汶川地震羌族移民异地安置和生计方式转型——四川省邛崃市木梯村和直台村田野考察报告

一年多来,汶川地震羌族移民异地安置工作已经结束,在邛崃南宝山居住的人们已经逐渐适应了永久定居点的生活。然而,由于定居地与迁出地在气候条件和自然环境等方面存在较大差异,羌族移民文化适应中的困境主要体现为未能充分利用南宝山当地的资源,借助现有生计方式来满足生存和发展的需要。本考察报告将从南宝山异地安置政策和产业规划出发,着重考察羌族移民的生计转型及对家庭经济生活和文化生活的影响,并结合南宝山当地农民生计方式的访谈资料,对异地安置点的未来发展提出建议。     

地域变迁对民族地区非物质文化的影响——以5·12地震羌族异地永久安置为例

民族地区跨区域迁移和安置首先面临的是物质层面的差异,物质层面的差异只是非物质文化差异的表面现象。在物质层面下将隐藏着安置移民因地域变迁带来的饮食、服饰、建筑、节日、婚丧,方言等许多非物质文化的差异。国家级非物质文化遗产羌绣在这次羌族异地安置中受到严重冲击,县州级非物质文化遗产升冠挂红、婚礼十二歌、羌族碉楼建筑等到了岌岌可危的地步。     

易学视野下的呈现之十八 羌族羊皮鼓传说易

羌族是一个具有悠久历史文化的民族。羊皮鼓是羌族巫师＂释比＂做法事时使用的主要法器。关于羊皮鼓的传说,隐藏着羌族文化的密码。多年来,学者们一直试图揭示其中的隐秘内涵。本文将从易学的视角,说明羊皮鼓传说的内在原理,并进而说明羌族文化与中华易文化之间的密切联系。     

20世纪50年代以来的羌族研究综述——以西南民族大学学人的著述为中心

自1951年建校以来经过70余年的积累,西南民族大学的羌族研究成果体量庞大,且不乏精品,成为了羌族研究的主要研究机构之一。西南民族大学的羌族研究可以划分为侧重点不一样的三个阶段：1951-1978年间以羌族社会历史调查为重心;1979-2008年间羌族研究多领域齐头并进;2008年汶川地震之后以灾后羌族经济社会文化重建为重心。梳理这些过往研究之余,可以归纳出西南民族大学羌族研究的三个特点：紧扣时代话语,服务国家大政方针;坚守学理思考,经典论题的探讨不断深化;经过数十年的潜心治学,凝练出了西南民族大学羌族研究的优势领域。在新的时代条件下,西南民族大学的羌族研究,不能以民族的边界画地为牢,要在区域视野下观察、思考羌族的社会与文化;更要自觉地在民族交往交流交融、中华民族共同体的框架下从事羌族研究的知识生产。     

基于NVivo质性分析的羌族灾后心理复原力的影响因素研究

采用NVivo10.0软件分析灾后羌族幸存者心理复原的现状和影响因素,为少数民族受灾群体心理干预提供依据。以5.12地震羌族重灾区茂县、理县为例,采用目的性抽样方法,对12名羌族幸存者进行个案访谈,收集他们对地震的认知、反应和应对方式,以及影响其灾后心理复原的因素,探索建立灾后心理复原力的影响因素模型。羌族幸存者对地震情境、受灾情况仍记忆犹新,心存恐惧,地震带来的创伤或将长期存在;灾后国家政府的支援扶持、民族文化元素成为应对灾难的支持性力量和保护性因子;心理复原力影响灾后羌族幸存者的主观幸福感体验。应重视积极文化元素对羌族心理复原的保护和支持作用,可尝试将民族文化元素引入灾后心理治疗与干预。     

羌族刺绣中云纹符号的文化内涵与审美特征

阿坝州羌族文化艺术中的羌族刺绣,作为第二批国家级非物质文化遗产保护名录之一,承载着独具羌族特征的文化信息与艺术审美特征,羌族刺绣中的云纹符号既反映出羌族人民本真的生活写照,同时也体现了羌族文化特质与艺术审美特征.云纹作为最具特色的羌族传统纹饰,变化最为丰富、功能特色最多、对人们日常生活影响最大,在我国的传统纹饰艺术中占有重要的位置.它的文化内涵更多的是一种民族情感的表达方式,变幻无穷的云朵带给人们无限的想象空间,而人们将这种变换无穷的形态总结归纳为云纹,并应用在社会生活的方方面面,从而实现人对原始宗教、原始观念的情绪表达,并产生吉祥、平和、美好的意义,成为代表羌族文明的文化符号象征.本文选取典型的云纹纹样进行比较,研究云纹的造型种类、色彩、构图和表现手法,分析羌族刺绣中云纹的艺术特征,并进行系统的理论阐述,进一步探究云纹所蕴含的民族文化与精神内核.     

四川地震灾区羌族文化展在京举办

6月14日是我国第三个文化遗产日，由国家民族事务委员会、文化部、国家文物局主办，国家民委文化宣传司、国家文物局博物馆司、中国民族博物馆、民族文化宫承办，四川省北川羌族自治县羌族民俗博物馆等单位协办的“四川地震灾区羌族文化展”在民族文化宫开幕。展览通过“美丽记忆”、“山崩地裂”、“托起明天”三部分，展出羌族生产生活用具和服饰等方面的实物100余件、     

以挚爱之情传承羌族法制文明——访中央民族大学博士生导师李鸣教授

2008年5月12日14时28分,我国四川汶川发生里氏8.0级大地震。汶川、茂县、理县、北川等羌族聚居区严重受灾,北川羌族自治县县城以及诸多羌寨几近夷为平地,绵延数千年的羌族文化遗产遭受到难以估量的损失。6月1日,中国民主促进会、中国民间文艺家协会、中华文化学院在人民大会堂召开＂紧急保护羌族文化遗产座谈会＂;6月中下旬,在北京民族文化宫举办了＂四川地震灾区羌族文化展＂,这些活动都对保存羌族文化产生了积极的影响。就在此时,得知中国政法大学出版社新近出版了李鸣教授的力作——《羌族法制的历程》,为此,本刊记者就传承羌族法制文明这一主题专访了李鸣教授。     

20世纪羌族卫生习俗的变迁研究——以汶川阿尔村为个案

20世纪羌族卫生习俗的变迁是外因性演变与内因性演变相结合的结果.西医技术与实践在羌区的传播、赤脚医生的选拔培养与回村服务、爱国卫生运动和商品经济的繁荣等外部因素对羌族地区卫生习俗的变迁起到了积极的助推作用,羌族地区自身经济的发展也为其卫生习俗的变迁提供了良好的经济支持.同时,卫生习俗的变迁对羌族社会产生了重要影响,主要表现为:改变和丰富了羌族民众的疾病观与医疗实践,改善了羌族民众的居住环境,拓展了羌族民众的活动时空,增强了羌族民众的身体素质.     

羌族舞蹈的典型分类及传承路径探究

羌族舞蹈历史悠久,是羌族人民的文化象征,融入到羌族人民生活之中.很多羌族舞蹈演员和民众以羌族舞蹈全方位地体现着自己日常生活,彰显着民族精神.羌族舞蹈有的表现出民族图腾,或者是表现出民族信仰,或者是表达民族对新时代的歌颂赞扬,向人们展现出属于自己民族的中国梦.羌族舞蹈作为一种非物质文化遗产,本文重点研究羌族舞蹈的分类及特征,针对羌族舞蹈发展现状及趋势,提出科学的发展建议,对羌族舞蹈文化产业发展和传承起到积极的推进作用.     

羌族非物质文化遗产传承保护中的政府参与——以“5·12汶川大地震”后的羌年实践为例

羌年既是国家级非物质文化遗产,也是联合国教科文组织列入的首批急需保护的非物质文化遗产。“5·12汶川大地震”后,笔者先后参与考察了邛崃油榨乡直台村、理县桃坪羌寨、汶川县阿尔村白家夺寨三地“羌年”的节日活动。通过纵向与横向的比较,并运用辨证的方法去考察非物质文化遗产保护与政府行为中存在的矛盾冲突,事实表明,政府是否参与具体的实践活动,在客观上将对非物质文化遗产的传承与保护产生重大影响。     

基于建设主体视角的羌寨重建路径研究

汶川地震后,各种力量介入羌寨重建工作,地方政府、援建方和当地民众是最主要的重建主体。根据不同重建主体在具体的村寨重建中发挥的作用不同,羌寨重建大体可分为统规自建、统规统建、统分结合三种重建路径,不同重建路径对当地羌族文化造成的影响也不尽相同。本文对这三种路径及其文化影响进行了调研分析,希望能为我国其他民族村寨建设提供参考。     

异地安置羌民的“第一个羌历年”——四川省邛崃市南宝山木梯村羌历年田野调查报告

羌历年是羌民族生活和文化的缩影。2010年11月6日,邛崃市南宝山“5·12汶川大地震”灾后异地安置点木梯村的村民迎来了灾后的第一个羌历年。通过对此次羌历年的仪式过程及其宗教内涵、文化意蕴的解读,分析了当地村民、政府和社会组织在此次庆祝活动中所扮演的角色和发挥的作用,并探讨羌历年在新的环境条件下所发生的文化空间和宗教空间的重构、神圣与世俗的冲突与协作。     

布朗族民族文化资源信息化初探

近年来,云南人口较少民族经济发展与文化保护的矛盾日益凸显,民族地区的文化生境不断遭受破坏;加上人口较少民族的价值观念逐渐发生变化,非物质文化遗产传承人出现断层等问题,人口较少民族文化保护形势严峻。云南布朗族在应用信息化手段保护民族文化方面有很好的实践。布朗文化遗产可数字化资源划分为实体和物质文化遗产与口头和非物质文化遗产两大类。按照三级指标评价模型,结合可数字化文化资源的特点,首先聘请专家依据＂可数字化资源评价赋分标准＂对布朗族民族文化资源进行打分,并采用微积分运算公式计算出三级指标的综合评价值,根据最终评价得分来评判布朗族民族文化资源是否具有可数字化的价值。然后,对文化资源进行数字化采集,综合采用静态数字化技术、动态数字化技术和三维数字技术,按照文本数字化、图像数字化、三维图像建立、虚拟物品制作四个数字化级别来进行信息化处理。     

学校教育中传承民族文化存在的问题及对策——以北川羌族自治县的学校教育为例

The Qiang are one of the most ancient ethnic groups in China, and their rich cul-ture is an important part of Chinese culture. Bei-chuan Qiang Autonomous County, in Sichuan province, is a unique Qiang Autonomous County in China, which has an exceptional foundation for transmitting Qiang ethnic culture through school education. However, the county’s transmission of Qiang ethnic culture through school education still faces some problems, such as lack of educational investment, poor teacher resources, lack of ethnic cultural inheritors, and students’ lack of ethnic self-confidence. In view of series dilemmas faced by Beichuan Qiang Autonomous County in trans-mitting Qiang ethnic culture through school educa-tion, this article proposes the following suggestions based on our investigations:1 . Increase the investment in school educa-tion In view of the lack of educational investment, we suggest the following measure be adopted: 1 ) increase educational investment from various levels of the government, especially increasing special in-vestment in transmitting Qiang ethnic culture through school education;2 ) raise funds from the public;3 ) have the schools engage in their own fundraising, and 5 ) make efforts to get foreign aid. 2 . Strengthen the investment in improving teacher resources In view of the problem of poor teacher re-sources, we suggest the following measures: 1 ) strengthen policy support from the national level, and solve the problem of poor teacher resources through training teachers in universities for nation-alities. 2 ) invite Qiang cultural inheritors to be teachers; 3 ) strengthen the technical training of the school teachers, and improve the teachers’ skills;4) add more teacher positions, and improve the treatment of teachers;5 ) encourage teachers to devote their life to the education and inheritance of Qiang culture. 3 . To promote the motivation for studying eth-nic culture In view of the students’ lack of motivation for studying ethnic culture, and the lack of people who go on to inherit the ethnic cultural heritage, we suggest the following: 1 ) Beichuan Autonomous County should help the young Qiang people to be locally employed through developing ethnic econo-mies, and to inherit ethnic culture via developing tourism with ethnic characteristics. 2) Family edu-cation should be closely connected with school edu-cation;3 ) to include an exam on Qiang ethic cul-ture in school entrance examinations in order to re-flect the importance of ethnic culture study;4 ) to add some ethnic culture courses in schools for na-tionalities. 4 . To strengthen the ethnic pride and confi-dence of Qiang students In view of the issue of Qiang students’ lack of ethnic confidence and pride, we suggest the follow-ing:1 ) open Qiang language courses in schools in Qiang areas; 2 ) enlarge the usage range of the Qiang language; 3 ) help students to understand the charm of Qiang culture, and let them feel eth-nic pride. 5 . To standardize and promote a common Qiang language In view of the issue that Qiang have no written language, their spoken language is too complicat-ed, and there are too many dialects, we suggest that the National Languages and Scripts Work Committee should work with Qiang scholars and ex-perts to create a basic dialect of the Qiang-a com-mon Qiang language, which should be promoted in school education, just like mandarin Chinese in school education.     

现代文明背景下的传统文化传承——以“羌族文化进校园”活动在四川汶川县的实践为例

Modernization and globalization have already become the central themes of contem-porary China. As the carriers of traditional ethnic culture, ethnic minority villages and families have inevitably been involved in this development trend. After school-aged children in ethnic minority fami-lies enter schools, they are separated from their o-riginal cultural environment; meanwhile, the school curriculum is entirely based on the modern western education system. As a result, traditional culture inheritance among contemporary China’s younger generations has been facing unprecedented challenges and crises. The project of ‘Ethnic Culture Entering School Activities’ , which has been implemented in some ethnic minority regions in recent years, can be considered as a beneficial effort to realize the live transmission of ethnic intangible culture by means of school education. ‘Ethnic Culture Ente-ring School Activities ’ , was first initiated in Guizhou province, and later was gradually expand-ed to Yunnan, Guangxi, Hunan, and other prov-inces that have a number of ethnic minorities. Al-though Sichuan province is home to many Tibetan, Qiang , and Yi peoples, this project was implemen-ted in Sichuan very late, thus there is little rele-vant research. Based on the investigations on the status of ‘Qiang Culture entering School Activi-ties’ at three schools in Sichuan’s Wenchuan coun-ty, this article summarizes the characteristics and existing problems in different schools for the trans-mission of ethnic culture so as to provide a reliable reference for related projects in the future. With a survey analysis, the author discovers that ‘Qiang Culture entering School Activities’ at these three schools show differences in terms of the richness of course design, the awareness of its im-portance, and implementation effect; meanwhile, those exiting problems not only reveal the perva-siveness of this project throughout southwest Chi-na, but also show the individual particularities caused by geographical location, school level, and main tasks. Moreover, when investigating these is-sues more deeply, four ‘hidden’ features can be summarized as follows:First, there are structural differences between ordinary elementary and middle schools and voca-tional schools. Vocational schools emphasize more on the transmission of ethnic cultures. Second, the traditional culture of local ethnic minorities has been inherited more naturally in the marginal regions than those more urbanized re-gions. Third, although they are all recognized as in-tangible heritage, different types of traditional cul-ture have an unequal development. The performing type such as singing and dancing shows the most superior transmission ability in ethnic culture; the second superior type is traditional handicraft while ethnic language is obviously the most difficult one in terms of the transmission of ethnic culture. Fourth, the ‘Ethnic Culture Entering School Activities ’ project in different ethnic minority groups has the unbalanced development even in the same region. In the Aba Tibetan and Qiang Auton-omous Prefecture, the Qiang elites generally com-plain that their minority groups have received far less favorable national preferential policies and are viewed with less importance than Tibetan people. The compiling of Tibetan textbooks, Tibetan lan-guage curriculum, and bilingual examination sys-tem are more conducive to the transmission of Ti-betan culture. Concerning the above mentioned problems, this article puts forward the following suggestions:first, the relevant administration should further in-crease the capital investment, and promote the training of teaching staff and school-based text-books;second, local education departments should set up an efficient assessment and incentive mecha-nism, and promote the formation of a social envi-ronment wherein ethnic cultural study has useful applications;finally, schools in ethnic minority re-gions should strengthen cooperation and exchanges among themselves, and build connections with rel-evant education administrations and research insti-tutions. The fundamental difficulty in implementing the ‘Ethnic Culture Entering School Activities ’ project lies in the fact that traditional culture has not been included in the examination content of the modern education system. Therefore, in the ele-mentary and middle school education, the primary goal is to increase the enrollment rate of students, while the transmission of traditional culture is noth-ing more than a slogan. In order to achieve the goal of integrating traditional ethnic culture into the modern education system, we must rely on the co-operation among education administrations, schools, families, and society as a whole, and constantly improve corresponding assessment and incentive mechanisms, thus jointly creating a so-cial environment that ethnic culture has useful ap-plications. Meanwhile, intangible cultural carri-ers, intellectuals who desire to disseminate their ethnic culture, and the parents of the students should all be encouraged to participate; by doing so, we can accelerate the spread of ethnic culture into local schools step by step.     

守候与认同:羌族勒色与汉族宗教建筑对话的文化指归

明清以来,外来文化对羌族聚居区域的影响日益加强,形成了羌族传统的宗教建筑勒色与汉族儒教、佛教、道教建筑宫观庙宇比肩林立的文化景象,也形成了不同的宗教建筑之间的文化对话.对话是对传统民族文化的坚守,也是对不同的民族文化之间的认同,汉族儒释道的思想文化对羌族勒色崇拜的建筑形式、释比仪式、神灵形象、语言符号等都产生了影响,使其具有多元融合的特点.     

羌族医药的生存状况及发展前景分析

羌族地区的中草药资源是羌民族区域经济中的一个潜在优势,羌族人民在与疾病作斗争中,经过长期实践,积累了丰富的诊病治病临床经验,有独具特色的羌医羌药。羌族医药虽散见于民间,在羌民族种族延续中起到了十分重要的作用。然而,羌族医药必须加大投入,走产业化道路,并依托医药资源发展当地旅游产业,促进羌医药文化的传承,这些措施对羌医药的可持续发展以及发扬羌医药文化都有着十分积极的意义。     

羌族口头传统的灾后境遇及思考

羌族口头传统的口头传统遗留较为完整,在灾后重建中获得了有效的保护与传承,同时呈现出传统文化生态恶化、释比减少、羌语濒危等诸多危机,文化展演、释比城镇传承成为羌族口头传统的新特点。坚持保护优先原则,尊重传承主体,达成政府、学者、民众、企业等多元力量的有效整合是传承口头传统的决定性因素。