A Review of Integrating Qiang Children's Music into Primary Education: Challenges and Cultural Sustainability
DOI:
https://doi.org/10.37134/perspektif.vol18.1.1.2026Keywords:
Qiang music, indigenous education, Qiang Children's Music , curriculum integrationAbstract
The preservation of intangible cultural heritage (ICH) has become an urgent global concern, particularly for marginalized communities. This review explores the integration of Qiang children's music into formal school curricula as a strategy for cultural sustainability. Drawing on interdisciplinary literature including ethnomusicology, educational policy, and indigenous pedagogy it synthesizes global and local perspectives on embedding traditional music into modern educational systems. Through thematic synthesis and comparative analysis, the study identifies key barriers such as cultural marginalization, limited institutional support, and a lack of culturally responsive educators. In response, it proposes actionable pathways including community-based teaching, culturally sustaining pedagogy, and the use of educational technology. The review presents a conceptual framework for Qiang music integration, offers policy and curricular recommendations, and outlines future research priorities. The findings aim to support educators, policymakers, and cultural practitioners in revitalizing and transmitting Qiang musical traditions across generations.
Downloads
References
Albritton, A., & Farrelly, G. (2020). Art History in a Global Context: Methods, Themes, and Approaches. John Wiley & Sons.
Baddane, K., & Ennam, A. (2024). Measuring pedagogical transformation: A quantitative analysis of critical thinking integration in literary criticism for heightened student engagement and learning outcomes. International Journal of Linguistics, Literature and Translation, 7(1), 39-50.
Beckstead, D. (2001). Will Technology Transform Music Education? Although technological advances make composing easier, music educators tend to use these tools to make traditional methods more accessible rather than explore new possibilities in composing. Music Educators Journal, 87(6), 44-49.
Breidlid, A. (2009). Culture, indigenous knowledge systems and sustainable development: A critical view of education in an African context. International Journal of Educational Development, 29(2), 140-148.
Brovchak, L. S., Starovoit, L. V., Likhitska, L. M., Todosiienko, N., & Shvets, I. (2024). Integrating music, drama and visual arts in extracurricular programs: enhancing psychological development in early school-aged children. Sapienza: International Journal of Interdisciplinary Studies.
Campbell, P. S. (2017). Music, education, and diversity: Bridging cultures and communities. Teachers College Press.
Chandransu, N. (2019). Integrating multicultural music education into the public elementary school curricula in Thailand. International Journal of Music Education, 37, 547 - 560.
Chapman, S., Wright, P., & Pascoe, R. (2018). “Content without Context is Noise”: Looking for curriculum harmony in primary arts education in Western Australia. International Journal of Education & the Arts, 19(2).
Chapman, S., Wright, P., & Pascoe, R. (2019). Purpose, value, and practice in Western Australian schools: Understanding misalignment in arts learning. Journal of Curriculum and Pedagogy, 16(2), 120-140.
Chen, L. (2024). Integration practice of outstanding traditional Chinese culture and ethnic education from the perspective of cultural philosophy. Trans/Form/Ação, 47, e02400296.
Creech, A. (2019). Using music technology creatively to enrich later-life: A literature review. Frontiers in Psychology, 10, 117.
Dada, A. M. (2024). Global Challenges in Cultural and Indigenous Education. Educational Perspectives, 13(1), 38-48.
Du, Y., Yusof, S. B. M., Zhang, Q., & Yue, S. (2025). Can Music Education Foster Sustainability Awareness?: The New Perspective From Corporate Culture. In Navigating Trust in Sustainability Reporting and Assurance (pp. 439-468). IGI Global Scientific Publishing.
Fang, H. (2024). Watering the Cultural Roots: Expand Culturally Responsive Pedagogy to a Community-Based Art Project Through Affective Learning. Issues in Teacher Education, 33(2).
Fitrianto, I., & Farisi, M. (2025). Integrating Local Wisdom into 21st Century Skills: A Contextual Framework for Culturally Relevant Pedagogy in Rural Classrooms. International Journal of Post Axial: Futuristic Teaching and Learning, 109-121.
Gao, D. (2023). Are you what you speak? A sociological analysis of the family language policy of internal migrant rencai in China Queensland University of Technology].
Gao, D. (2025a). 6. Family literacy environment and family language policy and planning in urban. Handbook of Literacy in Families and Communities, 99.
Gao, D. (2025b). Family literacy environment and family language policy and planning in urban China: the role of habitus. In Handbook of Literacy in Families and Communities (pp. 99-117). Edward Elgar Publishing.
Gao, F. (2024). Family linguistic ecology in Chinese American diasporas: migrants’ heritage language planning and discursive ethnolinguistic identity in-between. International Journal of Multilingualism, 1-20.
Gumartifa, A., Sofendi, S., & Mirizon, S. (2025). Enhancing English literacy through ethnopedagogy: A focus on cultural relevance in teaching practices. Journal of Languages and Language Teaching, 13(1), 294-305.
He, J. (2024). Research on the Construction of Ethnic Piano Music Culture in the Teaching of Local Colleges and Universities. Modern Management Science & Engineering.
Hlalele, D. J. (2019). Indigenous knowledge systems and sustainable learning in rural South Africa. Australian and international journal of rural education, 29(1), 88-100.
Ionova, O., & Luparenko, S. (2022). SPECIFIC FEATURES OF MUSIC EDUCATION IN WALDORF SCHOOL. SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS.
Ju, D. C. (2024). Reality of ‘Enjoyable Life’ of the Elementary School in a Historical Viewpoint of Music Education. Korean Music Education Society.
Juntunen, M.-L. (2017). Using socio-digital technology to enhance participation and creative engagement in a lower secondary music classroom. Nordisk musikkpedagogisk forskning, 18, 47-74.
Kitson, A. L., Rycroft-Malone, J., Harvey, G., McCormack, B., Seers, K., & Titchen, A. (2008). Evaluating the successful implementation of evidence into practice using the PARiHS framework: theoretical and practical challenges. Implementation science, 3(1), 1.
Ma, Z., & Guo, Y. (2024). Leveraging intangible cultural heritage resources for advancing China’s knowledge-based economy. Journal of the knowledge economy, 15(3), 12946-12978.
Mămăligă, A. (2024). The role of case studies in enhancing student engagement. Multilingvism și Interculturalitate în Contextul Globalizării,
McDonel, J. S., Rivers, D. C., & Parlakian, R. (2024). Problem Solvers curriculum: Purposefully integrating learning trajectories in math and music to support pre-school children’s holistic learning. International Journal of Music in Early Childhood.
Netshivhambe, N. E. (2024a). De-neocolonizing the South African Music Education: Selective Transformation. In De-neocolonizing Africa: Harnessing the Digital Frontier (pp. 393-416). Springer.
Netshivhambe, N. E. (2024b). Towards Sustainable Preservation: Revitalising Indigenous African Instruments and Craftsmanship. E-Journal of Humanities, Arts and Social Sciences.
Nousia, A., & Batsis, D. (2023). THE APPLICATION OF ICT IN EARLY CHILDHOOD EDUCATION WITH AN EMPHASIS ON MUSIC EDUCATION. European Journal of Open Education and E-learning Studies.
Noyoo, N. (2007). Indigenous knowledge systems and their relevance for sustainable development: A case of Southern Africa. Tribes and Tribals, 1, 167-172.
Ou, H. (2024). Living under the Same Roof: History and Politics of Hong Kong Tenement Films in the 1940s-1970s Hong Kong Baptist University].
Owuor, J. (2007). Integrating African indigenous knowledge in Kenya’s formal education system: The potential for sustainable development. Journal of Contemporary Issues in Education, 2(2).
Peluso, D. C. C. (2015). Exploring a framework for understanding young innovative learners engaged in musical activities in a technologically evolving age.
Qiang, L. (2024). Research on College Music Teaching and the Inheritance of Ethnic Music Culture. Frontiers in Art Research, 6(4).
Rehman, H. (2024). INDIGENOUS KNOWLEDGE SYSTEMS IN CURRICULUM DESIGN: A CRITICAL REVIEW OF THE INTEGRATION OF TRADITIONAL KNOWLEDGE IN FORMAL EDUCATION. Social Thought and Policy Review, 2(1), 19-28.
Rogan, J., & Aldous, C. (2005). Relationships between the constructs of a theory of curriculum implementation. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 42(3), 313-336.
Shizha, E. (2014). Indigenous knowledge systems and the curriculum. In African indigenous knowledge and the disciplines (pp. 113-129). SensePublishers Rotterdam.
Sun, S. (2024). Research on the Application of Digital Technology in Museum-Based Aesthetic Education of Children. International Conference on Human-Computer Interaction,
Tao, Y., & Tao, Y. (2024). Integrating aesthetic education in quality education: A bibliometric analysis of sustainable development perspectives. Sustainability, 16(2), 855.
van der Sandt, J. (2024). Singing in music education as an instrument for the holistic education of children. IUL Research.
Viennet, R., & Pont, B. (2017). Education policy implementation: A literature review and proposed framework.
Xiang, J. (2024). The Inheritance and Development of Traditional Martial Arts Culture in Physical Education in the New Era. Journal of Art, Culture and Philosophical Studies.
Zhang, H. (2025). Metaverse VR technologies in contemporary Chinese music education. Interactive Learning Environments, 33(1), 821-836.
Zhao, J. (2024). Problems and Countermeasures: The Integration of Traditional Culture into College English Teaching in the Context of New Liberal Arts. Frontiers in Educational Research.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Qiuyue Deng, Shahanum Md. Shah
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
