Postcard from Japan

Many teachers are already into their first weeks of school; however, FFT Fellow Prince Johnson (Food and Finance High School – New York, NY) is still being a student on his fellowship in Japan. We caught up with him mid-fellowship to hear about how he is observing Tokyo’s urbanization, Kyoto’s cultural landscapes, and Hiroshima’s history to create lessons connecting Japan’s geography and history and foster students’ global awareness and critical thinking.

Q: You are packing so much into your fellowship traversing Japan. Can you get a sense yet of the biggest takeaway from this experience?

A: My greatest takeaway has been the power of place-based learning to illuminate complex global issues. Standing in Hiroshima during the Peace Ceremony deepened my understanding of resilience, reconciliation, and the human cost of conflict. Experiencing Osaka’s energy, Kyoto’s preservation of tradition, and Tokyo’s blending of innovation and history reinforced the importance of cultural context in teaching global history and human geography. These moments will directly inform how I help students connect historical events to present-day challenges and opportunities.

Q: What inspired you to apply for a Fund for Teachers grant to make this happen?

A: I first applied for a Fund for Teachers fellowship in 2009, when I traveled to Indonesia to explore cultural, historical, and educational connections that I could bring back to my students. That experience profoundly shaped my approach to teaching—showing me the power of immersive, self-designed professional learning. When I applied again, I was drawn to the opportunity to design an experience that was entirely tailored to my students’ needs, my school’s context, and my own professional growth. I sought FFT because it allows teachers to be the architects of their own learning, rooted in purpose and possibility.

Q: This summer, alone, you have completed the Goethe-Institut Deutschland fellowship and the NYU Steinhardt fellowship in Paris – in addition to being asked to join the NYCPS Climate Education Leadership team. Clearly, you strive to grow and enrich your teaching practice. What makes Fund for Teachers unique from all of your other professional development opportunities?

A: While I am deeply honored by the recognition I have received throughout my career, FFT is different because it is not an award for past accomplishments—it is an investment in future impact. Many honors acknowledge what has already been achieved, but FFT asks: What will you do next? It empowers teachers to dream big, to take risks, and to bring back something truly unique to their students and communities. It’s deeply personal, profoundly student-centered, and built on the belief that teachers are innovators, not just implementers.

Prince actively posts on Instagram @mrjonsoncte. And (you heard it here first), he was just named 2025 New York History Teacher of the Year by The Gilder Lehrman Institute of American History.