Tertiary Transmission Education

Abstract

This study aims to understand how Intangible Cultural Heritage (ICH) is educated as a topic of learning, inspiration, and enjoyment at a local site of cultural reproduction and how ICH transmission education is shaped by the stakeholder-shareholder relationship, including 1) the local citizens, 2) a holder of the ICH element, certified trainers, successors as teachers, and 3) administrators. The recognized benefits shared in the transmission education of ‘Ut-dari Nongak (translated as Upp-‘er’ village, Right side)’ as a sub-sort of ‘Nongak’ at ‘Ut-dari Nongak Transmission Education Center.’ What I problematize is the ‘transmission education space’ that is recognized as noisy by citizens, as the space is decontextualized. The transmission place that is recognized as noisy is problematic in that it prevents the implementation of the sharing process with potential participant stakeholders. What I would do is make a future suggestion addressing the noisy transmission place problem, not just for concerned parties but for global citizens to conciliate. As the place is not recognized as a useful, powerful place by general citizens as a potential stakeholder (i.e., community). The main research question is ‘How do current 1) local citizen student participants, 2) a holder of local ICH element, and certified trainers, successors as teachers and 3) administrators recognize and reproduce the sustainable benefits of being ‘in’ the Nongak element transmission education center?’ As previous studies have focused less on the transmission education place of older listings on the list, it is necessary to study the topic at the most ground level. Adopting the qualitative ethnographic method, participant observation and interviews would be utilized, to present a detailed analysis. Findings would be helpful not only to the local element, but for other types of sound heritage that transcend the place that it played.