Safeguarding Of Intangible Cultural Heritage Research Articles

Analysis of the value of folk music intangible cultural heritage on the regulation of mental health.

This paper proposes an approach based on the safeguarding of intangible cultural heritage (ICH) by studying the value of ICH to explore the value of the ICH of folk music on mental health and its safeguarding measures. Additionally, a questionnaire survey is conducted on the value of the ICH of folk music among college students. The Tibetan Guozhuang dance and music in the ICH are taken as the object. The students' awareness, participation, and effects on physical and mental health, emotional regulation, and stress regulation are investigated, to study the safeguarding value of folk music. The survey results reveal that in the process of participating in the folk art of Tibetan Guozhuang dance, 41.8% of the students consider it very useful for emotional regulation and stress relief, and 46.31% believe it is useful. 36.95% of the students feel that it is very useful for the development of mental health, and 49.75% think it is useful. This indicates that a total of 86.7% of the students believe that the dance is helpful to the development of students' mental health. And most of the students are in a happy mood when participating in the dance. Among them, 71.7% of the students say that they are elated, and 66.98% feel that they are excited. It illustrates that as a young group, the students are fond of folk art, but they lack the cognitive approach. Finally, the safeguarding suggestions and implementation paths are put forward in view of the existing problems of the ICH of folk music. The research can provide a research reference for the safeguarding of the ICH of folk music.

How the Social Imaginary Gives Rise to Co-action:Contradictory Values and Intangible Cultural Heritage Consensus in Beijing’s Jingxi Fanhui

The concept of community has become the dominant focus of academic discussions in the field of intangible cultural heritage (ICH) research. Some scholars have criticised the idealised usage of this concept as obscuring the empirical tensions and suggest that it should be replaced by “actor-network.” Instead, this article argues that even when there is no real network among actors, heritage community may still rely on social imaginary to exist. It is the relationship that people establish between the present and the past that is key to understanding the safeguarding of ICH. This article focuses mainly on the Jingxi fanhui, a national ICH festival in Beijing’s western suburb. The entire area has been almost deserted for nearly 20 years, as the villagers are now dispersed in Beijing city. But every year during the traditional Lantern Festival days, former villagers still return to the abandoned villages to attend the parade ceremony, even though there is no real social network linking them. People are driven by different values, which are often diverse and contradictory, to participate in the ceremony. The common imagination of their community is rooted in a shared understanding of what heritage means to the groups. It’s under the flag of national ICH that the consensus is reached, a sense of community is fostered, and the village festival continues, even after village life has ceased to exist.

Safeguarding food heritage through social media? Between heritagization and commercialization

During the food heritagization process, the question about the relationship of safeguarding intangible cultural heritage (ICH) to the commercialization of cultural practices has been raised. The recent articulation of ICH projects and social media platforms in China could be seen as a new attempt to promote and commercialize ICH practices. This article investigates this question by studying the heritagization and commercialization of local food traditions through a social media platform – Douyin (also known as TikTok outside of China) in Zhanjiang (Guangdong Province, China). When hashtag campaigns on social media can facilitate ICH safeguarding and even accelerate its commercialization, the case study could offer an insight into different local stakeholders’ ideas about the concept of food-related ICH and their responses to the digital commercial situation.

Las TIC como recurso para trabajar el Patrimonio Cultural Inmaterial en el aula

The use of ICT as a resource for the treatment of heritage manifestations in the classroom represents an advance in terms of taking advantage of the potential of heritage as an educational resource and, without doubt, in terms of greater accessibility to it. In this line, the work presented here focuses on the use of ICT to work on intangible heritage in the classroom from a didactic inno- vation within the framework of the initial training of teachers, in which a total of 54 students from the subject of Didactics of Social Sciences: History in the Degree in Primary Education of the Uni- versity of Alicante. This innovation consisted in developing a virtual museum focused on various manifestations of intangible cultural heritage, thus contributing, from the field of education, to its dissemination and promotion, as stated in Law 10/2015 for the safeguarding of Intangible Cultural Heritage (“Ley 10/2015, de 26 de mayo, para la salvaguardia del Patrimonio Cultural Inmaterial”, 2015). Therefore, from the creation of this virtual museum in the classroom, and from the propo- sals made by the students to work on this type of heritage content, the use of ICT as a tool for the development of resources and didactic proposals focused on the treatment of manifestations of Intangible Cultural Heritage in the primary education stage. In this way, the work is connected, in turn, to the training of future teachers in regard to digital teaching skills. In light of the results, it reveals a divergence between the manipulative use of digital resources and their applicability when working with them in the classroom, since the participants show advanced digital skills when de- veloping their own creations, which contrasts with the scarce presence of educational technologies in the design of specific didactic proposals.

History and Approaches to Heritage Studies, Pedagogy and Practice in Heritage Studies

History and Approaches to Heritage Studies, Pedagogy and Practice in Heritage Studies

New Perspectives for Living Traditions: Intangible Cultural Heritage in North-East Hungary

AbstractThe UNESCO World Heritage Convention (1972) was originally focused on nature conservation and built heritage. The immaterial aspect of the worldwide heritage discourse arrived at a turning point in 2003, when the Convention for the Safeguarding of Intangible Cultural Heritage was adopted. The definition of the intangible cultural heritage provides essential frames for a wide range of interpretations. The UNESCO concept focuses on inclusive, representative and community-based traditions which are contemporary and living at the same time. In this sense, the intangible cultural heritage conception is based on the fundamental dichotomy of tradition and modernity. For the communities concerned, a new perspective for living traditions is the process from tradition to heritage. There are four essential features of this process: participation, consciousness, organization and valorization. They can make a difference between tradition and heritage. The Hungarian model for the implementation of the UNESCO Convention is based on a bottom-up system, where the heritage bearers themselves initiate the nomination process for the National Inventory. It is based on their strong commitment to their heritage and it relies on their involvement and participation. In this paper, three case studies from North-East Hungary (Borsod-Abaúj-Zemplén County) represent different ways of “creating a heritage.” The various patterns are closely related to the ideas of identity, community cohesion, tourism, local economy and the preservation of living traditions.

Intangible Cultural Heritage Safeguarding in Emergencies

Intangible Cultural Heritage Safeguarding in Emergencies

Cultural Heritage and Human Rights

The safeguarding of cultural heritage and the protection of human rights constitute separate branches of international law, with different origins and different historical development. However, the far- reaching development of international cultural heritage law in the past half century has progressively infiltrated the field of human rights, developing what we may call ‘the human dimension of cultural heritage’. This article reconstructs the process of mutual influence of these two branches of international law by way of an analysis of the most representative sectors on international cultural heritage law, including protection of cultural property in war time, restitution and return of stolen and illegally exported cultural objects, the protection of cultural heritage of outstanding universal value (‘world heritage’), and the safeguarding of intangible cultural heritage and of cultural diversity. At a time when armed bands and terrorists deliberately destroy cultural property of great importance for humanity and angry crowds demolish monuments memorializing controversial figures of the past, connecting human rights and cultural heritage becomes an ever more necessary condition for a dialogue among the peoples and, in the end, the foundation for international peace and security.

Seeing the glass half-empty: implications for safeguarding intangible cultural heritage through formal education in Türkiye

ABSTRACT Formal education is a key element for safeguarding intangible cultural heritage (ICH) in Convention for the Safeguarding of the Intangible Cultural Heritage (ICH Convention) and definitions in Articles 2.2 and 14. However, integration of ICH into schools is challenging, due to problems in adapting the ICH Convention into national, regional and local contexts. This article critically examines Türkiye’s experience in ICH safeguarding through formal education and its negative implications. Focus is on primary education Folk Culture course that was introduced after Türkiye ratified the ICH Convention in 2006. The course was attended by 206,570 students in the 2018–2019 academic year. Findings on curricula and interviews with teachers reveal that assignments of a particular unit to support the transmission of ICH is inefficient and misleading, since teachers were insufficiently involved in capacity-building activities. This article discusses how ineffective formal education can create ICH marginalisation and render it institutionally non-functional. Formal education can be a double-edged tool with advantages and disadvantages for safeguarding, with possible negative conclusions.

Preservation of Intangible Cultural Heritage under the National Heritage Act 2005 [Act 645] vs UNESCO Convention for the Safeguarding of Intangible Cultural Heritage (2003)

The Malaysian National Heritage Act 2005 [Act 645] is a statute which intends to protect, conserve, and preserve not only Intangible Cultural Heritage, but tangible, underwater heritage, and natural sites. The enactment of Act 645 is influenced by the UNESCO 2003 Convention for the Safeguarding of Intangible Cultural Heritage (ICH Convention). However, Act 645 is general in character compared to the ICH Convention. This paper adopts the qualitative doctrinal approach where the analysis of the provisions both in the ICH Convention and Act 645 are made in order to identify the similarities and differences on the issue of preservation of intangible cultural heritage in Malaysia. This paper suggests for the amendments to the Act 645 in order to better safeguard Malaysian intangible cultural heritage.

The UNESCO Contribution to Safeguarding and Preserving Jordan’s Cultural Heritage

UNESCO seeks to build peace through international cooperation in education, sciences, and culture and contributes to the achievement of the Sustainable Development Goals defined in the 2030 Agenda. The present paper explores how UNESCO, the Jordanian government, and the local communities work together in the design and implementation of plans aimed at developing a knowledge-based economy, protecting Jordan’s natural environment and rich cultural heritage, promoting intercultural dialogue and cultural diversity, and in strengthening the institutionalization of culture for development. The present contribution is divided into two parts, the first covers the institutional/legislative framework; financial capacities of Jordanian institutions and describes the activities undertaken by UNESCO over the past years for the preservation of Jordan’s tangible heritage. The section shows UNESCO’s approach towards the conservation of sites from a more resilience-based perspective in an attempt to realize employment opportunities in the heritage sector and heritage as a vehicle for socio-economic resilience and sustainability. The second part of the present paper covers the collaborative efforts by UNESCO and the Jordanian Government in safeguarding Intangible Cultural Heritage (ICH) in the context of the UNESCO 2003 Convention for Safeguarding Intangible Cultural Heritage, including the inscription of ICH elements into the Representative List of the Intangible Cultural Heritage of Humanity, the establishment of certain Jordanian institutions related to ICH safeguarding, and UNESCO’s support for Safeguarding ICH in Jordan on the national and international levels. This includes capacity building, raising awareness on the importance of ICH, managing and supporting projects for drawing community-based inventories of ICH elements in Jordan, and integrating ICH into the Jordanian educational arena. Some recommendations towards safeguarding ICH in Jordan on both the governmental and societal levels are given, e.g., involving museums, enhancing media and information channels, developing educational plans, investmenting in ICH in the sustainable tourism sector, and modifying existing legislation and constitutional provisions to protect ICH and its bearers.

Peningkatan Pengetahuan Dan Mengasah Kemampuan Anggota Unit Kegiatan Mahasiswa Peradilan Semu

Introduction: Improving the knowledge and abilities of UKM members is not only obtained in the lecture hall, positive activities outside the classroom including discussions, seminars and other activities can be a reference to improve students' own abilities.Purposes of Devotion: This community service was intended to raise awareness that Maluku has five protected intangible cultural heritage, which were ratified by Presidential Regulation number 78/2007 concerning the Ratification of the Convention for the Safeguarding of Intangible Cultural Heritage, one of which is Traditional Liquor (SOPI), and it is hoped that the community will be able to well preserve this cultural heritage so that it can continue to exist in the community without causing any crime-related acts. Method of Devotion: Each presenter employed the lecture format. Lecturers were given time to present their subject, and then participants were given the opportunity to pose problems and ask questions, which were then answered in turn by the lecturers based on the content being questioned about.Results of the Devotion: This legal awareness counseling activity had a positive impact on the Bumey community, as evidenced by the active participation of participants through their questions and a greater understanding of legal awareness for partners, allowing the tridharma activities of lecturers to play a role in resolving problems encountered, one of which was how to preserve intangible culture by obeying the law so as to create a good legal culture that does not lead to crime as a result of excessive consumption of SOPI, which may hinder national development.

Upaya Pencegahan Kejahatan Minuman Keras Tradisional (Sopi) Melalui Penyuluhan Kesadaran Hukum Masyarakat

Introduction: This legal counseling was conducted for people who still maintain sopi as a cultural heritage.Purposes of Devotion: This community service was intended to raise awareness that Maluku has five protected intangible cultural heritage, which were ratified by Presidential Regulation number 78/2007 concerning the Ratification of the Convention for the Safeguarding of Intangible Cultural Heritage, one of which is Traditional Liquor (SOPI), and it is hoped that the community will be able to well preserve this cultural heritage so that it can continue to exist in the community without causing any crime-related acts. Method of Devotion: Each presenter employed the lecture format. Lecturers were given time to present their subject, and then participants were given the opportunity to pose problems and ask questions, which were then answered in turn by the lecturers based on the content being questioned about.Results of the Devotion: This legal awareness counseling activity had a positive impact on the Bumey community, as evidenced by the active participation of participants through their questions and a greater understanding of legal awareness for partners, allowing the tridharma activities of lecturers to play a role in resolving problems encountered, one of which was how to preserve intangible culture by obeying the law so as to create a good legal culture that does not lead to crime as a result of excessive consumption of SOPI, which may hinder national development.

Pedagogy for Intangible Cultural Heritage in Pandemic Times: Reflections from an International Workshop during Covid-19

Intangible cultural heritage (ICH) as an articulated concept and terminology gained prominence with the adoption of UNESCO’s 2003 convention on safeguarding ICH. The convention also emphasizes capacity building as a key strategy for the safeguarding of ICH (UNESCO, n.d.-b). UNESCO, through the Global Capacity Building programme (UNESCO, n.d.-c), has already put together a network of facilitators and a series of initiatives to promote and implement these activities. Yet, there is a need for more capacity-building programmes to cater to diverse needs and audiences. During the COVID-19 pandemic restrictions, one of the many programmes offered online was that by the Centre for Heritage Management, Ahmedabad University, on ‘ICH and Sustainable Development’ with financial assistance from the International Centre for Information and Networking for Safeguarding ICH (ICHCAP) and supported by UNESCO Bangkok. Originally intended to be in person, it had to be offered online due to the uncertainties of the pandemic. However, the change of mode allowed a larger access to more participants and an extended timeline for the workshop. It also became a constructive challenge to adapt a pedagogy from a field-based into an online environment. This article reflects on such experiences and outcomes of the workshop and concludes with some thoughts on the post-COVID-19 pedagogical strategies for teaching and learning on ICH.

Religion-Related Intangible Cultural Heritage Safeguarding Practices and Initiatives of the Contemporary Chinese State

This paper reveals the contemporary Chinese state’s active role in shaping the country’s religion-related intangible cultural heritage (ICH) safeguarding, through a systematic review of China’s official inventories of national representative ICH projects and extensive investigations of relevant local practices and initiatives. Although China is ruled by a political party officially embracing an atheist ideology, various elements of the contemporary Chinese state have been proactively involved in safeguarding religion-related ICH. The Chinese state’s involvement in de facto religion-related ICH safeguarding predates its adoption of explicit ICH safeguarding narratives. Still, the Chinese state’s practices and initiatives in safeguarding religion-related ICH flourished after ratifying the UNESCO Convention for the Safeguarding of the Intangible Cultural Heritage in 2004. Since then, China’s central government has established a nationwide framework to recognise representative ICH items, including religion-related ones. Beyond Beijing, various local state agencies have also developed noticeable enthusiasm for supporting the safeguarding of religion-related ICH. In addition to engaging directly with ICH safeguarding, the contemporary Chinese state has also shaped China’s religion-related ICH by working closely with some academics and religious groups.

Co-operative Initiatives of UNESCO and EU for the Safeguarding of Intangible Cultural Heritage

Both UNESCO and EU have their own understandings, priorities, practices and politics related to the safeguarding of cultural heritage and of the safeguarding of intangible cultural heritage (ICH) in particular. Nevertheless, recently one could not but mention the notable increase of the number of their co-operative initiative to these ends. The paper discusses some of them that are related to the ICH. Special attention is paid to the co-operative efforts for the promotion of ICH among the widest possible audiences and in particular among children and teenagers.

Mak Yong’s Performing Art: A Collection Analysis of Malaysia Institutional Memory

Background of the study: Documentation is an imperative initiative in safeguarding Intangible Cultural Heritage (ICH) to consolidate and nurture appreciation that is intact to culture and heritage within a society. However, many countries in the world still give less attention to documenting heritage systematically.
 Purpose: This study aims to achieve a greater exposure of Institutional Memory’s in Malaysia play a role in preserving and conserving heritage information on Intangible Cultural Heritage (ICH) through the documentation strategy of Mak Yong’s performing art collection.
 Method: This study adopted a case study approach by pertaining qualitative research method. Qualitative data were gathered through content analyses towards 521 of Mak Yong’s performing art collection were carried out in three (3) Malaysia Institutional Memory.
 Findings: The study found that the lack of Mak Yong’s collection in institutional memories is contributed to some elements that require detailed documentation such as characters, spectacle, diction, and sound.
 Conclusion: safeguarding of ICH through preservation and conservation of Mak Yong’s information collection that still needs to be improved by considering the consolidation of integrated institutional memory’s roles and ongoing implementation of documentation strategy program of heritage information.

Identification and Safeguarding of Intangible Cultural Heritage (ICH) of Tabaco City, Philippines, through Cultural Mapping

Safeguarding intangible cultural heritage (ICH) includes identification, documentation, research, preservation, protection, promotion, enhancement, and transmission through formal and non-formal education. This paper identified the conditions and status of the intangible cultural heritage (ICH) of Tabaco City, Philippines, identified the threats to the preservation of ICH, and determined the measures taken to safeguard the ICH. It utilized purposive sampling and adopted the Cultural Mapping of the NCCA in the documentation and identification of ICH in Tabaco City that employed ethnography through community immersion and non-participant observation applying the Filipino psychology, focused group discussion, and unstructured interviews in data collection. Findings revealed that ICH in Tabaco City is under threat due to many ICH practitioners' death and old age, a rising lack of interest in ICH among the youth, and the influences of foreign culture. However, measures were put in place to safeguard ICH. The living practitioners of ICH in Tabaco City pass on their knowledge and traditional skills to the next generations by sustaining traditional blacksmithing, pedicab making, folk medicine, and native cuisines. Furthermore, ICH is promoted by generating awareness through various tourism activities. This paper also recommends the establishment of a school for living tradition that may teach the younger generations of the ICH in Tabaco City. Likewise, mainstreaming indigenous knowledge into the curriculum must be done so that the younger generations can derive valuable lessons from studying ICH. Lastly, the local government must adopt policies through local legislation to ensure the preservation, promotion, and protection of ICH and their living human treasures.

Impact of COVID-19 on Virtual Guitar Communities

Prior to the COVID-19 pandemic, the music industry was already experiencing uncertainty as musicians experimented with new modes of dissemination and monetization following developments in telecommunications. The arrival of the internet instigated varying, sometimes contradictory, cultural concerns including dispersion, dissipation, preservation, development, homogenization and heterogeneity. Guitar players have traditionally formed local networks and communities in geo-located domains. However, in the twenty-first century, community domains also include virtual spaces. An immersive netnographic study investigated activities in online guitar communities from the perspective of UNESCO’s Convention for the Safeguarding of Intangible Cultural Heritage. Data were analysed using the protocols of Inductive Thematic Analysis generating seven codes, regarding the impact of COVID-19 on virtual guitar communities. Without doubt, the pandemic has had serious negative effects on individual musicians’ and live venues’ income streams. However, it does seem to have acted as a catalyst for fresh vigour within online communities seeking new ways to connect. With more artists sharing and interacting, the result could be a richer environment in the future. However, without a strong recognition of cultural responsibility this richness may result in a homogenous melting pot. Alternatively, it may also bring to light cultural expressions previously suppressed.

Geo-political complexities of governmentality and Balkanism: Deconstructing UNESCO World Intangible Cultural Heritage discourses

This study critically discusses the entanglements between World Heritage and geo-politics. It deconstructs the geo-political gaze which, it is argued, characterises the articulation of the UNESCO World Intangible Cultural Heritage (ICH) programme in the Republic of Croatia. The study of ICH specific to the case of Croatia is significant in political geography because it entails how cultural heritage is instrumentally used to promote nation-building while seeking to overcome past suppression of its culture. The article takes the Foucauldian concept of governmentality and Todorova's notion of Balkanism as epistemological frameworks. The aim is to understand what discourses are in play for Croatia as an independent nation to self-reflexively represent itself in the UNESCO international community and establish its geo-political positioning among other European nations through the transactional device of ICH. We argue that UNESCO acts as a supranational body which interacts with Croatia in the matter of ICH safeguarding. It therefore contributes to an emphasis on a governmentality discourse; at the same time, Balkanism can be regarded as a backdrop against which Croatia has constructed its own identity and legitimised its European aspirations.