its successes and failures hold for international law.

The SRG-funded fieldwork in Cambridge enabled me to access materials unavailable elsewhere and provided nuanced insights into whaling inspections that complement the other case studies in my thesis.

Accessing the IWC Archives in Cambridge

The IWC Secretariat is headquartered just north of Cambridge in the village of Histon. For several days, I commuted from my hotel to the Secretariat’s modest offices—a journey that underscored the unassuming setting of this global regulatory body. My primary objective was to examine inspection reports and compliance records that are not available online.

Victory House in Histon, which houses the International Whaling Commission’s headquarters. (Photo courtesy of the author)

Beyond observer reports, the archives contained internal meeting minutes and communiqués grappling with enforcement issues. Reviewing these historical records was a highlight of my fieldwork. In particular, I discovered evidence of how shortcomings in the regime’s inspection mechanism had real consequences.

One striking find was a file concerning the Soviet Union’s whaling activities, which included scientific papers from the early 1990s revealing that the USSR had grossly underreported its whale catches for decades. This revelation, which only came after the end of Soviet whaling, underscored the limitations of an oversight system that relied on national inspectors and honesty.

Cambridge’s Extensive Resources

In addition to the IWC archives, Cambridge’s extensive resources provided many supplementary materials for my research. The University of Cambridge houses multiple libraries and collections, which proved invaluable for gathering context and secondary literature on whaling. While there, I was able to consult historical publications on the whaling industry. I also accessed scientific reports on whale populations and their conservation status to understand the ecological backdrop against which the IWC made decisions.

Cambridge is also home to the Scott Polar Research Institute (SPRI), which maintains archives on polar exploration and whaling. After visiting the Polar Museum, I spent time in SPRI’s library reviewing historical logbooks and photographs from Antarctic whaling expeditions. These materials were not directly related to legal inspections, but they enriched my understanding of the whalers’ world—the operational side that inspectors later tried to monitor.

An old engraving portraying a whaling chase by a small crew of rowers through rough surf—a scene of danger and adventure very different from the technology‑driven methods of modern whaling. (©Patstock via Getty Images)

Seeing century-old harpoon logs and sepia-toned photos of whaling ships in icy waters gave me a visceral sense of the industry’s heritage. This, in turn, helped me appreciate why establishing inspections was so contentious; whaling had deep economic and cultural roots, and external oversight was sometimes perceived as an affront to national traditions.

Another key component of my fieldwork was engaging with experts through interviews and informal conversations. Cambridge, with its vibrant academic community and proximity to the IWC headquarters, offered an excellent opportunity to speak directly with individuals knowledgeable about whaling governance. While there, I was also able to conduct two interviews with individuals who had been part of their respective countries’ whaling expeditions as inspectors on board whaling vessels.

Findings: The Whaling Inspection Regime under the ICRW

By the end of my fieldwork, I had assembled a detailed picture of how inspections (or the lack thereof) operate in the whaling regime. One key finding was that the ICRW’s approach has always been decentralized and state-led. Unlike the Chemical Weapons Convention, which employs independent inspectors, the ICRW from its inception placed the burden of verification on each member nation. These national inspectors were employed by their own governments, not by an international body—a fact that inherently limited their neutrality.

The International Observer Scheme (IOS) of the 1970s was the IWC’s attempt to remedy this weakness by adding a layer of third-party oversight. My research confirmed that the IOS did somewhat improve transparency—observers from different nations were able to cross-verify catches and occasionally caught discrepancies in logbooks. However, the scheme had a limited lifespan. It effectively ceased once the commercial whaling moratorium took effect in 1986–87, as there were fewer whaling operations to monitor (and political enthusiasm for maintaining observers waned when the focus shifted to simply stopping whaling).

After that, the IWC entered what might be called a “post-inspection” era. The moratorium meant that in theory there was not much to inspect, aside from scientific permit whaling and aboriginal subsistence whaling. In practice, however, certain countries continued significant whaling under exemptions. All oversight in these cases was done through paperwork—catch reports submitted by countries, scientific data, and occasional reviews—but there was nothing like the robust inspection regimes of other treaties.

My findings highlight several implications of this light-touch enforcement. For one, compliance becomes a matter of trust and diplomacy rather than verification. IWC meetings often devote time to “infractions reports,” where nations publicly report any violations (such as an accidental taking of a protected whale) and explain remedial actions. This process creates peer pressure, but there is no real penalty if a nation fails to self-report or justify its actions. Through interviews and documents, I learned that this system led to frustration among the IWC’s conservation-minded members.

Not all findings were negative, however, as the fieldwork also shed light on how the IWC has adapted its compliance approach in innovative ways. In recent years, the Commission has emphasized transparency and collaboration through tools such as voluntary DNA registries of whale meat (to detect illegal catches entering markets) and improved reporting requirements for scientific hunts.

While these are not “inspections” in the classic sense, they are mechanisms that contribute to accountability. One might say the IWC compensates for its lack of enforcement power by leveraging science and public opinion to keep countries in line.

When I compare the archival records from the 1970s with the whaling dynamics in 2025, it is clear there has been an evolution. The exploitative mentality of the mid-twentieth century has given way to a broader conservation ethos, resulting in some improvements in compliance. For example, no IWC member openly defies catch limits for endangered species today, which was not the case in earlier decades. Whale populations have benefitted, with many species beginning to recover under the moratorium. Thus, even a relatively weak inspection regime, paired with a strong norm like the moratorium, can have significant impact.

I spent a wonderful autumnal month in Cambridge happily hopping between colleges, libraries, bookstores, coffee shops, and the IWC’s headquarters. (Photo courtesy of the author)

In summary, my Cambridge fieldwork revealed that the whaling regime’s inspection system is fundamentally a story of trade-offs. On the one hand, keeping inspections state-led preserved national sovereignty and facilitated political agreement (many countries might have left the IWC if intrusive inspections were forced upon them).

Conversely, this choice left persistent gaps in enforcement, some of which were tragically exploited, as the Soviet example illustrates. These findings form a crucial part of my thesis’s comparative analysis, demonstrating how a weaker, voluntary inspection framework struggles to achieve the same level of compliance as the stronger, institutionalized inspections of other regimes. Yet, the whaling case also provides insight into alternative compliance tools—diplomacy, science, and public pressure—which are increasingly relevant in international law where formal enforcement often proves elusive.

Reflections and Broader Significance

This field visit to Cambridge was not just an exercise in data collection. It was also a journey that illuminated the human and societal dimensions of my research. Working in the archives and speaking with people on the ground deepened my appreciation for how international law functions in practice: through painstaking consensus-building, occasional bold leadership, and the quiet dedication of individuals behind the scenes.

I was struck by the universality and diversity of the human condition reflected in the whaling regime’s story. At its core, the idea of inspections in international treaties speaks to shared values: accountability, trust, and stewardship. Every nation, at least rhetorically, agrees that we must preserve ocean life for future generations and follow rules we have collectively set. This is a common thread of humanity—recognizing that some issues, like conserving whale populations, transcend borders and require mutual oversight.

At the same time, the implementation of that principle encounters the diversity of human perspectives and cultures. Whaling is not merely a practical activity, as it is woven into cultural narratives, national identities, and human livelihoods. What I witnessed through Cambridge’s documents and discussions is that an inspection regime must contend with these differences.

For example, the presence of an inspector on a whaling vessel may be perceived by one nation as an essential mechanism for the protection of global heritage, while another may view it as intrusive oversight that calls its way of life into question. The whaling case vividly demonstrates how one size does not fit all. This realization has made my research analysis more nuanced; rather than viewing the IWC system as simply “weak,” I now understand it as a product of compromise, an attempt (however imperfect) to respect diversity while still upholding a universal conservation objective.

These reflections also raise broader questions that make for a separate discussion: can international law find creative ways to enforce rules without alienating those who must abide by them? How do we build compliance mechanisms that are both effective and seen as legitimate by different communities? These questions go beyond whaling, as they touch on the very nature of global cooperation.

On a personal note, my time in Cambridge taught me the value of stepping outside the narrow confines of my academic research and engaging with the narratives and people behind the law. Inspections, whether in disarmament or human rights or whaling, are tools by which we act as trustees—we check on each other to uphold a common good. This fieldwork reinforced for me why this topic matters for our shared planet.

In the case of whaling, the societal contribution of better inspections (or analogous oversight) could mean the difference between whales’ survival or extinction and between a fair global agreement or a collapse back into unregulated exploitation of the ocean’s living resources.

The author recently defended her doctoral thesis at the Graduate Institute in Geneva. She is very grateful to the Sylff Association for fully funding her studies at the Institute for two academic years between 2020 and 2022 and also for twice awarding grants that enabled her to undertake research visits to the Netherlands and the United Kingdom. (Photo courtesy of the author)

Conclusion

This fieldwork proved indispensable to my recently concluded PhD journey, allowing me to complete the comparative puzzle of inspections in international law by providing deep insights into the whaling regime—a case where both the cracks and potential of international oversight are on display.

In closing, I am grateful for the Sylff Association’s support that enabled this fieldwork. Without being on-site in Cambridge, I would have missed crucial evidence and perspectives that now enrich my thesis chapter on inspections in the whaling regime. By focusing on whaling—an issue that at first might seem niche or historic—I ended up exploring questions that lie at the heart of how we manage our global commons and uphold international norms.

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Tokyo Foundation Connects with Sylff Fellows at UNSW Business School

March 16, 2026

On January 6, 2026, three members of the Tokyo Foundation, including President Mieko Nakabayashi, visited the UNSW Business School in Sydney. The delegation was warmly welcomed by Professor and Senior Deputy Dean Karin Sanders, along with members of the Sylff steering committee and administrative staff, with whom they exchanged views on the Sylff program at UNSW.

The Sylff program at UNSW Business School is characterized by its strong integration of academic study with industry engagement. Fellows specializing in fields such as marketing, finance, and business management are encouraged to develop leadership by pursuing research with practical relevance and social impact.

During the visit, the delegation met with four Sylff fellows on campus—Marian Cooray, Vartan Bal, Özlem Beldan, and Sacha Da Cunha Soares—who presented the research they conducted during their fellowships. Their work addresses a range of pressing challenges, including climate action, sustainable economic growth, and social inclusion.

Front row (from left): Fellow Özlem Beldan, fellow Sacha da Cunha Soares, contact person Florence Yang, and fellow Marian Cooray; back row (from left): fellow Vartan Bal, Treasury Director Andrew Fellowes, contact person Toni Hodge, Professor Karin Sanders, Executive Director Mari Suzuki, President Mieko Nakabashi, and Public Communications Officer Hiroshi Saito.

The following day, the delegation also met Oscar Osborne, a Sylff fellow from 2020 to 2022, over lunch in Sydney. Reflecting on his experience in the Sylff community, Osborne shared how the program broadened his international perspective. He also spoke about his plans to launch a startup and his interest in collaborating with corporate and nonprofit partners in Japan and the United States.

Meeting with fellow Oscar Osborne over lunch.

The delegation was particularly impressed by how engaging and outgoing the fellows were, as well as by their commitment to applying academic knowledge to real-world challenges beyond the classroom.

This trip to Sydney was the Foundation’s first visit to a Sylff institution in 2026 and a promising start to the year. We look forward to additional visits and continued engagement with the Sylff community in the months ahead.

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Building a Circular Future in Yogyakarta with Community-Driven Waste Solutions

March 10, 2026
By 29783

As Indonesia faces a national waste emergency, a grassroots initiative in Yogyakarta is showing how public awareness and community engagement can turn waste from an environmental burden into an economic resource.

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Indonesia is currently facing an unprecedented waste crisis. In response to the escalating situation, the government of Indonesia has officially declared a national waste emergency. According to data released by the Ministry of Environment, national waste generation has reached 143,824 tons per day, a figure that continues to rise along with population growth, shifting consumption patterns, and rapid urbanization.

For decades, Indonesia has relied heavily on landfills—locally called Tempat Pembuangan Akhir (TPA)—as the primary solution for waste disposal. However, this approach has proven unsustainable. Many landfills across the country are now operating beyond capacity, forcing several regions to shut them down entirely. The closure of these facilities has resulted in widespread waste accumulation along roadsides, in residential areas, and at temporary dumping points, often producing strong odors and posing serious health and environmental risks.

In some regions, the response has been disturbingly superficial. Piles of uncollected waste are merely covered with tarpaulins and treated with special odor-reducing liquids, offering only temporary relief and failing to address the core problem. These conditions underscore the urgent need for systemic change in how waste is managed in Indonesia.

Lack of Public Awareness

Rima Amalia Eka Widya, a 2019–20 Sylff fellow at Gadjah Mada University, points out that the current waste emergency did not emerge overnight. Instead, it is the result of long-standing structural issues compounded by limited public understanding of proper and responsible waste management.

“The waste problem in Indonesia has existed for a long time,” Rima explains. “What makes it increasingly unmanageable is the lack of public awareness and knowledge about how to manage waste correctly and wisely, starting from the household level.”

Rima believes that waste is still widely perceived as something to be discarded and forgotten, rather than as a material resource that can be managed, processed, and transformed into economic value. This mindset, she argues, has slowed progress toward sustainable waste solutions and placed an overwhelming burden on downstream facilities, such as landfills and waste processing sites.

CircuLife: Transforming Waste into Opportunity

Motivated by these challenges, Rima initiated a community-based program under Sylff Leadership Initiatives 2025, titled “Community-Driven Waste Management and Circular Economy in Yogyakarta (CircuLife).” The initiative seeks to reframe waste not as a problem but as a potential driver of environmentally friendly local economies.

Through CircuLife, Rima and her team work directly with communities in Yogyakarta to promote practical and accessible waste management practices. The program emphasizes that sustainable waste practices do not require advanced technology or large financial investments. Instead, meaningful change can begin with simple innovations, behavioral shifts, and consistent community engagement.

“Our goal is to show communities that waste can be managed locally and sustainably,” Rima says. “With the right knowledge and continuous assistance, people can transform waste into an economic resource rather than an environmental burden.”

Community members in Yogyakarta participate in the Waste Management Workshop Series, bringing together students, cleaning service workers, environmental activists, residents, waste collection managers, and village government representatives.

A Multi-Stakeholder Approach

One of CircuLife’s defining strengths is its collaborative, multi-stakeholder approach. Recognizing that waste management cannot be addressed by communities alone, Rima actively involves a wide range of partners, including village governments, academics and researchers from Gadjah Mada University, waste banks, managers of temporary waste collecting sites (Tempat Penampungan Sementara, or TPS), innovative environmental startups, national and local media outlets, and environmental activists and community organizers.

By bridging academic knowledge with grassroots practice, CircuLife functions as a platform that connects research-based innovation with real-world application. This collaboration also ensures that local voices and lived experiences inform program design and implementation.

Systemic Weaknesses in Waste Management Practices

The situation at many TPS facilities in Yogyakarta highlights systemic weaknesses in current waste management practices. Most TPS receive waste in mixed form, with organic and inorganic materials combined. This significantly increases the workload for TPS staff, who must manually sort waste before processing.

In some areas, a single TPS serves approximately 700 households and receives more than 2 tons of waste per day. Such volumes are extremely difficult to manage, especially when organic waste dominates the waste stream. As a result, organic waste often accumulates around TPS facilities, creating unsanitary conditions and triggering complaints from nearby residents.

Rima notes that this bottleneck is largely preventable. “If organic waste were managed at the household level, TPS facilities would not be overwhelmed,” she explains. “The problem is not only infrastructure but also behavior and understanding.”

Accumulated waste at a TPS site in Sleman Regency, Yogyakarta, caused by equipment failure and heavy reliance on an incinerator used to dry and burn organic waste.

Empowering Communities through Simple Innovations

Despite the severity of the problem, Rima remains optimistic. She emphasizes that many people are unaware that organic waste can be processed using simple, low-cost methods, such as composting, biopores, or maggot-based systems. These techniques are accessible to households and do not require specialized equipment.

Through workshops, hands-on demonstrations, and continuous mentoring, the CircuLife team introduces these methods to communities and supports them during the adoption process. The focus is not merely on sharing knowledge but also on building confidence and long-term commitment. “People often think waste management is complicated or expensive,” Rima says. “But once they see that it can be done simply and independently, their perspective begins to change.”

Participants practice making compost from household and livestock organic waste using simple, low-cost methods.

Changing Mindsets, One Household at a Time

Central to CircuLife’s philosophy is the belief that waste management must begin at the smallest unit: the household. According to Rima, households play a decisive role in determining whether Indonesia can overcome its waste emergency.

She encourages a three-step approach: (1) waste segregation at the source, (2) independent processing of organic waste, and (3) channeling of residual and recyclable waste to TPS or local waste banks. By adopting these practices, households can significantly reduce the volume of waste entering the waste management system, easing pressure on TPS facilities and landfills alike. “Households are not just waste producers; they are key actors in the solution,” Rima emphasizes.

CircuLife as a Sustainable Educational Platform

Beyond the immediate project period, CircuLife is designed as a long-term educational platform. Rima envisions the initiative continuing beyond the SLI period, serving as a bridge between academic innovation and practical policy implementation.

The CircuLife team actively seeks to collaborate with government institutions and nonprofit organizations to scale successful models and adapt them to other regions. By doing so, the initiative aims to contribute not only to local improvements in Yogyakarta but also to broader national strategies for waste management. “We want CircuLife to become a connector,” Rima explains, “linking universities, communities, policymakers, and civil society in addressing waste issues at both local and national levels.”

CircuLife serves as a platform for education on economically valuable waste management, including transforming vegetable and fruit organic waste into eco-enzyme, a versatile biotechnological innovation.

Toward a Circular Future

At its core, CircuLife promotes the principles of the circular economy, where materials are reused, regenerated, and reintegrated into economic cycles. This approach challenges the linear “take-make-dispose” model that has dominated waste management practices for decades.

By empowering communities, strengthening local institutions, and fostering cross-sector collaboration, CircuLife demonstrates how grassroots leadership can contribute meaningfully to national and global sustainability goals.

As Indonesia grapples with its waste emergency, initiatives like CircuLife offer a hopeful reminder that transformative change often begins at the community level—driven by knowledge, collaboration, and a shared commitment to environmental responsibility.