The Cultural Dilemma and Optimization Path of intangible Heritage into School Education in Ethnic Areas:Taking the Activities of Intangible Heritage Into Schools in L County of Ningxia as an Example
The integration of intangible heritage into school education can not only contribute to promote the creative transformation and innovative development of intangible cultural heritage,but also builds the cultural foundation of Chinese modernization in the new generation.This study adopts the theoretical perspective of local knowledge to investigate the activities of intangible heritage into schools in County L of Ningxia,and found that there are three dilemmas of cultural impediment in the process of integrating the"locality"of intangible cultural heritage and the cultural mode of school education:the dual outsider identities of the cultural subject,the mechanical coupling of cultural inheritance space and the contradiction of the cultural generating situation.The reason is that the cultural subject,cultural space and cultural situation of intangible cultural heritage into school education are deeply restricted by local knowledge in epistemology,ontology and methodology.Therefore,the article proposed following optimization paths:the cultural subject identity should be changed from an outsider to an insider to enhance the mutual understanding of the cultural holders;the cultural space and school place should move towards harmonious coexistence and promote the active expansion of knowledge form;the cultural situation should be close to people's life experience and arouse the active self-consciousness of the cultural subject.
school educationintangible cultural heritagelocal knowledgecultural resistanceacculturation
NETL
NSTL
万方数据
