Tag Archive for teaching

青蛙的眼睛: Winter Thoughts on New Beginnings

The last time I bothered to sit down and write a post was last summer (over 6 months ago!), when Leigh Alexander wrote a beautiful piece that moved me to write (for once, it landed me on the Critical Distance year-end round up, which tickled me). There have been things since that I would have liked to have written about, perhaps, but professional writing (e.g., manuscript stuff, editing stuff, article stuff – everything else stuff) has stopped that. Actually, the past fall semester has been pretty traumatizing from multiple perspectives, and my ability to get anything done other than what is Absolutely Required has been somewhat compromised. I haven’t been reeling from any particular event – and I have been most thankful for the wonderful people in my life, both here in MT and elsewhere – but just a general sense of being unsettled, and various minor issues, have left me feeling rather defeated on the whole.

But it’s a new year and – more importantly, from my perspective – a new semester is about to kick off. One thing I love about the rhythm of academic life is that things change. Anyone who knows me knows well might find this a weird comment: I generally don’t deal with change and upheaval very well. But there’s something nice that, at least where teaching is concerned, the slate is wiped clean on a regular basis. It does mean I occasionally find myself missing dynamics from classes and students past, but I really love trying new things, making new connections, reading new books – even if it doesn’t always work precisely as I’d want.

When I started my PhD, I had two thoughts that stuck with me for years: (a) I don’t like teaching much and (b) I will never be good at this. I remember – my first year, before I was an ‘official’ TA (just a ‘reader’) – my very first time being placed in charge of a classroom without a professor’s watchful eye. I paced in front of a room & clutching my battered copy of Diary of a Madman and Other Stories (Lu Xun), which included the assigned readings for the week, practically begging the students to say something – ANYTHING! To this day, I don’t think I do a terribly good job teaching Lu Xun (even though all of my students know I adore him). My advisors commented in a year end review my first or second year that I would “probably turn out to be a very good teacher - if her students can keep up with her” (a nod to my motormouthedness, among other things. I thought of that comment when I caught myself at dinner a few weeks ago – in response to a question of ‘When did foot binding start?’ – animatedly carrying on at mach 10 (‘Oh, well, it goes back to this story, but actually if you look at the archeological record it seems that it started here, perhaps, and they were actually binding the feet to be narrower – not the shape we think of – well, we think, we don’t know, but wouldn’t it be weird to wear socks that didn’t match the contours of your feet?’), before saying with a bit of embarrassment: ‘Well, I could go on for ages, this is something I teach about, so stop me if I’m getting pedantic.’)

Golden Chopsticks

I did a lousy job teaching Lu Xun, but at least I looked good at the quarter-end award’s ceremony for the course

The first class I taught on my own (“Women and the Chinese Revolution”), in my fifth year of grad school, was, to put it lightly, not very successful. It was unsuccessful for a variety of reasons, but it was one hell of a learning experience. And then I didn’t teach again for nearly 18 months. While my first semester at MSU was a bit bumpy (to say I was ‘a little nervous’ heading into it would be an incredible understatement), I started to hit my stride – by the spring of my first year, I really started to enjoy it. Academics sometimes treat teaching as that thing we have to do between doing things we want to be doing; but I tend to get a fair amount of energy from teaching (at least when it’s going well), and it helps me structure my days. The least productive periods of my academic life have coincided with having the most “freedom” (i.e., no teaching responsibilities). I spent a lot of time staring at walls and panicking.

1187087_897055990701_389960682_nIn any case, coming off a semester that was a bit of a downer from multiple angles, I’m eager and ready to get back to the classroom. I am teaching one of my perennial favorites – Gender in Asia (pre-modern edition!) – and am so excited to be teaching with some of my very favorite things: the Kagerō nikki, my beloved, battered Chinese women writer’s anthology (dog eared and marked up, a purchase I made in Taiwan before I even started grad school – for the then-princely sum of 1225NT, around $35), Chunhyang, Sei Shōnagon, Susan Mann and Dorothy Ko’s scholarship …

But just as exciting as revisiting old friends (and getting to introduce them to a new crop of students) is a brand new (for me) seminar I’m teaching, History of Mountaineering (Greater Ranges edition). One of my colleagues – who also works on the history of mountaineering – got the seminar on the books a few years ago. As it turns out, Montana is a great place to offer classes on things like “mountaineering” (who would’ve thought?) & it was really popular. I found presenting the bare outlines of my next research project at the mountain studies conference last spring really exciting and stimulating, so when I found out my colleague would be on sabbatical this year, I begged to teach the class. Since he’s an all-around awesome colleague (and human), his answer was ‘Sure, I just put it on the books – it’s not my class.’ Since we come at mountaineering from two different angles (he is most interested in the history of European & American mountaineering; I am most interested in high-altitude mountaineering and mountaineering in the Greater Ranges of Asia), there’s some nice cross-pollination that happens when we talk mountaineering history & the classes are pretty complimentary.

Screen Shot 2016-01-08 at 2.42.41 PMIn any case, I am really really really really really excited about this class (really. Really!). We have a whole whack of cool things to read, from classic narratives of first ascents and Western derring-do in exotic locales, to fascinating academic work like Sherry Ortner’s Life and Death on Mt. Everest. And a whole bunch of other things besides – Daphne du Maurier’s haunting novella “Monte Verità,” news articles, academic articles on … eating and shitting on Mt. Everest? But one of the most novel things about the course is that – for once – I actually have the opportunity to really blend my research and teaching lives.

Colleagues often say to me ‘Oh, you just need to leverage classes for your research!’ In my case, this really isn’t possible – most of the stuff I do is flat-out inaccessible in English, and while I would like to think I could hang on to students with a course built around Serious Academic Tomes on 20th Century Modern Chinese Cultural Production, I’m not delusional and do try to be somewhat appealing. But the ‘mountain class’ – as I’m already affectionately referring to it as – is a chance for me to read some things I haven’t read, ponder some stuff (very important background stuff for my next research project) from perspectives I haven’t, and get some intellectual stimulation in a seminar setting once a week. I’m thrilled.

Of course, it’s possible things are going to crash & burn (not all classes turn out well!), but I have a good feeling & I’m going with it. I’m looking forward to Wednesday – the first day of spring semester – and a fresh start. I’m looking forward to a favorite person arriving for a visit to Bozeman on Tuesday, and flinging myself at them for a long-overdue hug (and boy, is the dog going to be beside herself). I’m looking forward to my birthday next week. I’m looking forward to my annual celebration, featuring a true Montucky fusion experience: venison and elk bulgogi (last year we just had venison!).

A close friend has said that I’m ‘one of the most sentimental people’ she knows, and I have said – with little shame – that I’d be right at home with Victorian sentimentality. I thought of that the past few weeks when – being sick with a nasty, lingering cold, tired and sore, but unable to sleep – I went back to some of my favorite music from years past, Taiwan’s Betel Nut Brothers (檳榔兄弟 Binlang xiongdi). The group was (is?) a producer of wonderful traditional, folksy-bluesy, music from the Pangcah (Amis) people, one of the indigenous groups in Taiwan. I listened to a couple of their songs, as I have many times over the past six or seven years, while trying to fall asleep – especially my favorite, 青蛙的眼睛, “Eyes of the frog,” which makes me think of well-loved people who are far away. But when awake, all I wanted to do was share it with new people.

I spend a lot of time looking back; not necessarily being mired in the past, but reminding myself of good stuff that has happened so I can hopefully look forward to good things that will happen (I hope. If I can get out of my own way). I’ve been a little melancholy the past week, so it’s nice to remind myself that I do look forward to and get very excited about change and new things, at least in one part of my life.

Onwards, comrades.

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Learning on a limb

Crow On Willow Woodblock printAs I’ve noted before, academia can be full of pretty strange transitions – the leap from grad student to professor is an enormous one. A year and a half in, and I can say with some confidence I’m getting settled, but of course – this is not an overnight process. I’m lucky to be at a university where I have a lot of latitude with my teaching, so in addition to drilling down on my core classes (like the general modern East Asian history survey course, which I teach once a year), I’ve been experimenting with classes I may or may not ever teach again. But just because I don’t get a perfectly working syllabus out of a course doesn’t mean it’s a waste of a prep. I taught a slightly harebrained course on memory & culture in 20th century East Asia this past fall, and while I don’t think I’d ever try and do that again (at least, not as I had it set up!), I did get some fantastic feedback from my students regarding readings and films, general structure and themes, etc. that I will be incorporating into future courses. I try hard to be upfront with my students that a lot of things (like their professor) are works in progress & like soliciting feedback on what they liked (or didn’t), and I’ve generally been rewarded with really helpful commentary. So at least at the end of a semester, I can usually say I went out on a limb, it didn’t entirely work, but hey: I learned a lot & next time will be better.

For the semester starting in a few days, I’ll be out on a limb again – one that I’m pretty excited to be on. I’ll be teaching a seminar on games and play, from weiqi to videogames & many points in between. I’ve been pretty amped about the course & in unusual fashion, actually had my syllabus more or less worked out by the beginning of November – two months early! This is really pretty out there for me – although I’ve cruised around the edges of game studies since I started grad school, it’s not an area where I’ve had any sustained, formal training. I’ve picked things up as I’ve gone along; I’m lucky enough to have a plethora of brilliant people in my life who have a lot more experience than me, and are generous with sharing experiences and strategies. When it comes down to it, I’m a Chinese historian who happens to have some background (however limited) in skirting the edges of the academic community & the industry. I am interested in games and play across time and space, which is one reason I wanted to teach this class: a chance for me to push myself a bit, and get outside my sinologist box (although our reading list does tilt towards East Asia, it’s by no means an Asian history class).

I did teach a senior capstone last spring (which in my corner of the department, is sort of a hybrid of sit-around-and-talk-about-monographs seminar & research seminar) on “games and play,” which taught me a lot about the perils of basing a history course around the subject. Armed with memories of that experience, I decided I was going to try something radically different (for me). I figured out my general goals for the course – a biggie was getting everyone writing better and more about these products that don’t get a lot of treatment in most history classes – and also pondered some of the pitfalls from last spring, as well as my other classes. I’m still getting my legs as far as running a seminar goes (facilitating discussion for a 3 hour block each week is a very different beast than a lecture course, even one that includes a lot of discussion), so I wanted to channel as much of the “extraneous” conversation in as productive a manner as possible.

One of the challenges of the last seminar was integrating people who had a lot of experience with games or sports, and people who didn’t. We spent a lot of time meandering off subject & while I hate to put an end to interesting conversation, I frequently found myself going ‘OK, back to the book!’. This is something I don’t really have to deal with in “my” classes – although teaching gender in Asia does give rise to more of the “Well, in my experience …” conversations – and I’m still learning how to guide and refocus conversation. But it is a seminar on games and play, and I want everyone to be able to engage with the material in ways that make sense to them & also allow them to explore their own interests within the broader framework. So why not build all that into the course? Maybe having a sanctioned – graded – outlet would help us manage seminar time more productively.

As a result, I’ve laid out a course that’s definitely not radical by any stretch of the imagination, but is a big experiment for me personally. I’ve moved us off the university course management software & back to my comfortable home base of a WordPress backend - that’s a story for another day in and of itself – and in lieu of the usual types of writing assignments I give, have provided a “choose your own grading adventure” menu of options, ranging from book reviews to long form essays to Let’s Plays. There’s no final paper, just a final long-form essay à la many of my posts in this blog: while I don’t think I’ll ever move entirely away from the formal “academic” undergrad final paper, I don’t think there’s any reason thoughtful, well-written, properly cited, interesting writing can’t happen in a more relaxed format. I’d rather read high-quality, perhaps slightly more casual writing (of course, the ideal – in some respects – is both, but I learned a lot about writing on cultural objects by writing more informally, and that has carried over to my formal writing). And I want students to be able to deploy the digital tools and resources at their disposal if they so choose: somewhat more difficult to do in a PDF or Word doc!

It’s going to be more work for my students (and me), but I hope it will prove satisfying. It could turn out to be an utter disaster, but it will be a learning experience either way, and I am confident that I’ve got a pretty interesting, diverse crop of readings that I’m very excited about. I’m hoping to blog a bit about the experience, to ponder what works and what doesn’t, though since I’m in the thick of revising my dissertation, other writing needs to take a backseat (somewhat to my chagrin). Regardless of the ultimate success or not, it’s going to be a fun adventure – one I’m really looking forward to, and one that reminds me how much I enjoy teaching. There are many pleasures of solitary research work, to be sure – but having a space for collaborative experimentation is its own particular joy.

Pigs

Top image, Ohara Koson, “Crow Perched on a Tree Branch” from the Freer & Sackler

Searching for ways to express your [fill in the blank]

Mary Magdalene Playing the Lute

Mopey lute music: soundtrack to my academic life

The semester is (finally) winding down here: it’s been a strange one on a number of levels, one that’s sharing a startling number of parallels with the fall quarter of my second year of grad school. It certainly hasn’t approached that level of misery, but I do find myself taking odd comfort in the similar patterns. I don’t consider myself a particularly superstitious person, but sometimes the universe just seems to be telling you something … one might as well turn an ear towards it, even if you’re only listening half-heartedly.

While feeling like I’ve been balanced on the edge of a nervous breakdown, I’ve been sallying forth with teaching (largely a great joy, if one that still makes me anxious here and there) and fussing with my dissertation-cum-manuscript in preparation for getting down to business with it after the semester is over. I’ve been ordering in books on inter-library loan, sorting through archival documents, shuffling pieces of the dissertation around in new Word docs prepared for eventual chapters, and the like. I’ve been mentally steeling myself for the slog of revision in general, and in particular having to dive back into writing about topics that often make me incredibly upset and depressed. I spent the past year or so concentrating on everything & everyone but myself, or so it seemed at times, so I’ve been trying to recenter and think about what would make me happy, and then just do that (uh, within reason, of course). I’ll need those reserves for getting through some of my more trying materials.

I had a philosophical debate with a good friend over iMessage the other day, the gist of which was whether or not being unhappy – I guess “depressed” would be a better clinical term – did make us better scholars, or just made us feel that we were better scholars. I said that I think of myself as a pretty sensitive person in general, prone perhaps to feeling more about things than is warranted (that goes for history and personal life), and while I would like to be able to shed some of that, I won’t ever give up my conviction that the fact I’ve spent a not insignificant amount of time weeping over dusty sources does, in fact, make me a better historian than if it just rolled off of me (I conceded that it’s possible I’m overstating the positive impact of this on my prose, but I still feel like there’s some kind of power derived from those deep emotions). It would be nice to be less sensitive to stuff, but I wouldn’t give up being sensitive over my things, my research, my intellectuals even if it meant the vagaries of life would just roll off of me (I am endeavoring to get life to roll off my back more easily, though. Still!). That doesn’t mean I think it’s inherent to being a talented scholar; just that for me to get my best work out, I think there needs to be some of that powerful – often painful – emotional connection.

An edition of Li Huiniang used by the Beijing Kunqu Troupe; it is marked "poisonous weed" above the crossed out title - below is noted that it is "evidence for criticism." From my personal collection.

An edition of Li Huiniang used by the Beijing Kunqu Troupe, marked for criticism during the Cultural Revolution. From my personal collection.

A few weeks ago, in the midsts of feeling pretty physically terrible (never a good position to be in if one is having to do mentally taxing things), I was preparing a lecture on the Cultural Revolution & idly going through documents in my database. I like showing my students the detritus of my research – generally images of this, that, or the other, something where I can spin a good, quick narrative and show them some piece of the past that I have, that I’ve laid my hands on. In this case, I hit upon Meng Jian’s heartbreaking post-Cultural Revolution reflections on her father, Meng Chao, and his famous ghost that brought so much grief to the family. The whole essay is powerful, but the end often moves me to tears (and I have read it many, many times since I first saw it in 2009):

For a long, long time I did not dream; the strange thing is that recently, I’ve dreamt often. In dreams I see my father, wearing a half-length Chinese padded jacket, a long, camel-colored scarf wrapped around his neck three times; he rests on a walking stick, his body short and thin and weak. As before, his back has a bit of a hunch to it, he drags his leg that was hurt during his persecution, and in his mouth he keeps the end of a long, long cigarette – one, then following that, another. He hobbles towards me, but is always, always unable to reach me …..

Waking up, I know that it’s simply a pipe dream. But – I miss him, I really miss him.

Well, I guess I must have looked pretty awful while reading the Chinese I know well enough to have memorized over and over, because my Wonder TAâ„¢ wandered by my office, then came back and stuck his head in the door. What’s wrong with you? (What isn’t wrong with me is the question I’ve been asking all semester, but never mind). I was rather overwrought, wept into my scarf, and said I just didn’t think I could get through a whole lecture on this stuff without blubbering like a fool. I’m not sure what it was about that particular day that made me feel so miserable, but to talk about something that can make me upset under the best of circumstances – well, I was dubious about managing it. I warned my students before launching into the lecture that the subject made me emotional, because I felt so tied to it through these dead people – these people I study – that it can be hard to view things without bringing those feelings up.

As it turns out, the lecture went fine – better than fine. I was in rare form indeed; while I like to think I’m a relatively engaging lecturer in general & don’t bore my students to tears, I suppose the fact I was clearly invested in the material made it so much the better (a student commented the next week that it seemed that I was “struggling” – not, he hastened to add, in terms of content mastery, but to keep my emotions in check). A student who has taken several of my courses (and has seen me lecture on the Cultural Revolution twice, albeit in different circumstances) wrote me a brief, but very touching, email the next day, saying that it was clear I cared deeply about the material and it really brought the history alive. One of the highest compliments, I think, a student can give a teacher. I think it’s good for students to see that we’re attached to this stuff (that doesn’t mean I have any desire to blubber through a lecture, but illustrating that this isn’t ‘just’ dead history is important to me!).

We are lucky at MSU to have a ridiculously talented Japanese environmental historian in the form of Brett Walker. I still remember reading his first book (Conquest of the Ainu Lands) my first year of grad school, in my Japanese history seminar. I was quite surprised when I flipped the book over & it noted that he was (at the time of publication) an assistant professor of history at Montana State University. “Montana State has Japanese historians – of the caliber that we’re reading in seminar?” (little did I know). One thing I particularly like about his work is how strongly the I comes through. We are so used to erasing ourselves from our scholarship, in some respects: not I did this and I felt that and I have this relationship to my subject (that would be biased!). Of course scholarship needs to be more than the I, but many of us shy away from putting the personal in our narrative. Brett is not ashamed to weave personal experience into history, and he also doesn’t pretend to be totally neutral on the subject. In his book Toxic Archipelago, he speaks of watching video of patients with Minamata disease (a neurological syndrome caused by mercury poisoning), and says:

When I observe the footage, rather than search for dispassionate objectivity, as historians are supposed to do, I search for ways to express my rage.

Meng Chao (Republican period)

(My) Meng Chao (Republican period)

I read that line for the first time while tucked up in bed, rather sick, in a fancy San Francisco hotel room in 2013. It has stuck with me since. I hope I will be brave enough one day to really put the I in my scholarship. And even if I cannot bring myself to write in such frank terms, I hope my affection and deep respect for these people – forever out of physical reach to me – comes through in my words.

I think I will always be a bit melancholic while getting my best writing done: I write best at night, at quiet, dark hours. It’s just having a personal witching hour of sorts, I suppose. I can sort through dull archival documents in the daylight just fine, but when it comes to writing through them, I want to be seized by inspiration and have the world just feel right for spinning those kinds of stories (selfish, I know – and probably not the “most” productive way to work). I would find it downright strange not to get a bit sad when trying to figure out how to draft narratives of largely-forgotten lives that came to bad ends. Perhaps that just makes me a mopey person, but I think I am better for feeling rather invested in these people I write of: if that means the occasional crying fit or wandering the house listening to music that is by turns happy and sad, well, I’ll take it.

Thoughts on our 2014 AAS Roundtable, Part II

As I mentioned in my general ramblings on our AAS roundtable, the general theme was “access.” Although Alan & Nick in particular focused on issues of accessibility in regards to sources (mostly for teaching), Amanda & I riffed on the theme of accessibility of sources (mostly for research). I spoke for a very short period of time – hoping, I think, that there would be more discussion in the comments period of some of the points raised regarding research (and there was a comment – tied, actually, to Nick’s discussion of the Japan Disaster Archive – about issues related to IP). As it turned on, the teaching portion was apparently of much greater interest to everyone, but I wanted to scribble down some thoughts beyond my short comments at the panel.

In speaking of access, I was specifically referring to the problem of getting into important, subscription-based repositories of digitized sources, databases like Duxiu, ChinaMAXX, China Academic Journals (CAJ), and the like. In some respects, this is the dullest manifestation of anything related to “the digital”: we’re talking about paper sources that have been scanned, OCR’d, and put up on subscription-based sites. We’re not talking world-changing, discipline-transforming use of technology here, are we?

Not exactly, no, but you’d be surprised. During our research seminars in grad school (and at other points, of course), my advisors would occasionally comment on the changes the field had undergone since they did their research decades ago. The ability to do keyword searches of Chinese-language materials has changed the way we research – for one, it means that you (very easily) can find references in the most scattered of places. The example I usually point to is my discovery of a poem one of my playwrights, Meng Chao, published in Xin tiyu 新体育, the premier sports & physical culture magazine of the 1950s and 1960s. I’d been thinking of getting something going on Chinese mountaineering, but turning up this little gem while running a usual search (in hopes of turning up something from one of the theatre or literary journals) really made me sit up and take notice. Now, I did have a similar experience after I purchased a 1967 newspaper article on ghost opera off of the second hand book website, kongfz.com (I’ve written about the glories of online book shopping in China before). There, I noticed a strange line about a 1962 spoken language drama titled Mount Everest. But that was happenstance on a whole different level – the kind of thing that is tremendously difficult to replicate.

My advisors commented on the change – the ability to really drill down on a narrow set of terms or people and have hundreds or thousands of articles at your fingertips is quite different from spending ages paging through paper documents by hand, looking for scattered references. On the one hand, there’s a lot that can be gleaned from perusing hardcopy sources while you look for references here, there, and everywhere. On the other, databases can turn up references in the least likely of places – like Meng Chao in a magazine that I would never otherwise pick up while researching opera!

The accessibility of these databases, with enormous stores of documents, hasn’t lessened my reliance on hardcopies; for instance, I own a fairly complete run of Theatre Report 戏剧报 for the years between 1955 and 1966. This is one of the primary sources for my work on opera reform & it was a fairly expensive (and space-consuming) thing to purchase. I did so because I like being able to browse hardcopies, and it is different from “browsing” digitized issues on CAJ, or doing specific keyword searches on Duxiu. I also own a lot of very minor regional drama publications from the 1950s, most of which don’t exist in libraries or digital archives. But there’s simply no denying that one reason I managed to cough up a dissertation that was reasonably solid is because I had the tools at my disposal to make wading through thousands and thousands of articles feasible. These tools are simply part of doing research these days – important parts of research.

And unfortunately, because I didn’t land at a school that has a large Asian studies program & the resources to devote to it, it’s access I’m scrambling to maintain after this year. Access that my work in large measure depends on. Before this gets taken out of context as a “poor me, I didn’t land a job at an Ivy” whine, let me say that I’m quite happy where I am, and this is problem that extends to what I suspect is most of us in this field (at least in the US). I realized that this was a bigger problem than I had first thought when a friend, who is installed at a very well-respected private institution (although one with – again – a relatively small body of Asianists) emailed to ask what I was doing about access; I was shocked that my friend’s school didn’t subscribe to these kinds of resources. So even places that look like they have more money to fling at research sources than my land grant institution often can’t justify it for a handful – if that – of faculty members.

My advisors may have commented on the way this changes how their grad students approached research topics, but no one is talking about how access – or not – to these sorts of materials are important for the field as a whole. Most of us don’t wind up at institutions with a large population of Asianists, and anyone in academia can speak to the trimming of budgets that make every penny really count. In today’s climate of reduced funding for libraries, and the fact that many more schools have at least one Asianist (if not more) on the faculty than was probably the case forty years ago, what happens to those of us outside the realm of a relative handful of institutions that can afford subscription services?

Here’s what I sort of feel like my field is telling me, mostly by not saying anything at all (that’s Duxiu, by the way, my most oft-used database):

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This is a really, really important issue, and it’s something I feel like our (inter)national organization dedicated to Asian studies could actually facilitate discussion on – and maybe even solutions. Database companies are not set up to cater to individual scholars seeking access; they negotiate contracts with individual universities and consortiums (many UC campuses, for instance, buy in to online resources together). Some companies, like East View (which handles CAJ and other Chinese materials, as well as databases of Russian & Arabic sources), specifically request you go through your libraries – and based on their pricing structure, my university would fall into the same category as, say, Harvard or Berkeley (which certainly have a lot more Asianists than we do!).  I am definitely exploring my options, including getting in contact with institutions that have (in theory) service to neighboring areas like Montana as part of their mission. But wouldn’t it be nice if people – including independent scholars, and people in more populated areas – had an easy way to buy in to subscription services?

In my presentation, I mentioned the German system, which is brilliant, wonderful, and inclusive. Individuals – and institutions – can subscribe to CrossAsia, which provides access to a wide variety of subscription services. All an individual needs is a Berlin Staatsbibliothek card (which is acquired for a very reasonable yearly fee); those affiliated with institutions can get access in that way. Over dinner, Hilde explained a little more about how CrossAsia came into being – basically, an individual librarian marshaled the entire effort and managed to pull all German universities into the system. For small outposts, it actually made it affordable to get their Asianists access to a huge number of databases. For much bigger programs, it wound up being cheaper for them to both maintain access to the things they already subscribed to, and gain access to new resources. Put into American terms, it’s a system that made sense for the Montana States or Mary Washingtons of the world and the Harvards and UC systems.

It would be delightful if this could be replicated nationally, but the US isn’t Germany. Still, I can’t help but feel there’s more we collectively could do as a field to make inroads in ensuring access to vital resources. I chatted with a colleague after this panel, and mentioned the access issue – he said that it was funny (though not surprising) that a lot of the promise of digitization & popularization, etc. has wound up reinforcing old elitist boundaries (this is someone who left one of those Old Elite Schools to come to a land grant institution, so it’s not bitterness on his part). No institution could afford to replicate today the kinds of collections found in the bastions of area studies – not even the bastions, as the price of (print) sources is simply astronomical in many cases. And yet, very often, access to these things which should help spread the wealth around a little more is still limited to places that can afford to cough up very expensive yearly fees, negotiated by individual institutions. It’s just gatekeeping of a different manner.

I’m not asking to simply leech off schools with better endowed libraries than my own, for free; I would cheerfully pay my own money – far more than the cost of a Berlin Staatsbibliothek card – every year to ensure I had access to materials to continue doing my research with a minimum of muss and fuss. At the same time, I am not in a position to negotiate as an individual with CAJ, with Duxiu, with the People’s Daily database. If the German case proves anything, it’s that not just smaller institutions won by coming together in a consortium: even the big, elite Asian studies institutions got something out of the deal (the same thing smaller institutions got, actually: more & better access, cheaper). The more people – or institutions – you have bargaining with database companies (who really have a lot leverage in this situation, just as companies like JSTOR have in providing access to academic journals), the better.

Bigger programs are already subsidizing my research, to some extent – every time I order materials on inter-library loan (things like microfilm – the type of sources that are often available, at least for my period, online through databases), that costs everyone money: my library, their library. Does ILL really make more sense than providing some kind of buy-in to subscription services for a reasonable fee? I’m not a librarian – and don’t know the economics of everything – but I think we need to at least start having a conversation (between academics, librarians, and database companies) about how we could all work together. Both the elite institutions, and those of us who have left the elite nest at the conclusion of our graduate training.

I’ve been encouraged to talk to our library about subscribing to at least one critical database, and I’ll probably broach the subject with our librarians (and see what suggestions they have). But truthfully, I am at a land grant institution, one without massive resources or a wonderful Asian studies collection. I’m a lot more interested in making sure my students have access to books, so I can stop lending out my personal copies of tomes I consider basic acquisitions for an academic library. The thousands and thousands of dollars a year it would cost to negotiate access that would benefit only me are, in my opinion, better spent on acquisitions that would benefit a lot more people. 

I’m not ashamed for holding a TT position at a school without a history of being a hotbed of Asianists. Really, that describes most of us – few of us will wind up at institutions that look like the universities where we trained as grad students. Even a relatively lateral move – say, from one UC to another – is not going to mean a total equivalency in regards to resources (for one thing, different schools – even the bastions – have different emphases in their collections). Isn’t this the kind of discussion we should be having? The debate over open access to academic publications acknowledges that databases are a relatively new, very important issue – and access to those resources is incredibly important. The accessibility of primary source databases should be part of that discussion. And, just like bigger conversations on teaching and research, this is something that I want my field to be participating in. Keeping an eye on AHA discussions is great, but there are some specific issues here that we need to be discussing, not just skirting the edges of in broader, discipline-wide conversations.

Things have changed a lot since my advisors did their training. I just hope that it doesn’t take another forty years for us to collectively figure out how to manage the changing landscape of the past ten.

Thoughts on our 2014 AAS Roundtable, Part I

Chinese typewriterI just returned from a rousing Association of Asian Studies annual conference in Philadelphia, which is the annual gathering to wallow (in the most wonderful way) in Asian studies for a few days with old friends & new friends. What follows are some (probably confused and somewhat random) thoughts on the panel I was part of (part I) & some expansion on things I only touched on in a few minutes (part II) – I think we’d all like to keep a conversation going & I hope this year’s AAS (and our panel) was a piece in getting that conversation going and sustaining it.

I was part of a roundtable called “Charting the Digital in Asian Studies: Promises, Realities & the Future of Teaching and Research.” It was spearheaded by one of my best friends in the field, Amanda Shuman (PhD candidate in East Asian history at UC Santa Cruz) – we talked last spring about getting a panel on “digital humanities” together (because we’re not really doing as much discussion as a field about tools & methodologies for teaching & research as we should) & Amanda did the legwork. To our great surprise, we were actually accepted. Amanda was unable to attend in person this year because she was recently delivered of child, but she Skyped in to the panel (the technical issues are a story for another day, I suppose).

I was really delighted to be included with a very experienced panel of fellow Asianists doing some really amazing work. Hilde de Weerdt (professor of Chinese history at Leiden) was our discussant & also introduced her own very new course aimed at getting students both working with classical Chinese sources & using digital tools to map those sources (in this case, correspondence). We also had Alan Christy (professor of Japanese history at UCSC), who I met for the first time (having heard a lot about him from Amanda) last year when he graciously allowed me to tag along to a workshop in Santa Cruz set up to discuss a long-running UCSC course with a significant digital component (Eternal Flames: Living Memories of the Pacific War). This go-round, he discussed another project with students involving a large collection of photographs of Okinawa in the 1950s, also under the auspices of the Center for the Study of Pacific War Memories at UCSC. Sue Fernsebner (professor of Chinese history at University of Mary Washington) – my undergrad mentor who I’ve written about here – talked about her experiences designing and implementing an undergraduate methods course with digital components (she posted some links & description over on her blog). Finally, Nick Kapur (post-doc at the Reischauer Institute of Japanese Studies at Harvard) discussed his involvement in Harvard’s Digital Archive of Japan’s 2011 Disasters.

It was in one respect a little disappointing (having absolutely nothing to do with my fellow panelists or our discussion!): it seems a shame that there are so few panels at the “premier Asian studies conference” dealing with the practical matters of teaching & researching concerns (related to the digital or not; but bluntly, I think the issues we were talking about were largely just as useful for people who have no interest in “the digital” or computational tools). Ian Bogost, one of my favorite (and grumpiest) people in academia, has written a fair amount about the problems inherent in these “digital humanities” discussions (and certainly, a lot of other people have, too). I’d like to think we weren’t simply (in Ian’s words) “pat[ting] ourselves on the back for installing blogs and signing up for Twitter” – I am always keenly aware of the general lack of knowledge among historians at large. The general theme of our roundtable was access (in various permutations), and in its teaching manifestation, one even the technophobes among us should be interested in: how do we, as Asianists, get our students into sources – beyond the limits of those available in translation – when our students generally don’t have the capability to read those languages?

This isn’t a “digital humanities” problem, it’s a “we teach things in languages other than English” problem. Alan described the types of discussions he’s had with students who come in wanting to research a variety of topics. “Do you read Japanese?” he queries. Of course they don’t. “Well, there are all sorts of things in Japanese; nothing in English; sorry, pick something else.” I’ve only been installed in a faculty position since last August & I’ve had this same conversation multiple times. “Great idea!” I say, when a student trots out an interesting research topic, but one I know that’s simply not feasible given linguistic limitations. “But you can’t.”  I jealously look at my Americanist colleagues, who can cull from their plethora of English-language sources to find things their senior capstone students can work with. It’s not that I don’t have sources; I have tons of them! But they’re in Chinese. I would love to find ways to introduce my students to sources that are not only in my general area and happen to have found their way to English translation (to have a useful collection of sources – in English – like this is rare enough; one reason Sue’s methods course was based on the Taiping Civil War, since there is a weighty 3 volume set of documents/documents in translation), but things I have worked with extensively in my own research.

It’s really inspirational (I hate using that word; it sounds schlocky in the context of teaching, but it’s true) to listen to Alan talk about taking students who don’t read Japanese into Japanese archives in Japan and having them really get into sources. Obviously, they can’t read them, but he noted that students’ abilities to suss out relevant sources is really quite impressive – particularly considering their lack of linguistic skills. How might we use digital tools to facilitate that sort of experience? Who doesn’t want their students to be excited about research – excited about archives – and to have them being excited about doing work in a foreign language they don’t know? Wow!

That’s why it’s disappointing to me that we had a somewhat sparsely attended panel at our “premier” conference, because I really think this is the sort of discussion that is most fruitful at a place like AAS. Sue mentioned that the American Historical Association conference had a lot of panels concerned with teaching & research methodologies; I’d like to hear from historians in other areas (and I do like hearing what methods, tools, and approaches my colleagues are using), but honestly, I want to hear from people who teach classes in areas like me. I want to hear Alan, Hilde, Sue & Nick (and others) talk about how we get students into foreign language materials in productive ways – and yes, that often involves what falls under the heading of “digital humanities.”

I think Ian’s criticisms from a few years ago of “digital humanities” are well taken, but one reason that I occasionally feel a little defensive is that a great many other people aren’t trying to lead undergrads through a very foreign history, where the tools of our trade are things in foreign (and very difficult!) languages. Can you blame us for getting a little excited about what must seem very pedestrian tools and oh-so-twenty-years-ago methods to academics in compsci or other “computational” fields? Ian talked, in a 2011 post, about the problems of “digital humanities” borrowing, rather than inventing, tools:

… the digital humanities more frequently adopt rather than invent their tools. This is a complicated issue, related to the lack product development and deployment experience in general among humanists, and their lack of computational and design abilities in particular. (By contrast, most scholars of physics or biology learn to program computers, whether in FORTRAN or MatLab or with even more advanced and flexible tools.) As a result, digital humanities projects risk letting existing technologies dictate the terms of their work. In some cases, adopting existing technology is appropriate. But in other cases, the technologies themselves make tacit, low-level assumptions that can’t be seen in the light of day. While humanists can collaborate or hire staff or otherwise accomplish technical novelty, it’s often at a remove, not completely understood by its proponents. The results risk reversing the intended purpose of the humanities as public spies: taking whatever works from the outside world un- or under-questioned.

This is all very true (and a good cautionary point – Alan & Sue both talked about their efforts at learning more of the ‘under the hood’ stuff); on the other hand, most scholars of physics or biology don’t learn Chinese, Japanese, Korean (on top of much more pedestrian European languages, of course) and their classical antecedents in some combination. On some level, griping at us because we don’t also program is just dumping salt into the wound of language acquisition (which we already have to do a lot of). How can we design tools – or even know what we’d like to accomplish – if we haven’t mastered the basic tools of our historical trade? On the other hand, when do we learn how to program? During grad school? While scrambling to get tenure? After tenure? Never? Since I do hang around the edges of game studies, I know a lot of people (including Ian) who are incredibly technically proficient and I never forget that I’m barely competent in the most basic of ways when it comes to using technology. But do I really have to try and catch up to them, on top of just trying to be the best Chinese historian I can be? Is anything less than this just feeding the problem – am I one of those people patting myself on the back for being barely technologically competent? I’d like to think not, but I don’t know.

In any case, some of this is very specific to certain subsets of the historical discipline, which is precisely why I’d like to see more discussion and debate at our conferences (and our big conference in particular). It would sure beat seeing yet another person stand up and read us a 10 page paper in a flat monotone, don’t you think?

Speaking of patting ourselves on the back for using Twitter, the live tweeting at AAS is pretty dismal (and that’s being generous), much to my chagrin; but (not surprisingly), all of my fellow panelists can be found there:

Amanda
Hilde
Alan
Sue
Nick

“As if our old companions have returned in a dream”

Xu CanAcademia is funny business: I’m sure there must be other jobs that train you for a relatively long period of time & then dump you out for your actual training after you’ve secured employment, but I can’t think of any. My first semester as a real, live professor was fascinating and frustrating and wonderful and awful – all things wrapped up in one. I was fervently thankful for winding up at a nice university, in a nice department, with nice students, and nice colleagues. But I woke up many mornings feeling pretty terrible about my teaching ability, my ability to put competent syllabi together, my ability to get other stuff done in addition to teaching a big(ish) lower division survey course & an upper division course, and so on and so forth. I had a few meltdowns (though fewer than I would’ve expected, truthfully). As a colleague said to me, it’s a terribly demoralizing thing to get up in the morning and feel like you suck at your job; on the other hand, it’s not like we get any training in this stuff.

In any case, it was a learning experience & certainly wasn’t the disaster it could have been, but it’s been with no small relief that I’ve discovered I am (sort of) getting my teaching legs. A few years ago, I had the opportunity to teach a course on “women and the Chinese revolution” at UCSD, which I taught in the way I thought it was supposed to be taught. What I discovered is that when you start in the late 19th century, it is (or it is for me) very hard to get students over the May 4th hurdle: there’s a certain narrative about Chinese women “before,” and a narrative “after,” and despite trying to illustrate the problems of – or reasons for – a particular narrative of “before,” it’s hard to do without showing. So I had a somewhat wild and crazy idea, when I decided my second semester of teaching would include teaching “Gender and East Asia,” to scrap the 20th century focus & go back: way, way back, and pull out the things that have been so compelling for me. I thought (and still think) if I could just underscore some aspects – really show them, let them read these wonderful things I love so much! – my students would come away with a better appreciation for the lives of women prior to their miraculous “emancipation” in the 20th century. Time will tell if this approach will work (the syllabus needs a lot of tweaking, as they always do), but it’s been a lot of fun seeing how students respond to these documents I love so well.

I am not a historian of gender. In my own research, I deal largely with male intellectuals (I think the only female voices – besides the “voices” of ghosts written by men – are the odd essayist or artist), and though I’m dealing with a topic that has been examined through the lens of gender with great success (Judith Zeitlin’s amazing The Phantom Heroine: Ghosts and Gender in Seventeenth-Century Chinese Literature), it’s not a dimension I explore in any systemic manner. I think there’s something about the fantasy of ghostly women that I need to explore further – and hopefully will in my monograph! – but I would never claim to be part, or even really want to be part, of the amazing circle of people working on gender history in China.

At the same time, surveying my own career, my interest in Chinese history was largely sparked (and later nurtured) by both secondary works of gender history, and primary sources dealing with “the question of woman” in the 20th century, Ming-Qing women poets, and those pesky ghosts. Would I be a Chinese historian were it not for Xu Can 徐燦 or Dorothy Ko, Lu Xun’s “What Happens After Nora Leaves Home?” or Susan Mann? Probably not. Even my first literary love in East Asia – way back in high school – was Sei Shonagon’s Pillow Book. So it’s something of a pleasure to introduce to students – many of whom have no experience with this stuff – to things I love so very  much. But I can find it inordinately frustrating, mostly due to my inability to package all of it as well as my professors did. I would like to think that my enthusiasm shines through & helps with some of that, but I am never so unsure of myself as when I am completely unable to stimulate discussion on a short story of Lu Xun’s, for example (this has been a bugaboo of mine since my very first time in front of an undergraduate class; I despair of my ability to ever do it well). The closer you are to something, the more you desperately want to get across “the purpose,” why it’s important, the meaning – you want to show why it’s something you love so much (or I do, at least). I realized it’s one reason I’ve been a bit frantic about the idea of revising my dissertation: I really care about these intellectuals, Meng Chao in particular, and he deserves a better biographer than me. Because if his story is going to be told in English for once, it needs to be good. He deserves it. I’m afraid of not being able to do him – and his beautiful ghost – justice; the prospect seems worse than not writing it at all.

I’ve had an up and down week here, one where I’ve felt like a horrible teacher, a horrible researcher, a horrible colleague, a horrible human being, for no discernible reason (I suspect part of it is the long winter here grating on me a bit, and just general exhaustion that often hits in the middle of the semester). I’m terribly homesick for some place that’s never existed (namely, somewhere my favorite people all are, neatly collected for me), a bit lonely, and fretting about my dissertation, a fresh wound into which I continue to pour salt in a very masochistic manner. So – in between getting work done and panicking about my life – I’ve returned to old friends, most of whom I didn’t have time to introduce my students to. It’s a good reminder of why I do this stuff, even if I don’t “do” women’s writing culture in imperial China. A reminder that I’m lucky to be here, and very lucky to have the flexibility to teach topics in ways that resonate with me; a reminder that I’m probably not as terrible at conveying much of this as I think I am, as I know my affection for these long-dead authors and their lives must shine through.

Much like listening to my beloved lute music, it’s hard not to be melancholy when reading many of my favorite poets in English or in Chinese – but it often makes me feel better. It’s partially the subject, partially the fact that I have memories attached to my books, when I first read so-and-so, first learned of such-and-such. First taught this, that, or the other. I gave a colleague one of my favorite monographs (Andre Schmid’s Korea Between Empires) last week & my heart nearly broke when I pulled it off the shelf – it’s been a long time since I last read it, but it’s battered and tea stained, having been carried in my purse when it was new (along with a not-totally-empty travel mug) for several weeks. And all that seems like so long ago (and it was!). My big poetry anthology was purchased at Eslite in Taipei years ago, for the princely sum of 1225NT (around $40 – not a bad price for an enormous, wonderful book); every time I pick it up, a lot of memories come rushing back. It’s dog-eared and battered (my love of a volume can usually be discerned by its degree of dog-earedness; also on how many coffee or tea stains it has on its edges), but I still occasionally put my nose in it and inhale deeply. It represents a lot of stuff that no longer exists. So maybe that’s one reason I get anxious about teaching this stuff; I feel like I’m teaching part of me (and, as I often remind my students, histories often reflect more on the present than they do on the past they purport to represent; surely the same extends to teaching). I don’t know that I’m doing these women justice, but I’m trying, and surely that counts for something.

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“Shuilong yin: Matching Su’an’s Rhymes, Moved by the Past” (Xu Can, trans. Charles Kwong, from the Women Writers of Traditional China)

Under the silk tree’s flowers we lingered;
Then, I once tried to explain to you:
Joy and sorrow turn in the blink of an eye,
Flowers, too, are like a dream –
How can they bloom forever?
Now indeed
The terrace is empty, the blossoms are gone,
Leaving weeds enwrapped in sprawling mist.
I recall the time of splendid sights,
The time of bustling glamour,
Each seizing on the spring breeze to show its charm.

Sigh not that the flower-spirit has gone afar;
There are fragrant flower poems inscribed on floral paper.
Here, pink blossoms open and close,
Green shade hangs dense and sparse,
Greeting us as though with a smile.
Holding a cup, we may chant softly,
As if our old companions
Have returned in our dream.
From now on,
Candle in hand, let us admire the flowers;
Never wait till the flower sprigs have grown old.

“Unfortunately China is very hard to change”

Lu Xun posterI just finished my second week of school as an assistant professor, and while there is a lot of new happening in my life right now on all fronts (particularly professionally), I’m traversing a lot of relatively well known ground in my two courses. I haven’t gotten to the fun bits of my introductory course on modern East Asian history, but we’re trucking along in my “Modern China” course (which is, in point of fact, a course on the history of the PRC) and I’m coming back to old friends after a long time away from them.

This week, my students read bits of Li Dazhao, Chen Duxiu, and Lu Xun. As I admitted to them, the Lu Xun – “What Happens After Nora Leaves Home?” 娜拉走后怎样?- was a semi-selfish choice for me. It was a slightly out of place essay (we haven’t covered “the question of woman” in depth, unlike like the last time I taught the essay – which was on women in modern Chinese history). But I knew we wouldn’t have much time to spend on my favorite Republican writers, and really, while I would’ve liked for them to have read all sorts of things from Lu Xun (and a lot of others) – “Nora” was a ridiculously influential essay in my own life, and one that I think shows Lu Xun off to some of his best advantages.  I’m not really overstating the case when I say that this one essay – actually a talk given at the Beijing Women’s Normal College in 1923 – is one of the primary reasons I became a Chinese historian. It was Lu Xun and Dorothy Ko’s account of Jiangnan women in the Ming-Qing period  (Teachers of the Inner Chambers) that I really glommed on to – things that, for whatever reason, I connected with in a particular way that I hadn’t before in my other history classes. I later realized the incongruity of those two influences, but it probably has something to do with the way I’ve turned out as an historian.

“Nora,” perhaps because it’s an essay I’ve been reading for a long time, encapsulates for me the reasons I love Lu Xun: his pessimism, his snarkiness (is it any wonder that the man helped lift zawen into an art form?), his tendencies towards “There are these problems, here they are. Now you figure out how to fix them.” He’s not an optimist at all, nor does he claim to have all the answers (or any). I actually like that about him, especially considering the period he lived and worked in; it’s also interesting hearing how students respond to him. So many of the sources I give them have eternal faith and optimism in this inexorable march of progress – I think it’s a bit refreshing to hand them something that says: “Great, ‘modernity.’ And? Where exactly are we going with all this?”

The first time I “taught” Lu Xun (the first time I ever stood in front of a class of undergraduates as The Person In Charge, actually), I was left in charge of an upper division class for a day while the professor was at a conference. I had no idea what to do when told “Well, just go over ‘Diary of a Madman’ and ‘Ah Q’ and go from there,” and I’m sure many of those students still have no idea what to-do over Lu Xun is (maybe this is one reason I come back to “Nora”: I know what to do with the essay, and it’s one that I love talking about). I paced in front of the classroom, clutching my battered and coffee-stained copy of Lyell’s Diary of a Madman and Other Stories, begging the students to say something – anything. It was my first time realizing that dealing with fiction (or visual culture, or films, or whatever) in a historical manner is not as straightforward as I had thought it to be.

I still don’t know that I can adequately convey how much I love Lu Xun, and why, to my students, but I try. I show them my propaganda poster from 1974/5 (above), which has watched over me throughout grad school. I impress upon them how important he’s been in modern China, how revered – but also how dangerous his writings have been perceived as. One of my Chinese teachers in Taiwan related how she came to know Lu Xun, read surreptitiously in the period when his works were banned.

As it turned out, this was a good week to talk about Lu Xun – he’s back in the news again, because he’s continuing to disappear from textbooks on the Mainland. It’s interesting to watch this from a distance, and while I have no doubt that concerns over the government’s stance that “middle school students shouldn’t be doing too much deep thinking” are well founded, I also think it’s a little ridiculous to expect middle school students – Chinese or not – to “get” Lu Xun.

I once had an enlightening conversation with a friend – who was educated in the Chinese system through secondary school – about Lu Xun. I was bubbling enthusiastically about why I enjoyed reading him and how I always found something new when I came back to well-loved essays like “Nora.” “Oh,” she said, in a pretty bored manner, “I read that stuff when I was eleven.” I was a little taken aback, and a bit offended – of course I couldn’t be so blasé about having read Great Authors of Modern China at a young age, what American school kid could? – but a professor, also educated in China, said thoughtfully when I relayed this to him: “Well, don’t feel bad; he really is a giant & he’s said things that no one has said better since,” and also this, which I thought of when reading the recent kerfluffle. “It’s hard to appreciate it when the stuff is shoved down your throat from an early age.” I had a fundamentally different relationship with Lu Xun, and not just because I was American.

In sixth grade, we read Le Petit Prince. The joys of Saint-Exupéry were lost on me at that tender age; I thought it was an utterly stupid book. I mean, really – talking foxes and boys from outer space and bitchy roses? I read the book again as a senior in high school, this time in French, and I adored it – I “got” it in a way I couldn’t have, probably shouldn’t have, when it was being crammed down my throat, as it were. Of course, it was a children’s book in a way that Lu Xun’s works are not and never have been. But I think that general arc of needing a certain amount of maturity to really “get” something is rather similar.

Perhaps the government – in a scramble to prevent middle schoolers from thinking “too deeply” – is actually doing them (and all of us) a favor. Who, I wonder, got more out of Lu Xun: the 11 year old who had him and his status as a Great Writer force fed to them from a young age, or my Chinese teacher from Taipei who read him (with all the thrill of nibbling on forbidden fruit) at night, under the covers with a flashlight (OK, embellishing a bit there – but still! Forbidden or discouraged often equals desirable!)?  I’ve watched American college students struggle with “Ah Q” and “Diary” and other writings of Lu Xun (and many other authors). I still struggle with him, much as I love him. I can only imagine what a 12 year old does when presented with one of these essays. Do they laugh at his wit and sarcasm? Ponder his pessimism? Or just consume him as they’ve been taught: reverently, or with sheer boredom? I’ve watched college students (even those, like many of mine here at MSU, who have very little experience with Asian or Chinese history and literature) ask thoughtful questions – deep questions – about his writing that I don’t think the average (or even the exceptional) eleven or thirteen or fifteen year old anywhere is ready to ask, or even think of.

My students asked questions about the very same things Lu Xun brings up in his most recently removed story, “The Kite”: forgetting, historical memory, and consequences. They also asked about dreaming for the future, holding on to the promise of Something Better if we just get through the terrible now (I was delighted with this, since it presages one of the more difficult texts I’m asking them to engage with this semester, Ci Jiwei’s Dialectic of the Chinese Revolution: From Utopianism to Hedonism). They were the kinds of questions with no easy answers, things that aren’t really designed to be answered right then – the type of response I want my students to have to him.

Lu Xun, and a lot of his compatriots, are special (I do not hang posters of average people on my walls, after all). I wonder if this process of moving Lu Xun back to that realm of the exceptional – the off-limits – won’t do more for his legacy than continuing to flog him to students at a young age. And do more for his would-be modern readers, at that. The great whip he wrote of will come; who knows, he may be a spark for that whip. But probably not if he’s continuously relegated to the heap of “boring crap we had to read in middle school.”

Unfortunately China is very hard to change. Just to move a table or overhaul a stove probably involves shedding blood; and even so, the change may not get made. Unless some great whip lashes her on the back, China will never budge. Such a whip is bound to come, I think. Whether good or bad, this whipping is bound to come. But where it will come from or how it will come I do not know exactly.

And here ends my talk. 1

Show 1 footnote

  1. Lu Xun, “What Happens After Nora Leaves Home?”, in Hua R. Lan & Vanessa L. Fong, eds., Women in Republican China: A Sourcebook (Armonk, NY: M.E. Sharpe, 1999), 181