This paper mainly focuses on the “subject” of “ethnic culture into school” from a cultural anthropology perspective, through fieldwork methods such as participant observation and interview. This paper examines how these subjects that have been “silent” in the mainstream research structure for a long time have constructed the social action structure of “ethnic culture into school” based on their respective action logic.
Based on the fieldwork at the Longchuan Ethnic Primary School, this paper shows that the main subjects/actors of “ethnic culture into school” mainly include principals, teachers, students, government management departments, social organizations, students’ parents and the inheritors of intangible cultural heritage. The action objectives and means of these subjects are different, but due to the corresponding power relationship between them and the guidance and regulations of the same cultural situation and value norms, the conflict can be resolved and negotiation becomes possible. On this basis, they jointly build a social action structure of “ethnic culture into school”. This dynamic structure is constantly reproduced in the process of interactive practice with actors, and this academic level “structure process” is the internal practical logic of the long-term, dynamic and process of “ethnic culture into school”.
Author(s) Details:
Li Kaiping,
Department of Anthropology and Ethnology, Xiamen University, China.
Please see the link here: https://stm.bookpi.org/TCHGRP/article/view/9524
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