论乌江流域少数民族文化的开发与保护

乌江流域少数民族众多,具有丰富多彩的民族文化旅游资源.这些少数民族文化资源的开发与利用是促进乌江流域社会发展与经济进步的重要内容之一;以土家族、苗族等少数民族文化资源为例,对乌江流域少数民族文化的开发与保护进行初步探讨.     

少数民族特色村寨的保护与发展——以咸丰县官坝村为例

民族村寨是传承民族优秀传统文化的有效载体,也是少数民族和民族地区发展特色经济的重要平台。有利于促进贫困民族地区经济开发与民族文化传承、生态保护协调发展,促进少数民族贫困群众尽快脱贫致富。在特色村寨的建设中,有成功的经验,也存在一些问题,要发挥政府、当地居民、企业及社会各界的力量,促使特色村寨保护试点成为促进民族团结进步的民心工程,推动各民族共同繁荣发展的德政工程,造福少数民族群众的幸福工程。     

少数民族传统竞技文化保护现状及对策

对少教民族传统竞技文化保护基本现状和存在问题、影响因素进行了分析,认为少数民族传统体育文化保护现状具有保护与发展的意识逐步形成、保护与发展模式型多元化,少数民族传统体育文化资源丰富,但保存现状不容乐观,原因在于过于单纯追求经济快速发展,导致民族文化生态和文化资源遭到破坏;投入经费严重不足,保护机制与措施缺失等.最后提出了加强少数民族传统竞技文化保护的对策.     

特色村寨建设中民族文化资源开发参与主体权责研究

少数民族文化是少数民族生产生活的重要组成部分,通过对民族文化资源开发利用推进民族村寨建设取得一定成绩,但由于民族文化资源开发补偿创新机制不足、参与主体权责不清导致社区少数民族群众文化利益落空,从而出现参与积极性较低、难以支撑特色村寨的持续发展及实现民族文化保护传承等问题.研究表明,在民族文化资源开发补偿参与主体关系中,社区居民处于弱势地位,有效解决这一问题的关键在于明确政府、开发商、村委会、社区村民以及其他社会团体等参与者各自的权责.     

民族地区少数民族特色文化产业发展研究

民族文化产业发展与少数民族特色文化保护具有内生互动性.国家《关于推动特色文化产业发展的指导意见》给民族地区少数民族特色文化产业指明方向,也将带来重大机遇.民族地区民族特色文化产业获得广阔的发展平台和市场空间,在民族文化旅游业、民族民间工艺、民族节庆会展、民族演出演艺等重点领域逐渐形成特色.但产业化发展的同时给民族特色文化带来挑战和问题.要转变传统观念和思维定势,树立新型民族文化产业发展观,促进民族文化产业发展与少数民族特色文化保护的良性互动,实现民族文化可持续发展.     

湖南少数民族传统文化的传承、保护与发展——以桑植县为例

湖南省是一个多民族的大家庭,少数民族创造了丰富多彩的民族传统文化。民族传统文化是不可再生的珍贵资源,是民族智慧的结晶。因此,我们要构建社会主义和谐社会,就必须重视少数民族的传统文化,大力地保护和传承、合理地开发以及有效地利用少数民族传统文化。本文以桑植县为例,对其当前少数民族传统文化传承保护与发展的现状及存在问题进行分析,并提出一些对策措施。     

文化保护视域下黑龙江少数民族教育探析

少数民族文化教育面临的困境是民族文化保护必须面对的现实问题。黑龙江少数民族传统文化教育不论从民族学校的规模与民族学校中民族学生成份以及民族文化在民族教育中所占比重来看,对民族文化的保护与传播均显不足。要构建以民族文化保护为主导的乡村民族教育体系必须加强民族文化校本课程的建设、利用家庭教育优势、培养民族文化氛围,全方位促进民族教育事业发展。     

新视域下辽宁省少数民族文化传承与开发的多元研究

辽宁是一座蕴藏丰富少数民族文化资源的宝库,面对异彩纷呈的各少数民族文化,科学、有序、广泛而深入地进行传承和开发则是繁荣中华文化、促进民族地区文化与经济的发展、实现全民共同富裕不可或缺的重要举措。传承和开发辽宁省的少数民族文化,要从多元角度入手,依照科学可行的方法,摸排和调查少数民族文化基因,建立和完善文化保护机制;适当引入市场开发机制,在不破坏文化生态的基础上,向市场机制转变,并使市场机制能够反哺文化;加强民族文化传承人才的培养,在进行大众化宣传的同时推动文化与民俗的融合,筑牢传承和开发根基;发展民族文化创意产业,挖掘民族文化的附加值。     

广西少数民族文化知识产权利益分享机制的构建

广西作为少数民族自治区,具有丰富的少数民族文化资源,辖区内少数民族文化知识产权的保护,在少数民族自治地区乃至全国范围内均具有一定的代表性。但是随着经济社会的日益发展,少数民族文化知识正在面临着恶劣的生存环境和诸多保护上的难题。从少数民族文化知识产权利益分享机制的构建出发,提出了少数民族文化知识产权的保护机制。     

少数民族传统体育文化的传承发展研究——以黑龙江省为例

少数民族在其历史发展过程中,逐渐形成了各具特色的民族传统文化,体育文化是其民族传统文化的重要组成部分;研究少数民族的传统体育文化,对保护他们的民族文化遗产,促进我国体育文化的多元发展具有重大意义.     

少数民族自治区建立“民族特色文化生态保护区”研究

在全国各少数民族自治地方建立"民族特色文化生态保护区",是通过制度保障落实民族区域自治权利的具体措施之一;"民族特色文化生态保护区"的设立,有利于解决资源开发对区域环境的破坏与民族传统文化遗产流失的问题,使少数民族自治地方生态环境与传统文化得到精心保护和创新发展,从而推动各民族的共同繁荣发展。     

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。     

现代国家话语下的族群认同变迁——以广西龙州县金龙镇板外屯壮族傣人侬人为例

族群认同的变迁与民族国家的现代化进程密不可分。位于广西西南部边境村落的傣人和侬人,从历史上两族群之间界线明晰到今天的"傣侬不分",其族群意识的变迁深深烙上了现代国家话语的痕迹。同时,族群特有的内在文化认知作为一种排异的力量始终在发生作用。本文着力呈现国家语境下傣人和侬人的关系及演变,深入探讨现代民族国家如何通过自身的话语表述将不同文化特质的族群个体纳入到统一的政治和经济体之中,而当地的族群成员又是如何接受或拒绝这些表述的。     

Ethnic entrepreneurship and the question of agency: the role of different forms of capital,and the relevance of social class

The literature on ethnic entrepreneurship has focused on structural factors, group characteristics or a combination of both when explaining the entry and/or success of different ethnic groups in/to self-employment. While the active involvement of individuals has often been noted, agency has been under-theorised, and frequently conflated with what are considered as ‘cultural’ factors. This article explores the question of agency in ethnic entrepreneurship by looking at how entrepreneurs access and mobilise different kinds of resources. Using a forms-of-capital approach, the article draws on qualitative data from the U.K. and Spain, and looks at how entrepreneurs mobilise cultural, social and economic resources in structural contexts that include constraining as well as enabling features. Our findings show that the entrepreneurs are active agents who play an important role in shaping ethnic businesses. However, their agency varies significantly depending on the extent to which entrepreneurs have access to different kinds of resources, which is closely linked to their socioeconomic position. The article contributes to the literature through its direct engagement with the question of agency in ethnic entrepreneurship, and by highlighting the relevance of social class in entrepreneurial processes.     

民族地区网红经济的生成逻辑、演化路径与经济社会影响研究

网红是随着互联网发展而出现的一种新兴群体,随之产生的网红经济是一种新型商业模式。近年来,随着互联网的普及和脱贫攻坚战的推进,我国民族地区网红经济发展速度迅猛。网红经济在帮助民族地区民众增收脱贫和推动地方经济发展方面发挥了重要作用。文章结合网红经济的生成逻辑和演化路径,对民族地区网红经济的生成逻辑、演化路径进行了探究,分析了网红经济对民族地区经济社会的影响,摸清了网红经济在民族地区发展遇到的困境,并从基础设施建设、质量监管体系、特色民族文化等角度提出相关政策建议。     

贫困山区传统竹木类民族工艺文化产业的活化性开发研究——以广西融江流域山区民族乡村为例

治理贫困和实施乡村振兴战略,对于先天劣势的山区民族乡村,选准最为适宜的具有可持续性的产业才是根本。历史上竹木民艺器物成为广西融江流域民族文化的符号,二十世纪七十年代,是当地的主要财源产业,二十世纪八十年代竹木民艺逐渐衰落。如今,古的习尚潮流重新回归,亲近自然美和追逐绿色生态,传统生态工艺又萌发了生机。要把民艺产品植入文化进行"活化"开发,使生态资源转化为生态资本,进入资本市场,以新业态和模式引领八桂传统工艺文化的复兴和走向,使之成为乡村振兴的优势文化产业。     

四川民族自治地方非物质文化遗产保护现状与保护策略

一直以来四川民族自治地方开展了具有一定广度和深度的非物质文化遗产保护工作,逐渐形成了国家、省、市（州）、县四级非物质文化遗产代表性名录保护体系。非物质文化遗产保护的＂后申报时期＂,四川民族自治地方应力争实现民族自治地方文化资源与优势资源结合、民族文化资源带动经济发展方式的深刻转变,探索非物质文化遗产保护常态化、产业化、多元化、专业化、制度化的发展策略和制度支撑。     

教育变迁视野下人口较少民族文化传承路径及其困境——以云南布朗族为例

全球化浪潮使得布朗族如其他绝大多数少数民族一样正面临外来文化冲击,如何有效传承本民族传统文化日益重要。本研究认为,教育是人类文化传承的重要途径;随着社会的发展,布朗族传统教育的模式及其功能发生了改变;民族地区现代学校教育责无旁贷地成为当今民族文化传承的重要场所,尽管它正面临传承与发展的两难困境。     

Marital Assimilation between the Muslim Hui and the Han Majority in Contemporary Chinese Cities in the People's Republic of China

This study discusses the marital assimilation of the ethnic Hui, the biggest Muslim minority group in China, with the Han majority in contemporary Chinese cities, using the 1% sample data of the 1990 Chinese Census. Unlike previous research which focus on demographical, social, and cultural characteristics of ethnic minority individuals on their marital choices, this study provides a community-level analysis scrutinizing local marriage market conditions on ethnic intermarriage rate in different geographical locations. Evidently, the Hui–Han intermarriage rate in different city units varies greatly, as high as over 80% while as low as less than 30%. Furthermore, the great variation in Hui–Han intermarriage rate has been found to be highly related to three aspects of local ethnically related structures, which are ethnic demographic compositions, ethnic stratification, and interethnic contact structure. This study adds to the understanding of the integration process of Muslim minorities in a host society of a different religion.     

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.