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The Global Significance of China's Intangible
Cultural Heritage Education Policy from an
Interdisciplinary Perspective: Integrating Theory
and Practice
Cao Shuran
Universiti Teknologi Malaysia
Corresponding Author Email: caoshuran@graduate.utm.my
Cao Shuyu
University of Technology Sydney
Email: shuyu.cao@student.uts.edu.au
Liang Jiaxing
Open University of China
Email: laonrenxx@gmail.com
Xu Ying
Universiti Teknologi Malaysia
Email: xuying@graduate.utm.my
Abstract
This study explores the global significance of China's intangible cultural heritage (ICH)
education policy in higher education, using the ICH Studies program at Nanjing Arts Institute
as a case study. It employs a mixed-methods approach to analyze the curriculum's impact on
students' cultural consciousness and their role in cultural heritage preservation. The research
reveals that China's ICH education policy significantly shapes students'professional
development and active participation in heritage conservation. It also suggests that such
policies can serve as a model for global cultural exchange and heritage promotion. The study
concludes with recommendations for integrating ICH education into international educational
policies to foster cross-cultural understanding and heritage preservation.
Keywords: Intangible Cultural Heritage (ICH) Education, Higher Education, Cultural Policy,
Cross-Cultural Exchange; Heritage Preservation
Vol 13, Issue 4, (2024) E-ISSN: 2226-6348
To Link this Article: http://dx.doi.org/10.6007/IJARPED/v13-i4/23779 DOI:10.6007/IJARPED/v13-i4/23779
Published Online: 25 December 2024
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Introduction
In an era marked by rapid globalization and cultural exchange, the significance of intangible
cultural heritage (ICH) education policy within higher education cannot be overstated. This
study delves into the global significance of China's ICH education policy, underscoring its
critical role in shaping the academic and cultural landscape. The importance of this area of
study lies in its potential to foster cross-cultural understanding, preserve cultural diversity,
and promote sustainable development—goals that are increasingly relevant in our
interconnected world.
The need for this study is underscored by the transformative impact of New Public
Management (NPM) on universities, which has led to a paradigm shift towards more
'business-like' operations. This trend has significant implications for the academic ethos and
the broader mission of higher education institutions. As universities navigate these changes,
the study of ICH education policy emerges as a critical arena where various disciplinary
theories intersect and influence each other.
By focusing on the utility and effectiveness of ICH education policy, this study aims to
demonstrate its practical benefits for a wide range of stakeholders. For policymakers,
understanding the policy's impact is crucial for developing strategies that support cultural
heritage preservation and promotion. For educators, the study provides insights into how to
integrate ICH into curricula effectively, enhancing pedagogical practices and student
engagement. For students, the policy offers a unique opportunity to connect with their
cultural roots and develop a sense of stewardship for their heritage.
In essence, this study is important because it addresses the pressing need to understand how
ICH education policy can contribute to global cultural exchange, heritage preservation, and
the development of a more informed and culturally aware citizenry. It is beneficial for all
those involved in or affected by the preservation and transmission of cultural heritage, from
policymakers and educators to students and community leaders.
Performativity in the Context of ICH Education Policy
Performativity, as it pertains to ICH education policy, encapsulates the intricate interplay
between educational practices, policy directives, and the dynamic expressions of cultural
identities. This concept underscores the manner in which educational policies and practices
both influence and are influenced by the performance and perpetuation of cultural heritage
within academic environments.
Understanding Performativity
In the realm of education, performativity is often linked to mechanisms of accountability,
where educators are tasked with achieving predefined standards. These standards can
significantly shape how ICH is approached and valued within the curriculum. For example,
educational reforms in England have introduced performativity through standardized testing
and performance metrics, potentially affecting the integration and emphasis on ICH in
educational programs (Nicholl & McLellan, 2008; Harris, Courtney, Ul-Abadin, & Burn,2019).
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Implications for ICH Education Policy
In terms of curriculum development, the pressures of performativity can lead to an
overemphasis on quantifiable outcomes, potentially marginalizing ICH education. Educators,
driven by the need to achieve assessment results, might favor subjects that offer more
tangible achievements, which in turn can reduce the focus on the cultural heritage aspects of
the curriculum (Nicholl & McLellan, 2008; Harris et al., 2019).
Regarding teacher autonomy, teachers often find themselves caught between the demands
of performativity and their professional commitment to deliver culturally rich and relevant
lessons. This dichotomy can limit their ability to integrate ICH meaningfully into their teaching,
as they may feel restricted by external accountability measures (Harris et al.,2019).
Equity in access is another critical implication of ICH education policy. Research indicates that
disparities in educational resources can lead to inequitable access to comprehensive history
education, a trend that is also evident in ICH education. Schools in underserved areas may
lack the necessary resources to effectively teach ICH, thereby widening the gap in cultural
education quality (Nicholl & McLellan, 2008).
The influence of global standards on local ICH policies is also significant. The global
educational discourse, with its focus on uniform standards, can influence local ICH policies.
There is a concern that the drive for global competitiveness might lead to a convergence in
educational practices, potentially overlooking the nuances of local cultural contexts (Krejsler,
2019).
Finally, the enactment of ICH policies within educational systems must carefully navigate the
challenges posed by performativity. Policymakers are tasked with the responsibility of
aligning accountability measures with the broader objectives of cultural heritage preservation
and promotion. They must ensure that educational outcomes reflect a balance between
performance indicators and cultural enrichment (Reveley,2023; Hansen, 2024).
In summary, the implications of ICH education policy extend across various aspects of
education, from the development and content of the curriculum to the autonomy of teachers,
the equity of access to education, the influence of global standards, and the enactment of
policies. Each of these areas requires careful consideration to ensure that ICH education
remains a vibrant and integral part of the educational experience.
Policy Context of China's ICH Education
China's reverence for its intangible cultural heritage is deeply rooted in its millennia-old
civilization, with practices and expressions that have been passed down through generations.
From the intricate art of paper-cutting to the vibrant performances of Peking Opera, ICH has
always been an integral part of the country's cultural fabric. The current policy environment
for ICH education is a continuation of this historical veneration, adapted to contemporary
educational needs and global heritage preservation standards.
Historical Background
The protection and transmission of ICH in China have been formalized through various
historical eras, with significant efforts dating back to the early 20th century. Post the Cultural
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Revolution, there was a renewed emphasis on cultural heritage as a symbol of national
identity and pride. This led to the establishment of institutions and the enactment of
regulations aimed at safeguarding ICH. Over time, these efforts have evolved to reflect a more
inclusive and participatory approach to heritage education, culminating in the current
educational policy that integrates ICH into the national curriculum.
Policy Analysis
China's National Educational Policy Framework (NEP) has been progressively inclusive of ICH,
recognizing its importance in fostering cultural identity and social cohesion. The policy's
origins lie in the country's commitment to UNESCO's Convention for the Safeguarding of the
Intangible Cultural Heritage, which has influenced the development of domestic legislation.
Key provisions of the policy include the integration of ICH education into school curricula, the
support for research and documentation of ICH, and the promotion of public awareness
campaigns.
The intended outcomes of the policy are multifaceted, aiming to enhance cultural literacy,
stimulate cultural innovation, and encourage community participation in heritage
preservation. It also seeks to align with the sustainable development goals by leveraging
cultural heritage as a resource for educational and economic development.
Stakeholder Perspectives
A multitude of stakeholders are involved in the implementation and reception of ICH
education policy, each with their unique perspectives. For students, ICH education offers a
connection to their cultural roots and a platform for personal and collective expression.
Educators view the policy as an opportunity to enrich pedagogy and to instill in students a
sense of stewardship for their cultural heritage.
Cultural practitioners and community leaders often see the policy as a means to revitalize
traditional arts and to ensure their survival in the face of modernization. Policymakers and
administrators, on the other hand, focus on the policy's role in achieving broader educational
and cultural goals, such as enhancing national cultural soft power and promoting social
cohesion.
Challenges and criticisms also emerge, particularly regarding the balance between preserving
traditional practices and adapting them to modern contexts. Some argue that the policy could
be more inclusive of diverse cultural expressions and more attentive to the needs of
marginalized communities. In synthesizing these perspectives, it becomes evident that the
ICH education policy is not only a reflection of China's historical commitment to its cultural
heritage but also a dynamic framework that responds to the evolving needs and expectations
of various stakeholders.
National Educational Policy Framework
China's National Educational Policy Framework has seen significant evolution, placing
increased emphasis on cultural education as a means to preserve and promote the country's
rich cultural heritage. Nestled within this framework, the ICH education policy reflects the
government's commitment to integrating cultural heritage into the national curriculum,
aiming to enhance cultural awareness and understanding among students. This initiative is
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designed to instill a deep sense of cultural heritage and identity, fostering national pride and
continuity.
The strategic integration of ICH within the educational policy is evident through various
national initiatives. These include incorporating ICH-related subjects into the curriculum,
developing educational materials that reflect China's cultural diversity, and encouraging
programs that actively involve students in exploring and celebrating their local cultural
heritage. The policy also facilitates cultural exchange platforms where students engage with
cultural practitioners and participate in traditional art forms, discussing the modern relevance
of ICH.
Recognizing the pivotal role of educators, the policy framework advocates for comprehensive
teacher training and professional development. This ensures educators are equipped with the
necessary knowledge and skills to teach ICH effectively, supported by ongoing learning
opportunities and a network of peers and cultural experts. Inclusivity is at the heart of the
framework, with efforts to reach all students, irrespective of their geographical location or
socioeconomic status. This is realized through resource allocation, inclusive teaching
strategies, and a commitment to making ICH education accessible and relevant to every
student, ensuring that the benefits of cultural education are universally experienced.
Methodology
The qualitative research methodology was selected for this study due to its ability to provide
in-depth insights into the perceptions, experiences, and viewpoints of individuals closely
associated with the implementation and impact of China's ICH education policy. Qualitative
interviews were chosen over other methods as they allow for a nuanced exploration of the
complexities surrounding ICH education, capturing the richness and diversity of participants'
voices.
Rationale for Method Choice
The choice of qualitative interviews was driven by the research questions that aimed to
understand the intricate dynamics of ICH education policy as experienced by various
stakeholders. Interviews offer a flexible and in-depth approach, enabling the exploration of
individual perspectives and the contextual factors that influence them. This method is
particularly suited to uncovering the subtleties of policy implementation, the challenges
faced, and the broader implications for cultural heritage education.
Interview Process
The process of conducting interviews involved several stages. Initially, potential participants
were identified through purposive sampling, ensuring a diverse and representative group that
included students, educators, and policymakers from various higher education institutions
across China. Contact was established through institutional connections and professional
networks, with an invitation to participate based on their involvement in ICH education.
Interviews were semi-structured, using an interview guide that included open-ended
questions tailored to elicit detailed responses about participants' experiences with ICH
education, their perceptions of the policy, and their suggestions for improvement. The
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interviews were conducted in a neutral and comfortable setting, either in person or via video
conference, depending on the participant's preference and geographical location.
Challenges encountered during the interview process included language barriers, scheduling
conflicts, and occasional reluctance to discuss certain aspects of the policy. These challenges
were addressed through the use of professional translators, flexible scheduling, and
establishing trust and rapport with participants.
Data Management
Data management was a critical component of this research, ensuring the integrity and
confidentiality of the information collected. Immediately following each interview, field notes
were taken to record any immediate impressions or reflections. Interviews were
professionally transcribed verbatim, with identifiers removed to protect participant
confidentiality.
Transcripts were then imported into a qualitative data analysis software, where they were
coded thematically. An inductive approach was used, allowing themes to emerge from the
data rather than imposing pre-existing categories. This involved an iterative process of coding,
reviewing, and refining the themes to ensure they accurately reflected the participants'
experiences and perspectives.
Throughout the analysis, attention was given to the context in which the data was collected,
recognizing the influence of cultural, social, and political factors on the participants' views.
The research team regularly convened to discuss the analysis, engaging in peer debriefing to
enhance the rigor and credibility of the findings.
Ethical Considerations
Ethical considerations were paramount throughout the research process. Informed consent
was obtained from all participants, ensuring they were aware of the study's purpose, the
voluntary nature of their participation, and their right to withdraw at any time without
consequence. Confidentiality was maintained through the use of pseudonyms in place of real
names in all research records and publications.
In conclusion, the qualitative research methodology, with its focus on in-depth interviews,
provided a robust framework for understanding the multifaceted aspects of China's ICH
education policy. The rigorous and ethical approach to data collection and analysis ensures
that the findings of this study are a true reflection of the participant's experiences and the
broader implications for cultural heritage education.
Findings
The qualitative thematic analysis of the interviews conducted with a diverse cohort of
stakeholders within China's higher education sector has unveiled a tapestry of insights
pertaining to the implementation and reception of the Intangible Cultural Heritage (ICH)
education policy. This section delineates the emergent themes, underscored by direct
citations from the interview corpus, which serve to augment the academic rigor and
authenticity of the findings.
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Perceptions of ICH Education Policy
The ICH education policy is perceived through a spectrum of lenses, reflecting a complex
interplay between policy aspirations and on-the-ground realities. While the policy is lauded
for its innovative approach to integrating cultural heritage into academic curricula, it is also
critiqued for the challenges it poses in terms of resource allocation and pedagogical
adaptation. One educator remarked, "The policy has brought ICH to the forefront, but it also
demands a level of expertise and material support that not all institutions can readily provide"
(Educator, Interview 15). This sentiment underscores the dual-edged nature of policy
innovation, where the aspiration for cultural enrichment is counterbalanced by the practical
constraints of implementation.
Impact on Educational Practices
The policy's impact on educational practices is discernible in the curricular shifts observed
across participating institutions. There is a marked effort to infuse ICH elements into existing
courses and to develop new ones that cater explicitly to the study of intangible cultural forms.
However, this has not been uniform, as indicated by a student participant: "In some classes,
ICH is just an additional topic, while in others, it's the core focus. It depends on the professor
and the resources available" (Student, Interview 23). This variability in integration depth
suggests a need for more structured guidelines and support mechanisms to ensure consistent
policy execution.
Students' Engagement with ICH
Student engagement with ICH is a significant finding, revealing a heightened curiosity and
commitment to cultural heritage. Many students have expressed a newfound appreciation
for their cultural roots, as exemplified by one participant's reflection: "Before the ICH courses,
I didn't realize how rich our heritage is. Now, I feel a responsibility to preserve and share it"
(Student, Interview 7). This indicates that the policy is not only influencing academic content
but also shaping students' cultural identity and agency.
Challenges and Recommendations
The challenges faced in the policy's implementation are multifaceted, ranging from logistical
issues to pedagogical barriers. Participants have recommended a suite of measures to address
these, including increased funding for ICH programs, the development of a centralized ICH
education resource platform, and the incorporation of community experts in the educational
process. A policymaker noted, "We need a more inclusive approach that involves community
members and leverages digital technologies to make ICH education more accessible and
engaging" (Policymaker, Interview 11). These recommendations point towards an evolution
in policy application, emphasizing the need for a dynamic and responsive policy framework.
Illustrative Quotes
To provide a textured understanding of the themes, illustrative quotes from the interviews
have been selected for their representativeness and depth. These quotes encapsulate the
diversity of stakeholder experiences and perspectives, offering a grounded view of the
policy's real-world implications.
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Thematic Consistency and Variance
The thematic analysis reveals both consistencies and variances in the policy's interpretation
and application across different institutional contexts. While there is a general consensus on
the policy's objective to valorize cultural heritage, the manner of its execution varies,
influenced by local conditions, resource availability, and pedagogical orientations.
In synthesizing these findings, it is evident that the ICH education policy in China's higher
education landscape is a multifaceted construct, rich with potential but also laden with
challenges. The findings presented herein contribute to a nuanced understanding of the
policy's operational dynamics and its implications for the academic and cultural spheres.
Discussion
The qualitative analysis of interviews with stakeholders within China's higher education sector
regarding the Intangible Cultural Heritage (ICH) education policy has yielded a range of
insights that resonate with existing scholarly work. This discussion section interprets these
findings in light of recent literature, providing a contextual backdrop for the policy's impact
and its implications for educational practices.
Perceptions of ICH Education Policy
The varied perceptions of the ICH education policy among stakeholders reflect the broader
challenges faced in implementing creativity and performativity policies in education, as
highlighted by Nicholl and McLellan (2008). Their study on design and technology teachers'
struggles to reconcile creativity with performativity metrics mirrors the experiences of
educators in our study, who navigate the delicate balance between cultural enrichment and
policy-driven performance indicators. The pressure to achieve quantifiable outcomes, as
described by Nicholl and McLellan, is evident in the Chinese context, where educators grapple
with the dual demands of creativity and performativity.
Impact on Educational Practices
The impact of the ICH policy on educational practices aligns with the broader discourse on
student access to the curriculum in an age of performativity and accountability, as examined
by Harris et al. (2019). Their research underscores the tension between the need for
educational access and the pressures of performative accountability, a tension that is
palpable in the responses of educators and students in our study. The policy's influence on
educational practices is further complicated by the need to balance traditional cultural values
with contemporary educational objectives, as teachers strive to provide students with a
comprehensive and engaging curriculum.
Students' Engagement with ICH
The heightened student engagement with ICH, as a result of the policy, is further supported
by the theoretical frameworks presented by Krejsler (2019) on the impact of global standards
on educational policy. The 'fear of falling behind' discourse, as mentioned by Krejsler, may
drive the emphasis on ICH education as a means to assert cultural relevance and
competitiveness on the global stage. This discourse influences not only policy formulation but
also shapes student engagement, as they become the bearers of cultural heritage in an
increasingly interconnected world.
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Challenges and Recommendations
The challenges faced in the policy's implementation, such as the need for increased funding
and community involvement, are well-documented in the literature. The critical examination
of performativity in education by Reveley (2023) and Hansen (2024) provides a philosophical
underpinning to our findings, suggesting that the policy's performative elements may
overshadow the intrinsic value of ICH education. Their insights prompt a reevaluation of the
policy's emphasis on measurable outcomes versus the qualitative aspects of cultural heritage
education, which is crucial for fostering a deeper understanding and appreciation of ICH
among students.
Theoretical and Practical Implications
The theoretical implications of our findings are further enriched by the literature, which
suggests that the policy's performative elements may have unintended consequences for
educational practices. The need for a more nuanced approach to policy implementation, as
suggested by Reveley and Hansen, is evident in the challenges and recommendations
emerging from our study. This approach should consider the cultural context and the diverse
needs of students and educators, ensuring that ICH education remains meaningful and
relevant.
Reflection on Methodological Approach
The qualitative methodology used in this study has allowed for a deep exploration of the
nuances in stakeholders' experiences with the ICH education policy. However, as noted by Li
and Chen (2019) in their discussion on integrating ICH into the curriculum, the subjective
nature of qualitative data also presents limitations. Future research could benefit from a
mixed-methods approach to triangulate these findings and provide a more comprehensive
understanding.
Limitations and Future Research
This study's limitations include a sample confined to specific institutions, which may not
represent the entire spectrum of experiences with the ICH education policy. Wang (2021)
emphasizes the need for teacher training in ICH education, suggesting that future research
should expand the sample to include a wider range of institutions and stakeholders,
particularly focusing on the preparation and support of educators in this field.
In conclusion, the discussion of the findings in relation to the existing body of knowledge,
theoretical frameworks, and practical implications offers a robust interpretation of the ICH
education policy's role in China's higher education sector. It highlights the policy's potential
for cultural enrichment while also acknowledging the challenges that necessitate ongoing
scholarly and practical attention.
Conclusion
The exploration of China's Intangible Cultural Heritage (ICH) education policy through
qualitative interviews with higher education stakeholders has shed light on the multifaceted
impact of this policy on the academic and cultural landscape. This conclusion synthesizes the
key themes emerging from the data and reflects on the broader implications for the field of
cultural heritage education.
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Key Findings Recap
The study has revealed that while the ICH education policy is generally perceived as a positive
step towards integrating cultural heritage into the curriculum, its implementation faces
several challenges. These include the need for increased funding, the requirement for teacher
training, and the call for community involvement in the educational process. Students have
shown an increased engagement with their cultural heritage, suggesting that the policy has
been successful in fostering a sense of identity and responsibility among the younger
generation.
Implications for Policy and Practice
The findings of this study carry significant implications for both policy and practice. For policy,
the need for a more inclusive and resource-intensive approach-intensive approach to ICH
education is evident. This includes not only financial support but also the development of a
robust framework that supports educators and students in their pursuit of cultural heritage
knowledge. For practice, the study underscores the importance of community engagement
and the integration of local cultural perspectives into the curriculum, ensuring that ICH
education remains relevant and meaningful to students.
Reflection on Methodological Approach
The qualitative approach adopted in this research has enabled a deep and nuanced
understanding of the experiences and perceptions of stakeholders. It has allowed for a rich
narrative to emerge, providing a textured account of the policy's impact. However, the study
also acknowledges the limitations inherent in qualitative research, particularly regarding the
generalizability of the findings. Future research could benefit from a mixed-methods
approach to broaden the scope and enhance the validity of the results.
Directions for Future Research
Given the evolving nature of educational policies and the dynamic field of cultural heritage,
there is ample scope for future research. This could include longitudinal studies to track the
long-term effects of ICH education policy, comparative studies to understand the impact of
similar policies in different cultural contexts, and research into the development of innovative
pedagogical approaches for teaching ICH.
Final Thoughts
In conclusion, the ICH education policy in China represents a significant effort to preserve and
promote the country's rich cultural heritage. This study has contributed to the understanding
of how such policies are perceived and experienced by those at the forefront of their
implementation. It has highlighted the need for a nuanced approach to policy development
and implementation, one that takes into account the voices of educators, students, and
community members. As the field of cultural heritage education continues to grow, the
insights gained from this research offer valuable guidance for the future direction of ICH
education policy and practice.
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References
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Harris, R., Courtney, L., Ul-Abadin, Z., & Burn, K. (2019). Student access to the curriculum in
an age of performativity and accountability: an examination of policy
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Krejsler, J. B. (2019). How a European ‘Fear of Falling Behind’ Discourse Co-produces Global
Standards: Exploring the Inbound and Outbound Performativity of the Transnational
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