Yichen Liu

Digital Humanities Education has increasingly integrated intangible cultural heritage (ICH) into its framework, leveraging digital technologies for preservation and reinterpretation. However, the intersection of ICH digitalization and multicultural education raises critical challenges. This study examines two empirical cases in China: interdisciplinary ICH curriculum design in higher education and tie-dye ICH courses in minority primary schools. The findings reveal tensions between technological spectacle and cultural authenticity, centralization and local agency, and theory-practice disconnections. The study argues that digital humanities must move beyond aestheticization and ensure that digital interventions support cultural subjectivity. Future directions should emphasize the dual empowerment of educators with cultural sensitivity and digital literacy, the decentralization of technological narratives, and the restructuring of educational policies to prioritize local knowledge and community engagement. Addressing these issues will foster a more sustainable, equitable, and culturally inclusive digital humanities education landscape.

Digital Humanities Education; Intangible Cultural Heritage; Multicultural Education; Cultural Authenticity

[1] Liu,Q.,Çolak,F.Z.,&Agirdag,O.(2020).Characteristics,issues,and future directions in Chinese multicultural education:A review of selected research 2000–2018.Asia Pacific Education Review,21(2),279-294. [2] Xia,J.,Yuizono,T.,Wang,T.Y.,&Kim,E.(2024).Intangible Cultural Heritage Course Design in the Digital Age and Its Effects of Interdisciplinary Workshop.Education Sciences,14(3),325. [3] YANGYINGYING,P.(2024).THE INTEGRATION OF INTANGIBLE TIE-DYE CULTURE INTO PRIMARY EDUCATION IN MINORITY AREAS-A CASE STUDY OF YUNNAN PROVINCE(Doctoral dissertation,SIAM UNIVERSITY).

点击下载PDF