In my course on Marxist theory, I foreground social reproduction as a dimension that has long remained underexamined in standard Chinese curricula. After introducing the theoretical framework, I use concrete case studies to demonstrate its significance for feminist analysis. These include the “pink tax” on sanitary products, the naturalization of motherhood, and the systematic invisibility of fertility-related harm. Through these examples, I show how economic structures, cultural norms, and epistemic practices converge to reproduce gendered inequalities, while also equipping students with critical tools to make these dynamics visible and subject to transformation.

In a graduate course, I address the limited attention given to the invisibility of women in science and the gendered knowledge production. I incorporate feminist epistemology and relevant case studies to prompt critical reflection on why women have been marginalized in scientific narratives and how such patterns persist. I also introduce curated materials, including examples of lesser-known Chinese women scientists, to broaden students’ understanding of scientific authorship and to encourage more inclusive perspectives on knowledge production.

In my Logic courses, I integrate a feminist pedagogical lens by grounding abstract reasoning in socially situated examples. For instance, when introducing inductive reasoning, I use the evolving social recognition of sexual harassment as a case study, helping students see how patterns of experience and testimony contribute to broader conceptual and legal shifts. This not only clarifies the structure of inductive inference but also highlights the epistemic significance of marginalized voices. Similarly, in teaching informal fallacies, I incorporate examples drawn from so-called “PUA” (pick-up artist) discourse. By analyzing these statements, students learn to identify flawed reasoning, such as manipulation, false generalizations, and coercive rhetoric while also reflecting on their ethical and relational implications. This approach encourages students not only to detect logical errors, but to understand how such errors can sustain harm in intimate and social relationships.