Notes on the Cultural Revolution, Lei Feng, and Propaganda
- Cultural Revolution Experience and Documentation: The Cultural Revolution is brought to life through a 9-minute video, which helps convey the individual experiences of people who lived through it. The "Little Red Book" served a role akin to a "bible" during this period, with people quoting specific passages from it. A personal account highlights a student wearing a white dress without pockets being sent to a countryside reeducation camp. During this time, experienced individuals were replaced by "very young people with no education, no experience, don't know what they're doing." This replacement by unqualified youth was a consistent theme.
- Lei Feng as a Role Model: The text Wild Swans explicitly mentions Lei Feng, highlighting how someone was meant to model him but received no recognition. Lei Feng is presented as an explicit role model to emulate, though with a "twist." He becomes a martyr for Mao's cause after his death, thus becoming a role model for Chinese youth. His story signifies "upward mobility" achieved through the Chinese revolution, allowing him a much better life than he would have had in the old traditional society.
- Characteristics of Lei Feng: Despite seeming odd, caring is emphasized as a primary characteristic of Lei Feng. An example from the Lei Feng reading describes him helping a person struggling with math and providing them with tools.
- Propaganda and Indoctrination: A significant theme in both discussed works is the pervasive propaganda promoting "model Chairman Mao, model Lei Feng" in all aspects of life, even simple acts like walking. This indoctrination extended to political teaching in schools, where children were taught how to grow their own "grenades." A striking example of shifting loyalties is a child's father instructing them to say, "I obey chairman Mao" instead of "I obey grandmother," prioritizing allegiance to Mao over family.
- Contrasting Realities and Hypocrisy: A visual contrast is drawn between a teacher traveling in a "nice vehicle" while children are forced to travel "low to the ground" with little comfort. The teacher's embarrassment when she sinks down is noted, followed by her father's approval of her feeling embarrassed, suggesting an acknowledgment of the disparity.
- Questioning Official Narratives: The book describes a visit to a museum where torture devices are displayed. The protagonist's grandmother, having lived through that era, offers a nuanced perspective. While the initial impression (and painted narrative) is that the time was "extremely, extremely bad," the grandmother questions this, stating that "some parts were bad, but others weren't." She implies that not everything told about that period was truthful, challenging the monolithic negative portrayal and suggesting a more complex reality than the official account.