从“民俗教育”到“非遗教育”——中国非遗教育的本土实践之路  

From “Folklore Education” to “ICH Education”:The Indigenous Practice Journey of ICH Education in China

作　　者：杨利慧[1] YANG Lihui

机构地区：[1]北京师范大学文学院,北京100875

出　　处：《民俗研究》2021年第4期47-58,159,共13页Folklore Studies

基　　金：北京高校高精尖学科建设项目“文化遗产与文化传播”的阶段性成果。

摘　　要：中国的非遗教育并非始自21世纪,而应追溯至有着漫长历史的本土民俗教育实践,其中高校及其学者扮演着重要角色。通过对钟敬文和北京师范大学文学院的案例考察可以看出,在中国民俗学领域长期开展的"民俗教育",与目前的"非遗教育"之间存在着直接的连续性。与此同时,"非遗"概念的传入也为我国民俗教育带来了新变化:"客位教育观"更加向"主位教育观"转变;学院派民俗学日益与公共民俗学相融合。当前,非遗工作的学科化及其与民俗学的关系等,是民俗学界亟待探索并解答的问题。Intangible cultural heritage(ICH)education in China started not from the 21 st century,its origin should be traced back to the indigenous folklore education in a long history,in which universities and their scholars have played an important role.Through the case study of Zhong Jingwen and the School of Chinese Language and Literature of Beijing Normal University,it can be seen that there is a direct continuity between the folklore education,which has been carried out for more than one century in the field of folklore studies in China,and the current ICH education.However,the incoming concept of ICH has also brought new changes to folklore education:the etic view of education has gradually shifted to the emit view of education;academic folklore studies is increasingly integrated with public folklore.At present,whether we should and how to establish a discipline of ICH Studies as well as its relationship with folklore studies are some of the primary questions that need to be urgently explored and answered by the folklorists.

关 键 词：民俗教育 非遗教育 主位教育观 客位教育观 公共民俗学 

分 类 号：G642[文化科学—高等教育学] K892-4[文化科学—教育学]