CONSTRUCTION AND PRACTICE OF A DUAL-TRACK EDUCATION MODEL IN INTANGIBLE CULTURAL HERITAGE TRANSMISSION-A CASE STUDY OF YI ETHNIC CLOTHING SKILLS IN LIANGSHAN
DOI:
https://doi.org/10.35631/IJEPC.1162082Keywords:
Intangible Cultural Heritage Transmission, Dual-Track Education Model, Yi Ethnic Clothing, Traditional Apprenticeship, Situated Learning, Community ParticipationAbstract
Under the impact of globalization and modernization, Intangible Cultural Heritage (ICH), such as the clothing of the Yi nationality in Liangshan, faces the severe dilemma of inheritance discontinuity and skill loss. Education, as the core means of the living inheritance of ICH, has problems such as the singularity of the model and the disconnection between supply and demand that need to be urgently addressed. Based on critical ethnography and Community-Based Participatory Action Research (CPAR) methods, this study focuses on the educational practices in the inheritance of Yi ethnic clothing skills. It constructs a dual-track education model of “traditional track + modern track” through in-depth interviews with 50 key informants and a survey of 450 structured questionnaires. Concurrently, the study discovered that the traditional track, centered on the clan-apprenticeship system, activates the intergenerational oral teaching and mental instruction mechanism through the “1+5” inheritance unit, effectively preserving core skills and cultural genes. Furthermore, the modern track, based on situational learning theory, establishes an educational pathway of “dual-mentorship + digital media + cross-sector collaboration,” enhancing the modern adaptability of skills and youth participation.According to the ADAPT (Authenticity, Development, Adaptation, Participation, Transmission) matrix assessment, this model increased the retention rate of young practitioners from 28% to 46% and improved cultural identity scores by 35%, achieving a dynamic balance between cultural authenticity and educational effectiveness. Overall, this study enriches the theoretical framework of ICH education and provides a replicable educational model for the transmission of minority cultural heritage. It also holds significant practical value for integrating ICH into both formal and informal education systems.
Downloads
References
APCEIU, ICHCAP & UNESCO. (2022). Bringing living heritage to the classroom in Asia-Pacific: a resource kit. Bangkok: UNESCO Multisectoral Regional Office in Bangkok. https://ich.unesco.org/en/documents/tool-7-worksheet-develop-your-own-lesson-plan-connecting-living-heritage-with-a-school-activity-62300
Dawkins, R. (2016). The Selfish Gene (4th ed.). Oxford University Press.
Dimitropoulos, K., Tsalakanidou, F., Nikolopoulos, S., Kompatsiaris, I., Grammalidis, N., Manitsaris, S., Denby, B., Crevier-Buchman, L., Dupont, S., Charisis, V., Hadjileontiadis, L., Pozzi, F., Cotescu, M., Çiftçi, S., Katos, A., & Manitsaris, A. (2018). A Multimodal Approach for the Safeguarding and Transmission of Intangible Cultural Heritage: The Case of i-Treasures. IEEE Intelligent Systems, 33(6), 3–16. https://doi.org/10.1109/MIS.2018.111144858
He, L. (2021). A Study on the Significance and Reproduction of Jia She Wa La in Zhaojue County, Sichuan Province. Southwest University for Nationalities.
Ji, Z., Huang, W. H., & Lin, M. (2020). Design mode innovation of local color cultures: A case study of the traditional female costume of Yi nationality. Designs, 4(4), 1–14. https://doi.org/10.3390/designs4040056
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
Liangshan Culture and Tourism. (2025). Dreaming of a World Embroidered Together. Liangshan Culture and Tourism. https://baijiahao.baidu.com/s?id=1820015276976836691
Tan, L. (2021). A Comparative Study on the Dissemination of Minority Intangible Cultural Heritage via Official and Personal Social Media: A Field Study Based on Y County, G Province. Today's Massmedia, 29(9), 102-105. https://wap.cnki.net/touch/web/Journal/Article/BKZY202109032.html
UNESCO. (2003). Convention for the Safeguarding of the Intangible Cultural Heritage. UNESCO.
Wang, J., Su, M. M., Wall, G., Dong, H., & Zhang, H. (2024). Intergenerational evolution of intangible cultural heritage through tourism development: perspectives of practitioners in Hangzhou China. International Journal of Heritage Studies, 30(8), 968–991. https://doi.org/10.1080/13527258.2024.2363793
Wang, Y. J. (2025). Intangible Cultural Heritage Inheritance Could Explore the Construction of a Dual-Track Model of ‘Academic Education + Apprenticeship Training’. People's Daily Online Column "Suggestions for the 15th Five-Year Cultural Development Plan". http://leaders.people.com.cn/n1/2025/1107/c58278-40599008.html
Wei Li &Yiping Liu. (2021). Weaving and dyeing: The traditional crafts of the Yi people of Meigu Liangshan, China. Craft Research, 12(2), 317-330. https://intellectdiscover.com/content/journals/10.1386/crre_00054_1
Yan, W. J., & Li, K. R. (2023). Sustainable Cultural Innovation Practice: Heritage Education in Universities and Creative Inheritance of Intangible Cultural Heritage Craft. Sustainability, 15(2), 1194. https://doi.org/10.3390/su15021194
Yu, L. (2023). Digital Sustainability of Intangible Cultural Heritage: The Example of the “Wu Leno” Weaving Technique in Suzhou, China. Sustainability, 15(12), 9803. https://doi.org/10.3390/su15129803
Zhou, L. H. (2013). A Semiotic Study of Yi Ethnic Group Costume Culture in Liangshan. Sichuan Normal University.
