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There and Back Again: Teaching About the Urban Youth Generation

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There and Back Again: Teaching About the Urban Youth Generation THERE AND BACK AGAIN Teaching About the Urban Youth Generation By Jennifer Eagleton The “Great Proletarian Cultural Revolution” was a phenomenon that greatly affected the Chinese world. For several years the country was torn apart and turned upside down. It was launched by Mao Zedong, in his power struggle against Liu Shaoqi, in order to firmly entrench his view that ideology, rather than materialism, was the way to lead the country forward.1 During this period of chaos, vast numbers of Chinese youth left the cities to work in the state farms and villages of the countryside. hese young people, known now on, no matter what we do, what we as Urban or Educated write, will bear the stamp of our past”3 is Youth, were the fruit of a common refrain from those who suf- the revolution, the first fered through those years. Approaching Tgeneration to grow up under communist middle age, these former Urban Youth rule. By the time they were teenagers now occupy prominent places in Chinese they were Red Guards, literally, as well society. Some hold positions in govern- as metaphorically, smashing all traces ment, some in education and business. A of the old society. By their mid-twenties number have achieved success, while their vision of a possible socialist utopia others are the newly dispossessed, laid- had almost disappeared, and as the off from the crumbling state sector. scheme was dismantled they dis- The story of this group of young peo- persed—some back to the cities, some ple therefore presents an interesting way remaining behind—but each was for teachers to deal with the delicate and affected in some way.2 complex topic of the Cultural Revolution, In recent years a collective urban an event still arousing strong emotions youth identity has sprung up, and even today, and to discuss its possible associations, conferences, and even impact on China’s future. Teachers restaurants have been opened with this would most likely find that this theme as their theme. Those with literary lends itself to the history curriculum, leanings wrote of the psychological either used in the context of the Cultural journey that they undertook at that Revolution as a whole, or as a self-con- time and their writings appear to be a tained unit, focusing on the impact of ide- kind of group biography, an attempt ology during political movements on one to make sense of their experience, particular group of people and its linger- and reveal a need to tell the real truth ing legacy. This topic effectively draws of their youth. In part this is a histor- history and politics together around a ical record for the next generation, central theme, while also linking some the children of the reform era who universal concerns of youth. Perhaps can barely conceive the sacri- fices of a time when every- In recent years a collective urban youth thing one did had political consequences. identity has sprung up, and associations, This generation can be conferences, and even restaurants have said to be a living metaphor for the changes in the Chi- been opened with this as their theme. nese State since the founding of the People’s Republic, where a most fascinating of all is the psychologi- society characterized by extreme cal impact of ideology on growing up. ideology gave way to a socialist These young people are an ideal subject market economy marked by the for junior and senior high school students renunciation of political dogma who would be a similar age to the lao and the adoption of rampant con- sanjie (the three senior graduating middle sumerism. “For those of us who school classes of 1966, 1967 and 1968) have gone through the Cultural who were among those sent to the coun- Revolution, I am afraid that we tryside (or rusticated) as part of Mao’s From a Chinese propaganda poster, early 1960s, have been marked for life. From program. showing a group of young people signing up for a work detail. From the collection of Raymond Hung, used with permission. 5 OVERVIEW OF THE RUSTICATION PROGRAM ending urban secondary school graduates to work gation. It was also a chance for them to overcome a in the countryside had been a practice since the dubious family background (i.e., a non-peasant heritage). S 1950s.4 Called going “up to the mountains and The campaigns to “join up” also appealed to things dear down to the villages,” this concept of those with little edu- to youth and played on their fears: patriotic feelings, peer cation re-educating the educated was first practiced on a pressure, and a chance for travel and adventure. Those limited scale before the Great Leap Forward, then who were tardy in participating were the recipients reintroduced in the early 1960s. It accelerated sharply in of “Thought Work,” while gongs and drums were 1968 toward the end of the Cultural Revolution.5 Over- extensively used in front of households until they relented.6 population and unemploy- During the Cultural Revolu- ment in the cities became tion these young people went more severe, and sending through a classic rite-of- urban youths to the coun- passage experience: they left tryside was considered an city homes for the unknown, effective solution. The Red suffered and labored in Guard movement had sub- the countryside, and they sided by 1968, but the returned, older and wiser. This Communist Party feared naturally divides into three that they would be reacti- separate units—Unit 1: Depar- vated again. The party’s ture; Unit 2: Testing; and Unit view was that relocating 3: Return. It would seem that these young people was a comparison, role-plays, discus- quick way of reducing sions and writing assignments potential social problems. would be among the most But publicly, they put an appropriate techniques for use ideological spin on their in the classroom. As well, the course of action. The young growing collection of material people were told to show in English detailing the Urban their “red heart” by going Youth story by the former par- to the countryside to learn ticipants themselves adds from the peasants. Many more of a personal dimension actually did think that by in the study of this time when going they would perform a revolutionary experiences were revolutionary act. But for exchanged. A list of back- others it was a chance to ground reading about the escape awkward personal Cultural Revolution is provided situations at home, like par- for teachers at the conclusion ents under political investi- of this article. Go Among the Workers, Peasants and Soldiers, and Into the Thick of Struggle! This poster was printed for the foreign market. The caption on the poster is printed in Chinese, English, French and German. Designer unknown, c.1967–1972 Postcards of this poster, and others as well, can be purchased on the Web site of the International Institute of Social History, Amsterdam, The Netherlands. www.iisg.nl/exhibitions/chairman/chnintro2.html This postcard is from the collection of Willa Davis-Held. MAO’S 1968 DIRECTIVE ON THE RUSTICATION PROGRAM It is very necessary for educated youths to go to the countryside and learn from poor and lower-middle-class peasants. We must persuade urban cadres and others to send their sons and daughters to the countryside after they graduate from junior high and university, to bring about a mobilization. All comrades in the villages should welcome them. 6 EDUCATION ABOUT ASIA Volume 4, Number 3 Winter 1999 UNIT 1 DEPARTURE These days, the use of primary source materials is encouraged by educational authorities.7 Unit 1 in particular benefits from using these kinds of materials. There are many ways that this could be done; this is just a guide. 1. Focusing on the things that these young people would be taught at school in preparation for their depar- ture enables students to get a real feel- ing of what it would be like to be edu- cated at that time. After teaching cer- tain slogans and dogma, teachers should let the students make up their own slogans and propaganda posters. First Edition of the Quotations From Chairman There are a number of sites on the Mao Tse-tung (the “Little Red Book”). Internet that show these as well as Peking: Foreign Languages Press, 1966. other Cultural Revolution memorabilia From the collection of Willa Davis-Held. (see bibliography). 2. After looking at a number of these materials, the next step could be to read the directive that Mao gave in 1968 that launched this revamped phase of the Rustication program: It is very necessary for educated youths to go to the countryside and learn from poor and lower-middle- class peasants. We must persuade urban cadres and others to send their sons and daughters to the countryside after they graduate from junior high and university, to bring about a mobi- Red Guard ID card. From the lization. All comrades in the villages collection of Mr. Raymond 8 should welcome them. Hung, used with permission. 3. Next, students can discuss the follow- ing questions: A. After looking at the material Other activities: Read propaganda Finally, this section can conclude by these young people had to study pieces like The Journey, which was comparing the present with 1960s China. daily, how would you react to written to persuade youth to go The teacher can lead the discussion. These Mao’s statement? Consider this to the countryside. This story deals with questions should be put to students: in the light of your family back- the excitement and preparation for depar- n Were the urban youth of the late 1960s ground (a) as a peasant, and (b) ture.9 Get students to read this now, and and early 1970s more idealistic than the as an intellectual.
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