摘要
灾后重建背景下羌族传统文化教育发生了传承场域、传承者、可持续性之变迁,在羌族的传统文化传承和教育中,充分发挥羌族人民的主观能动性,将文化与经济、文化与教育、文化与社会有机结合起来,摆脱通过外力助推羌文化的静态保护,催生羌族传统文化教育的内生力,依靠羌族民众的身份认同与文化自觉、学校与家庭教育的互为补充等途径,为羌族文化的活态传承与发展注入不竭的动力。
The inheritance regions, inheritors, and sustainability for the Qiang＇ s traditional culture education were immensely transformed in the context of post-May 12th Wenehuan Earthquake reconstruction. In the Qiang＇ s traditional culture inheritance and education, initiatives of the Qiang people must be given full play to. Culture and economy, culture and education, and culture and society must be fused. Static protection of the Qiang culture boosted by external forces must be averted in order to catalyze the endogenous force of the Qiang＇ s traditional identity recognition and cultural consciousness, mutual supplements of school and the dynamic inheritance and growth of the Qiang culture. culture education. The Qiang people＇ s home education will incessantly energize
出处
《贵州民族研究》
CSSCI
北大核心
2013年第1期48-52,共5页
Guizhou Ethnic Studies
基金
四川省教育厅人文社会科学重点研究基地"多元文化研究中心"科研项目"羌族传统文化传承与可持续发展研究"(项目编号:DYWH1227)
教育部人文会科学重点研究基地西南民族与心理研究中心重大项目"城乡一体化进程中西南民族地区社会和谐问题研究"(10JJD881016)
关键词
羌族地区
灾后重建
羌族传统文化
教育
内生力
regions of the Qiang nationality, post-disaster reconstruction, Qiang＇ s traditional culture, education
endogenous force
