Purpose and Research Question

Purpose

The aim is to understand how Intangible Cultural Heritage (ICH) is educated as a topic of learning, inspiration, and enjoyment at local sites of cultural reproduction and how ICH transmission education is shaped by the stakeholder relationship accompanied by the local citizens, local element of ICH holder, certified trainer, successor, and local administrators. The above aim is achieved by pursuing the following objectives: to investigate factors that bring learning, inspiration, and excitement in the transmission education place through relations; to provide a comprehensive review and analysis of sources themed with local ICH elements, safeguarding, community, etc., from March until November 2024, when the currently attending transmission education session ends.

This study outlines the useful benefits, merits, and meanings endowed by local people of different categories through learning opportunities registered as a local and international element of ICH. What will be done is the explanation and suggestion of a strategy as a solution built from qualitative data regarding the problem of noisy ICH transmission education place as ‘place-less-ness’ loses its distinctiveness. Also, the place loses uniqueness as its cultural and ritualistic meaning is replaced by an inauthentic modernized locale having no relationship to the nearby landscape, the quality of not being connected with venture corporation cooperation areas and shops.

Research Question

The main question is (1) How do current local citizen student participants, the local element of ICH holder, and certified trainers, successors, and administrators recognize and reproduce the sustainable benefits (e.g., vibrancy, efficacy, health, wellbeing, honor, forms of salary, socialization, etc.) of being in the Nongak element transmission education center? The sub-questions are (2) How does ‘unique, authentic benefit’ and ‘meaning’ re-making in Utdari Nongak transmission education place shaped together with local citizens’ students by interacting with the recognized utilities and meanings of other stakeholders and shareholders who solve contemporary problems through a wealth of interests? (3) How can Utdari Nongak knowledge dissemination in the transmission education place differentiate, build ‘lifes’ in ‘the characteristics of the culturally specific local area’ as the concession through citizenry’s conscious sensing?