#MetKids Interactive Map

The Metropolitan Museum of Art (“the Met”) is one of the US’s largest museums and a major tourist attraction. Despite its worldwide renown, declining worldwide attendance led the museum to rethink its brand identity and embark on a change in 2013. The Met has been seen as an exclusive, elite institution for a long time. According to research, only 45% of visitors agreed with the statement that the place was “for people like them,” which urges the administration to create a bona fide marketing department and rebrand (Roper). This assignment would focus on one specific change of the museum’s education program – the new interactive map bundled with videos and fun facts under the label “#MetKids.”

Before the Rebrand

The Met envisioned itself as “a center of creativity,” but its education program primarily served an intellectual audience of artists, K-12 teachers, and global scholars. Some of the Met’s family guides show an awareness of engaging children and producing kids-friendly content (see fig.1). However, the Met has been treating “kids” en masse – sometimes even without differentiating them from adults, believing “children can handle the same programs that interest their parents… if a performance is dynamic and entertaining, age is generally not a factor” (Cates).

Figure 1 The New Greek Galleries: a Family Guide (1999)
Figure 1 The New Greek Galleries: a Family Guide (1999)

The Aspirational Plan – #MetKids

Since 2013, the Met started to rethink its positioning and increase its relevance, coherence, and reach. To increase its relevance to the next generation, the Met starts to segment its young audience according to age and education level. As kids of different ages and education levels have different cognitive abilities and thus should be served differently, this segmentation transforms the heterogenous group “kids” into more homogenous demographic and behavior subgroups.

The new education program #MetKids broadly targets the Met’s young audiences from 2 to 12 years old, with each product or service targeting a more specific audience. In detail, while redesigned family guides are for all ages (see fig.2) and children’s classes are tailored for kids of different ages (see fig.3), the new interactive map targets 7–12-year-olds (see fig.4). Despite being neglected before, this audience base is crucial for the Met because young Gen Z audiences are the next generation of visitors and donors, and wealthy families with an annual income above $200k have always been their major supporters (Bingham). Research shows young Gen Z are increasingly attracted to interactive experiences (Bingham). Hence, competitors’ moves – like the Museum of Art and Design’s Studio Sunday and MoMA Teens – add to the urgency to address this vital audience base in a new way (“Studio Sundays,” Zwicky).

Accordingly, the map is positioned as: for 7-12-year-old kids, #MetKids interactive map presents over 5,000 years of art from around the world for them to experience and enjoy because it’s designed and programmed to be relevant, unified, and kid-friendly.

The Action Plan – The Interactive Map

Product

In product development, kids from all over the world are involved so that the map speaks their language. Graphics like the giant red button with “PUSH” on its welcome kids by making the experience intuitive, easy, and rewarding (“Sensitive Technology” 9).  It also speaks to kids in a friendly tone with simple dictions like “what is this made of” instead of “medium” in the grown-up version. Along with vivid color schemes, the map communicates the first impression of easy-going and fun for children, circumventing “first-time challenges” and children’s anxiety lacking computer knowledge (“Sensitive Technology” 10). Further, the map connects with its audience with interactive cues like “look … “imagine…” “draw a picture of…” which forms emotional bonds with kids by directly addressing them and motivating them to wield their creativity (“Sensitive Technology” 26). In doing so, the Met empowers kids to explore the museum by themselves, without relying on their parents or educators to guide them.An essential node of the new education program is the interactive map bundle with videos and fun facts. As stressed in its positioning, the Met drastically simplifies its gigantic archive and condenses them into one map (see fig.5). However, that could still feel too overwhelming at first glance, so the Met again reduces the complexity by allowing kids to “Hop in the Time Machine” (see fig.6). After selecting time periods, geography, and “big ideas” (like inventions, creatures, mythology, etc.), kids would be given a few artifacts they can select from. This is followed by an interface spotlighting on one artifact (as in fig.4) offering basic information, fun facts, and interactional cues for children to “Watch” explanatory or kids-produced videos about the artifact, “Discover” interesting features on the artifact, “Imagine” a scenario involving the artifact, and “Create” at-home art projects inspired by the artifact.

The map’s promotion primarily relies on the Met’s brand name and educators like K-12 school teachers. The launch is communicated to kids and their parents through press releases, earned media like New York Times Culture and smaller online websites, and word of mouth on social media. The map itself also serves as a promotion for the Met’s physical experience, showing its renewed brand identity and relevance. The Met is exempted from the financial burden of this service since Bloomberg Philanthropies provided its funding (Maloney). Though it could be argued that the product would bring short term values like more admission revenues and membership subscription, the program could be seen as a form of long-term value creation that engages the museum’s future visitors and donors, reproducing the Met’s position as a prestigious institution and securing its financial stability in the long run.

Outcomes and Insights

As a result, #MetKids won the 2016 MUSE Award and contributed to the overall success of the rebrand. In 2016, the Met attained record-high attendance of 7 million and 31 million website visitors, increased visitors under age 35 to 37% of total visitors, and TripAdvisor Travelers’ Choice Award as the #1 museum in the world.

The success of #MetKids shows the possibility of extending the boundaries of museum experiences to the online space. As a digital companion “before, during, and after a visit to the Met,” #MetKids shows museum is not just a physical experience but also a node for extracurricular learning, social interaction, and personal development. The map could further be seen as a template to create an immersive environment for Gen Z, the “digital natives,” to engage in. it shows how synthetic reality technologies could be used to enhance user experiences and lays the groundwork for future innovations (“Meet Dawn” 34).

Owing most of its content to a collaboration between educators, curators, conservators, researchers, and kids themselves, the program also underlines the importance of putting users at the center of the design and a multidisciplinary approach (“From Innovation to Impact” 17). Most importantly, #MetKids shows how a better user experience could be built by “gaining empathy and understanding of the needs of customers” and letting users’ needs guide the choices of tools, objects, and technology (“From Innovation to Impact” 16).

Works Cited

Zwicky, Calder. “Moma: Introducing Teens.moma.org.” InsideOut, www.moma.org/explore/inside_out/2013/08/05/introducing-teens-moma-org/.

“Annual Report 2012 & 2013.” American Museum of Natural History | New York City, 2013, www.amnh.org/content/download/70955/1216091/file/AMNH_ANNUAL%20REPORT_FY12-13.pdf.

Bingham, Greer. “Are Museums Still Relevant in the Digital Age?” Www.ubimo.com, 18 Dec. 2019, www.ubimo.com/blog/articles-and-research/museum-attendance-by-visitor-demographics/#:~:text=Results%20showed%20that%20museums%20are,compared%20to%20the%20national%20average.

Cates, Meryl. “Bring the Kids Celebrates Another Successful Season.” Metmuseum.org, The Met, 3 July 2014, www.metmuseum.org/blogs/now-at-the-met/2014/bring-the-kids.

Education and Concerts & Lectures, The Metropolitan Museum of Art, 2013, www.metmuseum.org/-/media/files/about-the-met/annual-reports/2012_2013/education-concerts-lectures.pdf.

“From Innovation to Impact.” Frog Insight Report, Frog, info2.frogdesign.com/en/from-innovation-to-impact.

Levy, Evan, and John Kerschbaum. “The New Greek Galleries: a Family Guide.” The Met: Watson Library Digital Collections, The Met, 1999, libmma.contentdm.oclc.org/digital/collection/p15324coll10/id/150778.

Maloney, Jennifer. “Foundation Gift Brings Museums App Power.” The Wall Street Journal, Dow Jones & Company, 20 June 2013, www.wsj.com/articles/SB10001424127887324577904578555852506511038.

Mandel, Nancy. “Family Guides and Art Hunts in the Digital Collections.” Metmuseum.org, The Met, 19 Nov. 2014, www.metmuseum.org/blogs/in-circulation/2014/family-guides.

“Meet Dawn: The Customer of the Future.” Lippincott, lippincott.com/customer-of-the-future/meet-dawn/.

“The Met.” Wolff Olins, www.wolffolins.com/case-study/the-met/.

Roper, Peter. “The Met Rebrand and Broadening Its Reach and Appeal – Interview.” Marketing Magazine, 21 Oct. 2016, www.marketingmag.com.au/hubs-c/the-met-rebrand/.

“Sensitive Technology.” Lippincott, 8 Apr. 2020, lippincott.com/insight/sensitive-technology/.

“Studio Sundays January 2010.” Museum of Arts and Design: Press Room, madmuseum.org/press/releases/museum-arts-and-design-studio-sundays-january-2010.

[1] According to the museum’s Marketing SVP, the rebrand aims to “increase reach to a more diverse and broader audience,” “make sure [they] are relevant to [the current audience] and the next generation,” and “simplify and create greater clarity in the communications and the experience.”

[2] Age is segmented into overlapping intervals like “2-4,” “3-5,” “5-8,” and “9-12.”

[3] Education level is divided into “elementary school,” “middle school,” and “high school.”

Data Visulization

Introduction

This set of data visualization is extracted from the Gallup World Poll results, taken from 2010 to 2018, for the question, “Do the media in this country have a lot of freedom or not?” The answers accepted are “YES”, “NO”, or “don’t know” (“DK”). In the original survey, 160 countries were included. For accuracy purposes, we eliminated countries with an “unspecified” form of government and head of state, as well as those with incomplete data. This data set includes the form of national government and leadership of 70 countries, categorized into constitutional or republic, and ceremonial or executive. The research question this project seeks to answer is “What are the factors that influence people’s perception of the freedom of the media?”

Set 1

We start the visualization project with the map showing the geographical distribution of the percentage of people saying “yes” to the question (See Set 1, Chart 1). On one hand, the chart gives our audience an overview of the scope of our research – namely, the colored region – while the dim areas are either the ones not included in the research or with incomplete data. On the other hand, the visualization shows a distinct pattern: the “Western World,” North America, Europe, Oceania, and other traditionally defined developed regions generally exhibit a darker shade of green, as compared to the rest of the world. We point out this phenomenon to prepare our audience for our arguments on possible reasons behind this geographic pattern: what are the commonalities between these countries shaping their popular psychology so-and-so? In the intersection of cultural, political, and social factors, we find two relevant aspects possibly responsible for this variation, forms of government and head of state, as illustrated below.

Set 2

The second section consists of three charts and examines the trend of the average percentage of people answering “yes” and “no” to the poll question in countries with constitutional and republic governments. The first chart (Set 2, Chart 1) illustrates that from 2010 to 2018, people in constitutional countries have a consistently higher rate of answering “yes”, at around 88 percent compared to people in republic countries, at around 66 percent. Moreover, in both categories, the percentage of people answering yes in 2010 is slightly higher compared to their answers in 2018. This implies that the percentage of people answering “no” (See Set 2, Chart 2) has risen in this time period, and is strengthened by the second chart, showing a slight upward trend.

The third chart (Set 2, Chart 3) further distinguishes between constitutional ceremonial, constitutional executive, republic ceremonial, and republic executive countries. It demonstrates that constitutional ceremonial countries have the highest percentage of people answering “yes” to the poll question, with republic ceremonial countries ranking second. This trend shows that ceremonial leadership results in overall positive perception of freedom in the media. More importantly, this distinction suggests that even though constitutional governments exceed republic governments in receiving positive responses, executive leadership weakens this advantage and is the least positive combination.

Set 3

The third section compares countries against each other within the constitutional and republic categories, and these two categories against each other. We calculated the average percentage of responses in every country from 2010 to 2018, and it provides detailed information for the statistics of each country taken into consideration. For example, in constitutional countries, Denmark ranks the highest and Morocco ranks the lowest. In republic countries, Finland ranks the highest and Belarus ranks the lowest. More importantly, Finland and Denmark, even with different government forms, have a similar rate of positive perception, both at 95 percent. While the lowest average percentage in Republic countries (Belarus: 30 percent) is lower than the lowest in Constitutional countries (Morocco: 47 percent).

Second, In 14 constitutional countries (in Set 3, Chart 1), 13 of them have over 50 percent of people answering “yes”. Only one country, which is Morocco, has an average percentage below 50 percent. This means for countries in constitutional form of government, the rate of a majority of people responding positively is 12 out of 13, or 92 percent. Meanwhile, in 55 republic countries(in Set 3, Chart 2), 47 countries’ average percentage is above 50 percent. So for the countries in republic form of government, approximately 85 percent of countries have a majority of people who believe their media has a lot of freedom. Although this number is very rough because an average over 9 years is taken, it further consolidates our finding that countries with a constitutional form of government have a higher percentage of people responding positively to media freedom. This is illustrated in the third chart (Set 3, Chart 3), which shows that an average of 81 percent of people in 14 Constitutional countries answered “yes” and an average of only 64 percent of people in 55 republic countries answered “yes”.

Conclusion

The result that can be derived from this set of data visualization is that geo-political regions, forms of government, and heads of state all have impacts on people’s perception on freedom of the media. Geographically, countries that are commonly considered in the “Western world” produce the highest percentage of people saying “yes” to the poll question. Countries with ceremonial heads of state contribute most to people’s positive opinions, and people from countries with constitutional forms of government are more likely to believe that their country has a free media than people from republic countries.

Limitations of the Study

Due to the nature of the Gallup World Poll results, there are several limitations in the study. First, the poll question asks
whether the participants believe their country has “a lot of freedom or not”. What qualifies as “a lot” depends on the subjective judgment of the participants, and may vary significantly across people from different backgrounds. Consequently, the poll does not accurately capture and compare results using a sole standard. Second, the data is collected using a self-report questionnaire, which can rarely be independently verified. External factors that may influence the participants to respond in a certain way are not taken into account. Third, the poll is conducted using telephone surveys, meaning that only households with a telephone can be reached. In countries where the socioeconomic gap is significant, opinions from people who do not have access to telephones are left out, resulting in a sampling bias. Lastly, the data provided by the Gallup World Poll are rounded to the nearest integer and are further rounded when an average is taken. This results in some stacked columns in the second chart in the third set, titled “Republic Countries’ Perception of Media Freedom”, to exceed (e.g. Zimbabwe: 101 percent) or fall below (e.g. Haiti: 98 percent) 100 percent.

Work Cited

Gallup Analytics. (2018). Perceptions of Media Freedom Gallup World Poll. Retrieved from
https://docs.google.com/spreadsheets/d/16lM13maquaZRPYFF064t_22CcsGgzPtk21l0bAr935s/edit#gid=96683562

Media Annotation

In my media annotation model capstone, I took the 2008 Beijing Olympics as my media text. I didn’t analyze the sports events, but the image and vision of China being conveyed through this event.

Project 1 – “One World, One Dream..?”

Project 1 - One World, One Dream

My first critique is on the official motto, “One World, One Dream.” There is a hegemonic decoding position prefigured in that motto. That is, China is peacefully rising to join the international order via economic development. The world and dream here is a utopian world of development and prosperity. Still, there are other possible ways to decode that message. I have four other images representing four different ideals, or visions of China here, according to which the quote could be approached differently. The first is the 2008 Tibetan protest against the central government’s mistreatment of monks and Tibetan culture in general. The second is overseas Chinese’s protest over “western media distortion” of the Tibetan “riot.” The third is a picture of cultural revolution. The fourth is the 1989 Tiananmen Square Protest. By juxtaposing those four different visions of the nation: ethnic equality, nationalism, economic equality (communism), and political liberalization, I’m questioning the prefigured meaning in this motto: which world, which dream? Whose world, whose dream?

Project 2 – “Nanking”

Project 2 - Nanking

My second critique characterizes an Olympic gold medal winner standing on the stage, wrapping himself in the national flag, shedding tears. With this image, I aim to reflect on the popular framing of the Olympic contests. Many Chinese audiences not only see the current glory of individual athletes, they see them as “Chinese athletes” revenging China’s humiliating past and the stereotype of “east Asia sick man.” This ambivalent feeling comes from the collective memories of “National Humiliations” such as the Nanking massacre or the Rape of Nanking. In this way, the Nanking massacre is almost a historical sensational melodrama that makes audiences involuntarily mimic the victim’s pain and suffering, arousing nationalistic feelings of pride and revenge.

Project 3 – “Minzu”

Project 3 - Minzu

The last one is about the representation of ethnic minorities in China. It is later revealed that the 56 ethnic children in the opening ceremony are actually all Han kids donning minorities costumes. This reminds me of the concepts of cultural appropriation since here, minorities only need to be “nominally present,” and their culture is reduced to mere costumes. The red color is the conventional color of Han, but also that of the Chinese national flag, of Olympic rings, the logo of the Beijing Olympics. I draw a parallelism between them in this image to show how the portrait of minorities in the opening of the Beijing Olympics keeps exoticizing minority culture. By making the red Olympic ring look like a city wall, I aim to disclose how the opening keeps reproducing an ancient binary where Han is the civilized, default race, while minorities are peculiarities, barbarians, outliers of the civic order, outside of the great wall.

Now, We Become the Barbarians!

Notable Essays, 2021-2022

My Dear Fellow Countrymen,

        First, I must assure you that I wrote this with complete honesty and sincerity. I am a patriot, as you are. I am “born under the red flag and raised in New China.” My grandparents are poor but proud farmers; my parents are diligent civilians and party members, and myself a passionate member of the Youth League. With an ardent love for our country, I’m writing this with a deep concern for our shared future – not because of an imminent danger like a foreign invasion but as a cautionary note in our seemingly best times. 

        I will begin with the recent controversy over Chinese director Chloe Zhao, the first Chinese and woman of color to win an Oscar with her film Nomadland. At the height of her fame, Zhao was praised as high as the “pride of China” by state news outlets. In the acceptance speech, she gratefully recited the ancient proverb she memorized as a child growing up in China: “People at birth are inherently good.” However, intense public backlash soon followed when she was found criticizing China as a place where “lies are everywhere” in a 2013 interview. The issue became politicized as netizens questioned: “what is her nationality?” “Has she forgotten her roots?” “If she is American, why should we celebrate her success?” Denounced as a “Han Jian [race-traitor],” Zhao’s name is censored, the hashtag “#Nomadland” blocked, and her film canceled. 

        In a New York Times article, it is said that Zhao’s fall from grace is part of the growing nationalist sentiment in China. It also shows that despite the central government ultimately controlling foreign films’ entry to China, “more and more, China’s online patriots can also influence the fate of a film or a company” (Qin and Chien, “Backlash”). Still, I would argue that it’s not simply the result of the global surge of nationalism and conservatism. We too often understand things in the metaphor of disease today, as if nationalism is a disease, spreading across borders, but can be contained and cured without tackling the cultural and political implications behind it. We also too often dismiss others as being “too extreme;” for those who took part in the cancellation of Nomadland, H&M, or Nike, we conveniently invented the term “Xiaofenhong [little pink]” to distance ourselves from those “ultranationalists,” as if we are not part of the problem. Yes, brothers and sisters, I’m writing this to argue that all of us Chinese are part of the problem. There is no clear boundary between “good patriotism” and “bad nationalism” since they are profoundly intertwined and rooted in our historical understanding of our nation. Ultimately, it’s about different visions of our nation. What should China be? Who are Chinese? These are not big questions devoid of meaning but practical questions we would encounter in real life. We canceled Zhao because of her seeming “betrayal” of her nation and race, calling her a “Han Jian,” which literally means “a traitor to the Han race.” But what is “Han” in the first place? 

        Conventionally, we have two names for our nation – “Hua” and “Han.” Though both are translated to “Chinese” in English, there are nuanced differences. In What is China, Professor Ge Zhaoguang proposes that “Hua,” etymologically meaning beauty, represents an ancient ideal – Chinese are the most civilized people under heaven, marked by the grandness of their ceremonial etiquette, beauty in their clothing, and the harmony of their existence with the world (60). On the other hand, “Han” is a much more politically charged term. As Mark Elliott points out in “Hushuo,” Han is a shifting ethnic label that emerged within ancient identity politics of distinguishing Self against Other, “us” against “them.” In the North Wei dynasty, Sarbi conquerors call all the Central Plain dwellers they conquered “Han” (Elliot 16). However, in the Yuan dynasty, “Han” is attributed to the third-class citizen, northerners on the side of Mongol conquers, while their rebellious southern counterpart is derogatorily named “Nanren” (Elliot 24). Finally, in the Ming dynasty, with the Mongols repelled, “Han” was again adopted as an ideological tool to reintegrate northerners and southerners alike into one group to serve Ming’s unification project (Elliot 26). Hence, Han was – and still is – a deeply politicized and racialized term, especially when it comes to dominate the way we construe China in modern times, facilitated by the “national humiliation discourse.”

        According to William Callahan in China: The Pessoptimist Nation, the national humiliation discourse is a strategy developed against a contemporary identity crisis. The racial label “Han” and the civilizational signifier “Hua” were once unified when ancient Chinese defined themselves as the civilized “Han” while all others were “Yi [foreigners]” or “Hu [barbarians].” However, the racialized understanding of civilization was challenged when the British Royal Navy made its appearance on the Qing empire’s shore in 1839 (Callahan 48). Forced to yield before westerners’ cannons and ships in the Opium War, the Daoguang Emperor came to realize he was no longer the one and only “Son of Heaven” and our “Central Plain” is no more than the “Far East” for the British. Once proud elites and intellectuals were forced to open up borders, accepting modernization as the only way out. They discovered, embarrassingly, “now, we became the barbarians” (Callahan 45). The nation felt frustrated and humiliated – what were we now? Can we no longer cling to the Hua ideal, becoming merely a mundane Han ethnicity? It was only more shocking when the Japanese, our neighbor who had been submitting to us for hundreds of years, invaded China proper in 1937. In response to a series of political and identity crises, Callahan argues that a “national humiliation discourse” emerged. Functionally, the discourse is a promise that brings together the divided vision of Hua and Han. The “national story of blood and tears” is derived its strength from a racialized and politicized distinction of “us” and “enemy” (Callahan 40). “We” are backward because “they” have obstructed our rise, so if all enemies are cast out of China and traitors purged, China would be rejuvenated as glorious as it was in the Hua ideal. Appealing to our glorious past and disgraced present, promising a rejuvenated, civilized future, the discourse acts as a powerful patriotic mobilization uniting all ethnic groups and political parties in China alike during the Sino-Japanese war (Callahan 165). In 1989, the national humiliation discoursed was again revived in response to the ideological, regime, and cultural crisis posed by the Tiananmen Square protests and later entrenched in top-down patriotic education campaigns to foster political loyalty and unity for the new republic (Callahan 35). 

        Still, the national humiliation is not cleansed once and for all after China achieved prosperity. When China started an extraordinary economic growth and rose to the second-largest economy after Deng Xiaoping’s 1992 reform, the national humiliation discourse did not fade away but is reproduced over and over again in textbooks, films, museums, festivals, and maps (Callahan 39). Historically effective in turbulent times, the discourse continues to foster a crisis mentality in a racialized understanding of civilization, though China is no longer in such a crisis that needs so much hatred for “our common enemies.” Living in modern prosperity, probably comparable to our glorious past, we constantly fear “covetous westerners” vying to sabotage and obstruct our rise. It almost becomes a national aesthetic to portray a “virtuous and civilized Chinese” against “barbarous, jealous, and evil foreigners” because it seems the most effective way to make us Chinese unite. 

        However, is casting out barbaric foreigners and domestic traitors the only way to rejuvenate the Great Chinese Nation? The Han-dominated view of Chinese civilization seems especially problematic in our pluralistic postmodern world today. If China is exclusively Han, what about the left-outs? What about ethnic minorities, immigrants, overseas Chinese, and mixed-race? Must they all be sinicized into Han to avoid being vilified as “bloody foreigners?” Is being Han the only way to claim for Hua and the civilizational ideal behind it?

        As if answering the questions raised above, the government is tightening its control over the linguistic autonomy of ethnic minority regions like Tibet, aiming to further replace the default language of teaching from local languages to Putonghua (the national language based on Beijing dialect). Facing pushbacks like the 2010 Tibetan language protest, netizens were not compassionate as protesters were later stigmatized as “terrorists.” Further, apathetic netizens displayed a condescending, patriarchal attitude as if saying, “those singing and dancing minorities do need our help. Economically, politically, and culturally backward, they ought to be educated, modernized, and finally sinicized.” Moreover, in the 2009 controversy around Shandong University’s study buddies program, the long-held resentment against foreigners’ “super-national treatment” reemerged. African exchange students were under massive cyber violence because they were seen as the modern successors of western colonizers. Their relative well-treatment was depicted as a waste of public resources or an outright “encroachment of Han resources.” Racially stigmatized as “black devils,” Africans in China are also suffering a racialized sexualization where they were depicted as “ravaging our educational resources, having sex with our Chinese girls.”

        Apart from casting out “foreigners,” we are also obsessed with purging “domestic traitors,” as in the case of Chloe Zhao. In mass media, we love the game of blaming others for “hurting Chinese people’s feelings,” disregarding right/wrong for honor/humiliation. We are keen to defend China from any form of disgrace, resulting in an atmosphere of populist censorship of any form of criticism, even though they are constructive and beneficial. We criticize analytical works on Chinese society as “giving westerners knives to stab China.” We see any form of criticism as an attempt to subvert the country or sell the motherland for profit. We attack any form of violation that differs from a “Chinese way of doing things.” But what’s the point? We are trapped in an echo chamber of false praises, blind to what’s happening outside.

        The question of “what is China” is constantly under the tension between a civilizational ideal encapsulated in “Hua” and a racial understanding in “Han,” though now, with the help of national humiliation discourse, the Han-centric, conservative impulse toward uniformity seem to prevail. However, is not the obsession with an evil foreign Other against a virtuous Han Self a self-racialization and internalized orientalism that repeat what the British did to us in the Opium War? In times of crisis, the national humiliation discourse was legitimately created and disseminated to evoke Han nationalism for the sake of national salvation, but now the circumstances have changed. Brothers and sisters, we have pursued the vision of Han too far that we forgot “civilization” itself means inclusiveness and harmony, as encapsulated in the ancient Hua ideal. Too obsessed with identity politics, we forgot the ancient Confucian proverb, “the virtuous are friendly to each other though they hold different opinions; the mean is hostile to each other when they blindly follow the others.”

        This letter is inspired by my professor teaching the course “The Concept of China.” It turned out that Professor Sen, born in India, speaking fluent Chinese, knows China better than I do. Thus, when he explained the national humiliation discourse in class, mimicking the Daoguang Emperor discovering “we are the barbarians!” – these words stroked my heart. So now, my dear fellow countrymen, I would like to present this question to you. What kind of Chinese are we? What kind of China should we build? These are urgent questions, brothers and sisters, because now, with rampant racism, nationalism, and nativism online, a horrifying fact occurred to me:

        We have become the barbarians, again.

Yours for our nation’s prosperity and rejuvenation,

A patriot

————————————————————————————————————————–

Works Cited

Callahan, William. China: The Pessoptimist Nation. Oxford University Press, 2012. 

Elliott, Mark. “Hushuo 胡說: The Northern Other and the Naming of the Han Chinese.” Critical Han Studies: the History, Representation, and Identity of China’s Majority, by Thomas S. Mullaney et al., University of California Press, 2013. 

Ge, Zhaoguang, and Michael Hill. What Is China?: Territory, Ethnicity, Culture, and History. The Belknap Press of Harvard University Press, 2018. 

Qin, Amy, and Amy Chang Chien. “In China, a Backlash Against the Chinese-Born Director of ‘Nomadland’.” The New York Times, The New York Times, 6 Mar. 2021, www.nytimes.com/2021/03/06/world/asia/chloe-zhao-nomadland-china.html. 

What is Food?

Browsing through the incessant flow of food pictures in my Instagram feeds at night in my apartment, I always think back to the times during the pandemic. I was in that crowded house where I’m born and raised, and my grandpa spent months trying to instill his lifelong cooking techniques into me in our little kitchen. The food my grandpa made was nothing like those “instagrammable” cuisines, fancy and radiant like the trendy avocado toast; there are, bluntly, a lot of “ugly delicious.” My favorite is pork intestine noodles – sounds suspicious, but believe me, it’s the umami that will be the salvation during stressful times like school finals. The noodle’s indescribable flavor and texture always remind me of the complexity of food itself and the many things it’s associated with – culture, family heritage, and parental love.

 

I won’t even say I’m close with grandpa, but he is always my role model. In my childhood memory, grandpa was young, healthy, and joyful. I liked his military posture and how he always called me “little comrade.” I admire grandpa’s story: how he studied hard to overcome his rural upbringing, and though disillusioned by the cultural revolution, he eventually joined the army and made a name. I remember he always escorted me home after school. Holding my hands, he would tell me to study hard and promise to support my college abroad – the dream he envisioned but never turned true. My hands in his, I felt the wrinkles at that time, but never imagined it would ever grow feeble. Years passed, grandpa’s military figure turns slanted, his voice husky and eyes dull. He loves me though he never expresses it, but I know because he learned how to cook just for me. From dumplings to extravagant cuisines, his skills grow adept as I grow. 

 

I always think about if he is trying to convey something through the delicious food he made – something he has in mind but too shy to say or doesn’t know how to put. It’s hard to interpret. When I hold a bowl of pork intestines noodles that he taught me how to make, I always wonder. What’s that flavor like? Parental love? Fractured dream and unintended fame? Passage of time and encroached health? Toil to sustain a family? Great expectations on his grandson? It doesn’t taste like vegan health or political struggle though.

But I found it’s the dominant language we employ to talk about food now. As veganism spreads across the world, the topic of food has been increasingly politicized. What used to be a simple lifestyle choice of what to eat now becomes a heated debate over a belief system. The identity politics is that vegans think they are doing social good while living a healthy lifestyle, but non-vegans dismiss their attempts and cling to their old habits. This is further complicated when non-vegans point out veganism spreads like a religion, yet there is very little scientific proof in its arguments, while vegans also raise issues like the morality of slaughtering animals on a mass scale and how industrial livestock production contributes to global warming.

The problem is real, though. The industrialization of the food industry puts too much tension on the ecosystem and makes the environmental crisis an imminent subject. Veganism is one of the proposed solutions. Some even radically allege it’s the “single biggest way” to reduce human impact on the environment. A research at the University of Oxford is employed to uphold this claim: cutting meat and dairy products from diet could reduce individual carbon footprint from food by up to 73 percent. What probably makes it worse is that we are not only ruining the environment but also our own bodies. The abuse of fertilizers in agriculture and chemicals in industrial processing of foods impair nutritional values in natural foods while directly damaging our health. The proposed remedy, whole food, is found to be decisively associated with health promotion and disease prevention, according to a 2014 analysis by Yale University. Sounds great, right? Why not change the way you eat, improve yourself, and – probably – save the planet?

 

The downside is, despite those theoretical benefits, some practices of veganism and dietary plans are accused of being founded on poor science. An article in the Guardian made a long argument against Madeleine Shaw, the author of a clean-eating guidebook named Get the Glow. The article begins with a case of how wellness blogger Jordan Younger’s own diet results in her malnutrition and orthorexia, and points out clean eating has elements of a “post-truth cult.” That is, the movement is majorly fueled by internet celebrities, who suspect and dismiss the values of authorities and experts while developing their own recipes and diets. The article also indicates that the #Eatclean movement could be a school of veganism rendered into its most vulgar form. Under the Instagram hashtag, veganism has been circulated online as a cultural symbol, and most importantly, an instagrammable symbol.

 

Who’s right and who’s wrong? Here it does sound like a postmodern world where solid evidence supports conflicting arguments. It’s the antinomy Kant has warned us against a long time ago as a result of the iron cage of rationality; that is, if we just say but don’t do, equally-rational-but-contradictory results (called antinomy) are totally sensible but impractical. This contest to invent rhetorics and arguments have no actual use but dividing us up. Further, if everything about food is rendered into conflicting scientific theories, it would blind us to the multifaceted nature of the world and trap us in the cage of reasons. 

 

I’m not saying everyone has a point, so don’t judge and disengage. We do need to change the way we eat for the sake of ourselves and the planet. But do we need something rigid and dogmatic like a distorted veganism belief? Probably no.

 

Like the Confucius book Zhongyong suggests, maybe we all need to find our own unwobbling pivot between the two poles. It’s not about whether to convert to a vegan or not, but about the specific changes to make to concretely improve our health. As for the aspect of global warming, being a responsible consumer can never be enough. After all, no matter how hard we try to revolutionize our diet, food composes of 26% of the total greenhouse gas emission at most, according to a report published in Science. The 76% large chunk – namely electricity, heat, transport, or industrial processes – is what we have to aim harder for.

 

It always takes me back to the night when my reticent grandpa and I stand by each other, cleaning the pork intestines and thinking about the delicious noodles we are going to make. Anything like a meal, maintaining a healthy lifestyle, or even tackle global warming takes a lot of work – humble, dirty work, perhaps – but it’s worth it. Is that what grandpa tries to tell? Probably I’ll never know. It’s all too awkward to iterate for an old Chinese man and his grandson.