Intangible cultural heritage progresses in universities


How do universities incorporate intangible cultural heritage into their curriculum? How do we make young people interested in this topic? These are some of the issues raised at the round table organized by the December 5th, which is a side event of the twelfth meeting of the Intergovernmental Committee for the Safeguarding of Intangible Cultural Heritage held in Jeju, South Korea from December 4th to 9th.

Jyoti Hosagrahar, Director of UNESCO’s Creative Department, said in a speech to the various parties, NGOs and experts who participated in the event, “Whether the intangible cultural heritage should be included in the university project, not how to integrate it, this is no longer a The problem. University is playing a key role in cultivating managers who will work in the field of heritage.

With the support of UNESCO (ICHCAP), Mr. Guan, Director of the Asia-Pacific Center for Intangible Cultural Heritage International Information and Network, analyzed that in most cases, intangible cultural heritage is not an independent discipline. More commonly, we see it from different perspectives across different disciplines such as anthropology, sociology and history.

Another challenge is the lack of interest among students. “We need to show young people that they are connected to intangible cultural heritage, and they often practice without realizing it.” And, we need to make them understand that they play a key role in communication,” Beirut, Lebanon Antoine Hamtabet, an anthropologist and professor at St. Joseph University, said.

Despite the obstacles, participants stressed that despite this, intangible heritage is becoming more and more important in universities. A study conducted by the UNESCO Office in Bangkok in the Asia-Pacific region in 2017 received responses from 37 institutions from 18 countries. The survey shows that many disciplines related to tangible heritage (architectural, museology, etc.) now contain intangible cultural heritage.

“Even if we are still in the early stages of Uganda, we feel that the younger generation has begun to realize its importance.” “We need to show the close relationship between intangible cultural heritage and development,” said Deputy Director of the Uganda Intercultural Foundation. Barab Bhatratra said.

“We are interested in understanding the relationship between intangible cultural heritage and education in a creative and dynamic way.” Christoph Wulf, a professor of anthropology and educational philosophy at the Free University of Berlin in Germany, said that cooperation and exchange between universities is still missing.