DOCSLIB.ORG

Intangible Cultural Heritage Education in Vietnamese Schools Towards Susta Inable Development Goals

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

束 =8mm GUIDELINES for Vietnam Museum of Ethnology Interna�onal Research Centre Viet Nam Na�onal Ins�tute (VME) for Intangible Cultural Heritage of Educa�onal Sciences in the Asia-Pacific Region (VNIES) (IRCI) INTANGIBLE GUIDELINES CULTURAL HERITAGE EDUCATION IN VIETNAMESE SCHOOLS TOWARDS SUSTA for INTANGIBLE CULTURAL HERITAGE EDUCATION IN VIETNAMESE SCHOOLS TOWARDS SUSTAINABLE DEVELOPMENT GOALS Research team from VNIES and VME INABLE DEVELOPMENT GOALS IRCI Ha Noi, 2020 Vietnam Museum of Ethnology Interna�onal Research Centre Viet Nam Na�onal Ins�tute (VME) for Intangible Cultural Heritage of Educa�onal Sciences in the Asia-Pacific Region (VNIES) (IRCI) GUIDELINES for INTANGIBLE CULTURAL HERITAGE EDUCATION IN VIETNAMESE SCHOOLS TOWARDS SUSTAINABLE DEVELOPMENT GOALS Research team from VNIES and VME Ha Noi, 2020 Copyright 2020 The International Research Centre for Intangible Cultural Heritage in the Asia-Pacific Region (IRCI) under the auspices of UNESCO, the Vietnam Museum of Ethnology (VME), and the Vietnam Institute of Educational Sciences (VNIES) Research team: Pham Thi Thuy Chung, M.A., Vietnam Museum of Ethnology Bach Ngoc Diep, M.A., Viet Nam National Institute of Educational Sciences Nguyen Trong Duc, M.A., Viet Nam National Institute of Educational Sciences Dr. Vu Phuong Nga, Vietnam Museum of Ethnology Dr. Vu Hong Nhi, Vietnam Museum of Ethnology Dr. Luong Viet Thai, Viet Nam National Institute of Educational Sciences Assoc.Prof. Nguyen Thi Hong Van, Viet Nam National Institute of Educational Sciences Bui Thanh Xuan, M.A, Viet Nam National Institute of Educational Sciences 3 CONTENTS Acknowledgement 67 Abbreviations 78 Introduction 89 PART ONE - GENERAL ISSUES ON INTANGIBLE CULTURAL HERITAGE AND EDUCATION FOR SUSTAINABLE DEVELOPMENT 1011 1. Intangible cultural heritage 1011 1.1. Definition of intangible cultural heritage 1110 1.1.1. What is an intangible cultural heritage? 1011 1.1.2. Forms of ICH expression 1011 1.1.3. Common features of ICHs 1112 1.2. Brief introduction of Viet Nam’s ICHs inscribed by UNESCO in the Representative List of the ICH of Humanity or in the List of ICH in Need of Urgent Safeguarding 1112 1.2.1. Vietnamese court music (Nha nhac) 1213 1.2.2. Space of gong culture in the Central Highlands 1213 1.2.3. Quan ho Bac Ninh folk songs 1314 1.2.4. Giong festival of Phu Dong and Soc temples 1314 1.2.5. Worship of Hung Kings in Phu Tho 1415 1.2.6. The art of Don ca tai tu music and songs in Southern Viet Nam 1415 1.2.7. Vi and Giam folk songs of Nghe Tinh 1516 1.2.8. Tugging rituals and games (multinational profile) 1516 1.2.9. Practices related to the Viet beliefs in the Mother Goddesses of Three Realms 1617 1.2.10. Xoan singing in Phu Tho 1617 1.2.11. The art of Bai choi in Central Viet Nam 1718 1.2.12. practices of Then by Tay, Nung, and Thai ethnic groups in Viet nam 1718 1.2.13. Ca tru singing 1819 2. Education for sustainable development 1920 2.1. Sustainable development and the UN’s Sustainable Development Goals 1920 2.1.1. Sustainable development 1920 2.1.2. The UN’s Sustainable Development Goals 2021 2.1.3. Cultural aspect of sustainable development 2122 2.2. Education for sustainable development 2223 2.3. Overview of ESD in Viet Nam 2223 2.3.1. Context 2223 2.3.2. Some basic policies on ESD of Viet Nam 2324 2.3.3. Some main results of ESD in Viet Nam 2425 4 3. The relationship between ICH education and ESD in the context of education reform in Viet Nam 2526 3.1. Background of Viet Nam’s current education reform 2526 3.2. Importance and requirement of ICH education for sustainable development in general education of Viet Nam 2627 3.3. The relationship between ICH education and ESD 2827 PART II - GUIDELINES FOR IMPLEMENTING ICH EDUCATION IN SCHOOLS TOWARDS SUSTAINABLE DEVELOPMENT GOALS 3029 1. Involved resources 3029 1.1. Students 3029 1.2. Teachers 3029 1.3. Community of cultural bearers 3029 1.4. Scientists, ICH experts and educational experts 3130 1.5. Cultural managers 3130 1.6. Educational managers 3231 1.7. Communication 3231 2. Approach 3231 2.1. Student-centred approach 3231 2.2. Interest of teachers in ICH and education for sustainable develpment 3332 2.3. Diversifying learning methods 3332 2.4. Combining elements of ICH and principles of ESD for learning 3332 2.5. Whole-school approach 3433 3. Methods of implementation 3534 3.1. Methods for material research 3534 3.2. Document resources 3534 3.3. Procedures of implementation 3635 4. Integration of ICH into school lessons towards sustainable development goals 4241 4.1. Integration framework 4241 4.2. Some illustrative examples of lesson plans with ICH education integrated 63 62 Literature (1) – Thanh Giong Legend (Grade 6) 63 62 Literature (2) – Speaking practice: Telling story (Grade 6) 74 73 Arts – Drawing on festival theme (Grade 6) 79 78 Natural Science (1) – Pitch and loudness of sound (Grade 7) 87 86 Natural Science (2) – Respiratory activity (Grade 8) 97 96 Geography – The Central Highlands (Grade 9) 105 104 Experiential and Vocational Guidance Activitity - Building community Activity (Grade 6) 113 112 Appendix – List of national intangible cultural heritages 125 124 Reference 153 152 5 ACKNOWLEDGEMENT The Guideline for Intangible Cultural Heritage Education in Vietnamese Schools towards Sustainable Development Goals is the result of cooperation between the International Research Center for Intangible Cultural Heritage in the Asia – Pacific region (IRCI), the Vietnam Museum of Ethnology (VME) and the Viet Nam National Institute of Educational Sciences (VNIES) under the project "Multidisciplinary study on the contribution of intangible cultural heritage’s contribution to sustainable development: Focus on education ”. This is a research project within the scopes of UNESCO activities sponsored by the Ministry of Education, Culture, Sports, Science and Technology of Japan. In addition to research team’s efforts, IRCI plays an important role in selecting two relevant and reliable agencies, namely the Vietnam Museum of Ethnology and the Viet Nam National Institute of Educational Sciences, providing detailed guidance, financial and technical support for the development of the guideline. We are extremely grateful for the advice and enthusiastic support of the UNESCO Hanoi Office and the UNESCO Bangkok Office in the process of document development. Many experts and researchers have taken their time to contribute their expertise, participate in meetings and provide important feedbacks to the drafts of the guideline. Special thanks go to Prof. Wataru Iwamoto (IRCI) and Prof. Masahisa Sato (Tokyo City University, Japan) for their insightful and enthusiastic suggestions so that we can complete the document. We also acknowledge the valuable support and comments of our colleagues in the Department of Cultural Heritage, VME and VNIES. Sincere thanks go to the administrators and teachers of these secondary schools: Yen Hoa, Thuc Nghiem, Ngo Si Lien, Le Ngoc Han, Nghia Tan, Luong Yen, and Tay Son for their sharing experiences on the content and method of ICH education in schools. In particular, we would like to cordially thank the Board of Managers, teachers and students of Yen Hoa and Thuc Nghiem schools - where the piloted activities of ICH education have been conducted to assess and verify the relevance and feasibility of the document. The participation of Ca tru artisans (Thai Ha Ward), sitting tug of war artisans (Thach Ban Commune, Long Bien District, Hanoi) and staff of Ngoc Son Temple relic area (Hoan Kiem District, Hanoi) have added useful information for designing the lesson plans and creating a lively atmosphere for ICH integrated classes in this project. Thank you very much for all those valuable contributions. Sincerely thank all friends, colleagues who have worked industriously and carefully in the process editing, publishing, and translating the guideline. To complete this guideline, the research team also received the support and advice from several individuals and organizations. We would like to express our appreciation to all those who contributed to this effort. We hope that the guideline will contribute to providing knowledge, skills, developing attitudes and necessary competencies for teachers and students in the process of ICH education in schools towards sustainable development goals in the new school curriculum. This Guideline was initially edited in Vietnamese. Responding to various requests, the English translation was provided by Research team with the financial aid of IRCI. The original remains in the Vietnamese version. 726 ABBREVIATIONS ESD Education for Sustainable Development ICH Intangible Cultural Heritage IRCI International Research Centre for Intangible Cultural Heritage in the Asia Pacific region MoCST Ministry of Culture, Sports & Tourism MOET Ministry of Education and Training of Viet Nam SD Sustainable Development SDG Sustainable Development Goal UN United Nations UNESCO United Nations Educational, Scientific, and Cultural Organization VME Vietnam Museum of Ethnology VNIES Viet Nam National Institute of Educational Sciences 7 82 Introduction 1. Objective The Guideline for Intangible Cultural Heritage Education in Vietnamese Schools towards Sustainable Development Goals was developed to provide researchers, educators, administrators and teachers a theoretical and practical tool in the education of Viet Nam's intangible cultural heritages for students, contributing to the achievement of UN’ Sustainable Development Goals that Viet Nam has committed to implement. 2. Structure The document is divided into two main parts: Part I. Some general issues on ICH and ESD This section introduces general theoretical issues on ICH and ESD, and the relationship between these two areas, in order to help researchers, education managers and teachers gain the most basic understanding that underpins the practice of ICH education in schools. In this section, the document also provides basic information of 13 ICHs of Viet Nam, which are recognized by UNESCO as the representative ICHs of humanity and the ICHs in needs of urgent safeguarding.
Recommended publications

  • Mon-Khmer Studies Volume 41

    Mon-Khmer Studies VOLUME 42 The journal of Austroasiatic languages and cultures Established 1964 Copyright for these papers vested in the authors Released under Creative Commons Attribution License Volume 42 Editors: Paul Sidwell Brian Migliazza ISSN: 0147-5207 Website: http://mksjournal.org Published in 2013 by: Mahidol University (Thailand) SIL International (USA) Contents Papers (Peer reviewed) K. S. NAGARAJA, Paul SIDWELL, Simon GREENHILL A Lexicostatistical Study of the Khasian Languages: Khasi, Pnar, Lyngngam, and War 1-11 Michelle MILLER A Description of Kmhmu’ Lao Script-Based Orthography 12-25 Elizabeth HALL A phonological description of Muak Sa-aak 26-39 YANIN Sawanakunanon Segment timing in certain Austroasiatic languages: implications for typological classification 40-53 Narinthorn Sombatnan BEHR A comparison between the vowel systems and the acoustic characteristics of vowels in Thai Mon and BurmeseMon: a tendency towards different language types 54-80 P. K. CHOUDHARY Tense, Aspect and Modals in Ho 81-88 NGUYỄN Anh-Thư T. and John C. L. INGRAM Perception of prominence patterns in Vietnamese disyllabic words 89-101 Peter NORQUEST A revised inventory of Proto Austronesian consonants: Kra-Dai and Austroasiatic Evidence 102-126 Charles Thomas TEBOW II and Sigrid LEW A phonological description of Western Bru, Sakon Nakhorn variety, Thailand 127-139 Notes, Reviews, Data-Papers Jonathan SCHMUTZ The Ta’oi Language and People i-xiii Darren C. GORDON A selective Palaungic linguistic bibliography xiv-xxxiii Nathaniel CHEESEMAN, Jennifer
  • Missionary Addresses

    Missionary Addresses

    MISSIONARY ADDRESSES PHNOM PENH, 7 J Preoh Bat Norodom: Rev. A Mrs. H. K. Sechrlst, Chairman Rev. A Mrs. M. E. Graven Rev. A Mrs. A. 1. Hammond Rev. A Mrs. A. O. Kov/fes, Chinese Work Miss Lavinia McCart Rev. A Mrs. L. E. Broloy I for Rev. A Mrs. D. R. Furnlst language Mr. A Mrs. M. C Westergren I study KOMPONG CHAM, Mission Evongelique: Rev. A Mrs. D. W. Ell/son KOMPONG THOM. Mission Evongofique: Rev A Mrs. J. E. Doty KRATIE. Mission Evangel >« Rev. A Mrs. C. E. Thompson BATTAMBANG, Mission Evangeliquet Rev. A Mrs. J. P. Ellison KAMPOT, Mission Evongelique: Rev. A Mrs. M. B. Steiner ON FURLOUGH, Rev. A Mrs. F. C. Peterson Rev. A Mrs. H. M. Taylor Rev. A Mrs. B. D. Dunning "Cambodia" is published by the Cambodia Mission of the Christian A Missionary Alliance, for the purpose of soliciting prayer support, and Inspiring Interest In missionary work In Cambodia. Cambodia staff members: Re>. M. B. Steiner. Editor; Mrs. A. I.Hammond;Mrs.C.E.Thompson, Asst. Editors Modern Transportation In Mnong land > THAT YOU MIGHT PRAY 'Brethren, PRAY for us, that the Word of the Lord may have free course ond be glorified, even as It Is with you." 2 Then.3i I THE REST OF THE STORY good story. Please say it once more." So we "said" I had traveled four days to get to the village of il ogaln, line by line. First I spoke in Ihe Cambodian Krong Teh (big woods), driving the truck over language, then a born again Cambodian layman who fantostic roads, and two days by elephant back, and was with me interpreted what I had said into the on foot.
  • World Bank Document

    World Bank Document

    Component : Distribution Efficiency Project (DEP) – The First Phase- Yen Bai Province Report : Ethnic Minorities Development Plan (EMDP) NORTH POWER CORPORATION Electric Network Project Management Board ------------------------------- Public Disclosure Authorized ETHNIC MINORITY DEVELOPMENT PLAN (EMDP) Public Disclosure Authorized SUBPROJECT : DISTRIBUTION EFFICIENCY PROJECT THE FIRST PHASE – YEN BAI PROVINCE Public Disclosure Authorized REPRESENTATIVE INVESTOR REPRESENTATIVE CONSULTING Public Disclosure Authorized Hanoi, April, 2012 THANG LONG POWER DEVELOPMENT JOINT STOCK COMPANY 1 Component : Distribution Efficiency Project (DEP) – The First Phase- Yen Bai Province Report : Ethnic Minorities Development Plan (EMDP) TABLE OF CONTENTS 1. Introduction ........................................................................................................ 4 2. Particulars about ethnic minorities in the Project Site ..................................... 4 2.1. General Description about the Project area ..................................................... 4 2.2. Particulars about ethnic minorities in the Project area .................................... 5 2.3 Ethnic minorities affected by the Project ................................................... 9 3. Policy Framework ....................................................................................... 12 4. The Project’s impacts on ethnic minorities and mitigation measures ................. 14 4.1. The Project’s impacts ............................................................................
  • The Programme of the Visit Tours Is Available for Download (Pdf)

    The Programme of the Visit Tours Is Available for Download (Pdf)

    STUDY TOURS HANOI INTA 37 VIETNAM Date: 2 December 2013. Time: 13.00 to 17.00 Start Pullman Hanoi Hotel National Urban Planning Exhibition Palace Group 1: Group 2: NEW NEIGHBORHOODS HERITAGE HANOI Destination 1: Destination 1: Ciputra Hanoi International City Hoan Kiem Lake Destination 2: Destination 2: Lac Long Quan flower garden The Old Quarter Destination 3: Destination 3: Tay Ho Temple Hanoi Opera House Destination 4: Destination 4: Tran Quoc Pagoda Ngoc Son temple Back to Pullman Hanoi Hotel INTRODUCTION ON TOUR LOCATION NATIONAL URBAN PLANNING EXHIBITION PALACE (NUPEL) The National Planning Hall The building is located about 10km from the city centre, in one of the most recent development area of Hanoi. This building is surrounded by several contemporary architecture buildings such as the Vietnam national convention centre, Hanoi Museum and Marriott Hotel, creating a beautiful urban landscape. The National Urban Planning Exhibition Palace was established by the Minister of Construction, functioning as a place for organizing exhibitions, events and activities involving introducing key National and Hanoi construction plans. This also a great place for information in architecture, construction, planning, technical infrastructure and urban development fields. The National Urban Planning Exhibition Palace, where are displayed models, information and drawings of Hanoi City planning up to the year 2050, provides more understanding of Hanoi city, its urban growth and future planning. This building will be the start place of both study tours: Hanoi Heritage and New Neighborhoods tours. Study tours – INTA37 – Hanoi – 2/12/2013 2 NEW NEIGHBORHOODS: CIPUTRA HANOI INTERNATIONAL CITY AND ITS WEST LAKE NEIGHBORHOOD West Lake, a freshwater-lake in the centre of Hanoi, this is the largest lake of the city with a shore length of 17 km.
  • A Case Study in the Historical Centre of Hanoi, Vietnam

    A Case Study in the Historical Centre of Hanoi, Vietnam

    remote sensing Article TerraSAR-X Data for High-Precision Land Subsidence Monitoring: A Case Study in the Historical Centre of Hanoi, Vietnam Tuan S. Le 1, Chung-Pai Chang 1,2,*, Xuan T. Nguyen 1 and Akano Yhokha 2 1 Center for Space and Remote Sensing Research, National Central University, Zhongli District, Taoyuan City 32001, Taiwan; [email protected] (T.S.L.); [email protected] (X.T.N.) 2 Institute of Geophysics, National Central University, Zhongli District, Taoyuan City 32001, Taiwan; [email protected] * Correspondence: [email protected]; Tel.: +886-3-422-7151 (ext. 57627); Fax: +886-3-425-4908 Academic Editors: Zhong Lu and Prasad S. Thenkabail Received: 21 February 2016; Accepted: 12 April 2016; Published: 19 April 2016 Abstract: In this study, subsidence patterns in the Historical Centre of Hanoi, Vietnam are mapped using the Interferometric Synthetic Aperture Radar (InSAR) technique, with particular emphasis on the stability of ancient monuments, historical buildings and archaeological sectors. Due to the small and scattered characteristics of these structures, not only is a comprehensive coverage of radar targets needed, but also the details of a single building or monument. We took advantage of the high-resolution TerraSAR-X imagery with the aid of oversampling implementation on the Small Baseline (SB) InSAR approach to reveal the subsidence patterns. A total of 6.29 million radar targets were obtained, maintaining the average density of 217,012 points/km2. Our results suggest that image oversampling not only increased the number of measurement points 4.4 times more than the standard processing chain, but also removed some of the noisiest points.
  • Literate Shamanism: the Priests Called Then Among the Tày in Guangxi and Northern Vietnam

    Literate Shamanism: the Priests Called Then Among the Tày in Guangxi and Northern Vietnam

    religions Article Literate Shamanism: The Priests Called Then among the Tày in Guangxi and Northern Vietnam David Holm Department of Ethnology, National Chengchi University, 64 Zhinan Road Section 2, Wenshan District, Taipei 11605, Taiwan; [email protected] Received: 30 November 2018; Accepted: 9 January 2019; Published: 18 January 2019 Abstract: Then is the designation in Vietnamese and Tày given to shamanic practitioners of the Tày ethnicity, who reside mainly in the northern provinces of Vietnam. Scholars are long aware that the predominantly female spirit mediums among the Zhuang in Guangxi, variously called mehmoed or mehgimq, had a ritual repertoire which included shamanic journeys up to the sky as their essential element. The ritual songs of the mehmoed are orally transmitted, unlike the rituals of male religious practitioners in Guangxi such as Taoist priests, Ritual Masters, and mogong, all of which are text-based. One was led rather easily to posit a dichotomy in which male performers had texts, and female performers had repertoires which were orally transmitted. This division also seemed to hold true for certain seasonal song genres, at least in Guangxi. For that matter, shamanic traditions cross-culturally are seen as predominantly or exclusively oral traditions. Recent research among the Tày-speaking communities in northern Vietnam has confounded this tidy picture. Religious practitioners among the Tày include the Put, who in many cases have texts which incorporate segments of shamanic sky journeys and may be either male or female; and the Then, also both male and female, who have extensive repertoires of shamanic rituals which are performed and transmitted textually.
  • Schooling, Identity, Ethnicity in A

    Schooling, Identity, Ethnicity in A

    SCHOOLING, IDENTITY, ETHNICITY IN A NEW IMMIGRANT STATE: THE CHALLENGES OF BELONGING AND PERFORMANCE AMONG VIETNAMESE MONTAGNARD REFUGEE STUDENTS IN AN URBAN HIGH SCHOOL Liv Thorstensson Dávila A dissertation submitted to the faculty of the University of North Carolina at Chapel Hill in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the School of Education. Chapel Hill 2010 Approved by: Xue Lan Rong Jocelyn Glazier Rebecca New Lynda Stone Karolyn Tyson ABSTRACT Liv Thorstensson Dávila Schooling, Identity, and Ethnicity in a New Immigrant State: The Challenges of Belonging and Performance among Vietnamese Montagnard Refugees in an Urban High School (Under the direction of Xue Lan Rong) This dissertation examines how a group of Vietnamese Montagnard refugee high school students transact their identities at a low-performing, urban high school in the U.S. southeast. As a qualitative study, this research draws on principals of ethnographic inquiry and prioritizes the individual voices of nine students and their teachers, as well as field notes taken during classroom observations. It also draws on background data from interviews with parents, and community members to build an understanding of broader tensions and possibilities that shape these students’ identities in school. Findings are analyzed though Holland et al.’s (1998) and Holland and Lave’s (2001) framework of identity. Findings reveal that the students generally view themselves and are viewed by their teachers and peers as “good kids” but “poor students,” owing to their experiences as a marginalized ethnic minority in Vietnam, interrupted formal education, limited English proficiency, and graduation requirements that stymie their sense of success in and beyond ! ""! school.
  • World Bank Document

    World Bank Document

    GOVERNMENT OF VIETNAM WORLD BANK Ministry of Agriculture and Rural Development IDA IPP59 V. 1 August 2003 Public Disclosure Authorized (DRAFT) VIETNAM WATER RESOURCES ASSISTANCE PROJECT (WRAP) Public Disclosure Authorized Ethnic Minority Development Plan for Phase 1 for Cau Son - Cam Son Subproject Public Disclosure Authorized Public Disclosure Authorized August 2003 VWRAP Ethnic Minorities Development Plan (EMDP) for Phase 1 Contents: page 1. Introduction 3 2. Legal Framework 3 3. Socio-Economic Characteristics 4 4. Land Use 7 5. Project Impact 7 6. Strategy for Local Participation and Consultation 9 7. Feedback from Farmers 9 8. Strategy for Ethnic Minorities to Participate in Project Implementation and Monitoring 9 9. Ethnic Minorities and Water Management 10 10. Conclusion 10 Appendix Ethnic Minorities in Cau Son - Cam Son Subproject 11 Table: 1. Per Capita Income in Selected Communes in Subproject Areas 6 2 1. Introduction 1. Vietnam Water Rehabilitation Assistance Project aims to improve the irrigation system and water management in seven subprojects, providing more efficient, equitable and reliable irrigation services to farmers. The Project is expected to improve access to irrigation water for all farmers in the system, particularly benefiting those at the tail end of the canal system. The Project is designed to increase and improve farmers' participation in irrigation management through strengthening the water user groups in the system. The seven subprojects are in Cau Son-Cam Son, Yen Lap, Ke Go, Quang Hue River, Phu Ninh, Da Ban, and Dau Tieng. 2. In Phase I of VWAP only Cau Son - Cam Son have ethnic minorities living in the project area.
  • The Muong Epic Cycle of "The Birth of the Earth and Water"

    The Muong Epic Cycle of "The Birth of the Earth and Water"

    https://doi.org/10.7592/FEJF2019.75.grigoreva THE MUONG EPIC CYCLE OF ‘THE BIRTH OF THE EARTH AND WATER’: MAIN THEMES, MOTIFS, AND CULTURE HEROES Nina Grigoreva Department of Asian and African Studies National Research University Higher School of Economics Saint Petersburg, Russia e-mail: [email protected] Abstract: This article seeks to introduce into comparative folkloristics an epic tradition of the Muong, one of minority groups in northern Vietnam. More pre- cisely, it deals with the epic cycle of ‘The Birth of the Earth and Water’, which represents an essential part of the Muong ritual narratives. This cycle was pre- sumably created not later than the fifteenth century and was intended for prac- ticing mourning rituals. Although in 2015 ritual narratives of the Muong were recognized as national intangible cultural heritage in Vietnam, the Muong epics have remained practically unknown and unexplored in Western scholarship. The article discusses the most common epic themes, such as creation, man’s origin and reproduction, acquisition of culture, and deeds and fights of the main culture heroes through a number of motifs represented in tales constituting the Muong epic cycle. Comparative analysis of these themes and motifs in global and regional perspectives reveals obvious parallels with their representations in the world folklore as well as some specific variations and local links. Keywords: comparative analysis, culture hero, epic cycle, motif, the Muong, ritual narratives, theme, Vietnam Research into universal archetypes and themes, classification of recurrent motifs as well as analysis of culture heroes and revealing common patterns in their representations became main defining trends within comparative folkloristics during the twentieth century.
  • Download 944.17 KB

    Download 944.17 KB

    Updated Indigenous Peoples Plan Document: Indigenous Peoples Plan/ Ethnic Minority Development Plan Document Stage: Updated Project Number: 45406-001 November 2018 Socialist Republic of Viet Nam: Low Carbon Agricultural Support Project Prepared by the Ministry of Agriculture and Rural Development (MARD), Socialist Republic of Viet Nam for the Asian Development Bank. CURRENCY EQUIVALENTS (as of October 2018) Currency Unit – dong (D) D1.00 = $ $1.00 = 23,270 ABBREVIATIONS ADB – Asian Development Bank AP/AH – affected person / affected household BP – biogas plant CBO – Community Based Organization CEMA – Committee of Ethnic Minorities Affairs CME – Clean Mechanism Entity CP – Community Participation CPC – Commune People’s Committee CPMU – Central Project Management Unit CPO – Central Project Office CSAP – Climate Smart Agriculture Practices CSB – Community Supervision Board CSAWMP – climate-smart agriculture waste management practice CWU – Commune Women’s Union DARD – Department of Agriculture and Rural Development DMS – Detailed Measurement Survey DOC – Department of Construction DOF – Department of Finance DOLISA – Department of Labour, Invalids and Social Assistance DONRE – Department of Natural Resources and Environment DPC – District People’s Committee EA – executing agency EMA – External Monitoring Agency EM – ethnic minority EMDP – ethnic minorities development plan EMP – ethnic minority people FF – father land front FI – financial intermediaries FFM – fact finding mission GAP – gender action plan GHG – greenhouse gas HH – Household
  • Linguistic Minority Learners in Mainstream Education in Vietnam: an Ethnographic Case Study of Muong Pupils in Their Early Years

    Linguistic Minority Learners in Mainstream Education in Vietnam: an Ethnographic Case Study of Muong Pupils in Their Early Years

    Linguistic minority learners in mainstream education in Vietnam: an ethnographic case study of Muong pupils in their early years Chung Pham Submitted in accordance with the requirements for the degree of PhD (Doctor of Philosophy) The University of Leeds School of Education September 2016 - ii - I confirm that the work submitted is my own and that appropriate credit has been given where reference has been made to the work of others. This copy has been supplied on the understanding that it is copyright material and that no quotation from the thesis may be published without proper acknowledgement. The right of Chung Pham to be identified as Author of this work has been asserted by her in accordance with the Copyright, Designs and Patents Act 1988. © <2016> The University of Leeds and <Chung Pham> - iii - Acknowledgements First of all, I would like to thank my first supervisor, Dr Jean Conteh, and my second supervisor, Dr Mary Chambers, for their extensive and invaluable guidance and endless encouragement in helping me progress through this study as smoothly as possible. The tireless academic support they have provided me throughout my time in Leeds has been amazing and their patience and empathy when tolerating my lagging behind the timeline due to personal issues has been no less remarkable. Their knowledge of when to give me a bit of a push and when to offer some space on this challenging journey has been tremendously appreciated and has been a great source of motivation for the completion of the study. Secondly I would like to thank the participants: the head teacher, the Deputy Head, all the teachers, the children and their families, for allowing me to carry out my research in the way that I did.
  • Appendix Appendix

    Appendix Appendix

    APPENDIX APPENDIX DYNASTIC LISTS, WITH GOVERNORS AND GOVERNORS-GENERAL Burma and Arakan: A. Rulers of Pagan before 1044 B. The Pagan dynasty, 1044-1287 C. Myinsaing and Pinya, 1298-1364 D. Sagaing, 1315-64 E. Ava, 1364-1555 F. The Toungoo dynasty, 1486-1752 G. The Alaungpaya or Konbaung dynasty, 1752- 1885 H. Mon rulers of Hanthawaddy (Pegu) I. Arakan Cambodia: A. Funan B. Chenla C. The Angkor monarchy D. The post-Angkor period Champa: A. Linyi B. Champa Indonesia and Malaya: A. Java, Pre-Muslim period B. Java, Muslim period C. Malacca D. Acheh (Achin) E. Governors-General of the Netherlands East Indies Tai Dynasties: A. Sukhot'ai B. Ayut'ia C. Bangkok D. Muong Swa E. Lang Chang F. Vien Chang (Vientiane) G. Luang Prabang 954 APPENDIX 955 Vietnam: A. The Hong-Bang, 2879-258 B.c. B. The Thuc, 257-208 B.C. C. The Trieu, 207-I I I B.C. D. The Earlier Li, A.D. 544-602 E. The Ngo, 939-54 F. The Dinh, 968-79 G. The Earlier Le, 980-I009 H. The Later Li, I009-I225 I. The Tran, 1225-I400 J. The Ho, I400-I407 K. The restored Tran, I407-I8 L. The Later Le, I4I8-I8o4 M. The Mac, I527-I677 N. The Trinh, I539-I787 0. The Tay-Son, I778-I8o2 P. The Nguyen Q. Governors and governors-general of French Indo­ China APPENDIX DYNASTIC LISTS BURMA AND ARAKAN A. RULERS OF PAGAN BEFORE IOH (According to the Burmese chronicles) dat~ of accusion 1. Pyusawti 167 2. Timinyi, son of I 242 3· Yimminpaik, son of 2 299 4· Paikthili, son of 3 .