ISSN: 2226-6348
Open access
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.
Nicholl, B., & McLellan, R. (2008). ‘We're all in this game whether we like it or not to get a number of As to Cs.’ Design and technology teachers' struggles to implement creativity and performativity policies. British Educational Research Journal, 34, 585-600.
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 enactment. Research Papers in Education, 35, 228 - 248.
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 Turn in European Education Policy. The OECD’s Historical Rise in Education.
Reveley, J. (2023). Rehumanizing Education: Review of Peter Roberts’ Performativity, Politics and Education: from Policy to Philosophy (Brill: Leiden, 2022). Studies in Philosophy and Education.
Hansen, D. T. (2024). Review of Peter Roberts (2022). Performativity, Politics and Education: From Policy to Philosophy. Postdigital Science and Education.
Shuran, C., Shuyu, C., Jiaxing, L., & Ying, X. (2024). The Global Significance of China’s Intangible Cultural Heritage Education Policy from an Interdisciplinary Perspective: Integrating Theory and Practice. International Journal of Academic Research in Progressive Education and Development, 13(4), 3339–3349.
Copyright: © 2024 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode