Teaching What Cannot Be Said: Institutional and Pedagogical Strategies for Addressing Sensitive Geopolitics in Art Universities

Using China–Taiwan and China–Hong Kong as case studies, Sing Hang Tam examines how racialised assumptions and perceived teacher positionality shape openness in international art classrooms. Drawing on interviews and teaching experience, the session proposes practical interventions that support dialogue around sensitive geopolitics while sustaining institutional safety, uncertainty, and intercultural learning.