The pedagogy of controversy in the field of China Studies: Teaching the Cultural Revolution

Abstract

How can we as educators address complex and controversial topics in the social sciences without encouraging simplistic responses and self-reproducing binary oppositions? Drawing upon an ethnographic analysis of a first-year writing seminar on the history of the Chinese Cultural Revolution, this article proposes novel approaches to overcome instinctive reactions to contentious topics. Arguing that the experience of controversy produces self-reinforcing binary oppositions that become autopoetically abstracted from the actual topic of discussion, I build upon specific seminar experiences to propose two novel and practical concepts for the pedagogy of controversy: (1) deidentification, which refers to a process of disengagement from the binaries and thus identities that structure and reproduce controversy, and (2) humanisation, which refers to a process of moving beyond abstractions to reidentify with the fundamentally human experience of contentious historical moments. The pedagogy of controversy, I argue, must teach against our conventional identificatory responses to controversy to promote a more nuanced understanding of inherently complex issues.

Teaching culture in a competitive market: The introduction of VCE Chinese Language, Culture, and Society

“…Tertiary teachers and researchers have often emphasised the importance of engaging with contentious issues when teaching students about China (Carrico 2014;Gueorguiev et al 2020).…”