英文報告書 4C（4版）

表4

CMYK

REPORT

2012 International Field School Alumni Seminar on
Safeguarding Intangible Cultural Heritage in the Asia Pacific2012 International Field School
Alumni Seminar on Safeguarding
Intangible Cultural Heritage
in the Asia Pacific
Venue: Lamphun Province, Thailand
Date: 6-10 August, 2012

Co-hosted byInternational Research Centre for Intangible Cultural Heritage
in the Asia-Pacific Region (IRCI), Japanand
Princess Maha Chakri Sirindhorn
Anthropology Centre (SAC), Thailand

IRCI

REPORT

表1

2012 International Field School
Alumni Seminar on Safeguarding
Intangible Cultural Heritage in the Asia Pacific

REPORT

Venue: Lamphun Province, Thailand
Date: 6-10 August, 2012

Co-hosted byInternational Research Centre for Intangible Cultural Heritage
in the Asia-Pacific Region (IRCI), Japanand
Princess Maha Chakri Sirindhorn Anthropology Centre (SAC), Thailand

Published byInternational Research Centre for Intangible Cultural Heritage
in the Asia-Pacific Region (IRCI)
c/o Sakai City Museum, 2 cho Mozusekiun-cho,
Sakai-ku, Sakai City, Osaka 590-0802,
JAPAN
E-mail: irci@irci.jp
IRCI Website: http://www.irci.jp
Printed in Japan by International Academic Publishing Co., Ltd., February 2013

© International Research Centre for Intangible Cultural Heritage
in the Asia-Pacific Region (IRCI), 2013

Table of Contents

1. Experts’ Lectures…………………………………………………………..……5
1.1. Strengthening National Capacities for Safeguarding Intangible Cultural Heritage:
UNESCO’s Strategy for Asia and the Pacific
By Tim Curtis…………………………………………………………………………..7
1.2. Enduring Places, Enduring Memories: Flodden Ecomuseum and Holy Island,
Northumberland
By Peter Davis……………………………………………………………………….19
1.3. Audio-Visual Documentation of Performing Arts in Minpaku
By Shota Fukuoka…………………………………………………………………...39
1.4. The Safeguarding of the Intangible Cultural Heritage in Japan
By Shigeyuki Miyata…………………………………………………………………53
1.5. Heritage Policy at the Smithsonian Institution?
By Sita Reddy………………………………………………………………………..63
1.6. ICH and Public Folklore in Maryland, USA
By Michelle Stefano………………………………………………………………75

2. Participants’ Presentations…………………………………………………..91
2.1. Museums in Isan, Thailand
By Santhipharp Khamsa-ard………………………………………………............93
2.2. Relationship between Museum and Community in Conservation of Cultural
Heritage: Case Study of the Cho-ro Ethnic Minority Group in Dong Nai Province
By Nhan Lam……………………………………………………………………….130
2.3. Challenges and Advantages in Carrying out Museum’s Intangible Cultural
Heritage Safeguarding Projects
By Vu Phuong Nga…………………………………………………………………143
2.4. Preservation and Promotion of ICH in Bhutan: A Case Study on the Annual
Festival of Harvest Offering to Local Deities in Yangthang Community, Haa
By Ngawang………..……………………………………………………………....152

2.5. Participatory-based Approach to Safeguarding a Festival’s Cultural Significance:
A Case Study of the Salak Yom Festival in Lamphun Province, Thailand
By Linina Phuttitarn………………………………………………………………..166
2.6. Interpreting ‘People Value’ in Built Heritage: Lessons from Intangible Cultural
Heritage and Tourism Impact Assessment
By Jaturong Pokharatsiri……………………………………………………….....216
2.7. Ties that Bind: Identity and Community in the Kharphu Festival of Tsamang
By Karma Rigzin……………………………………………………………………224
2.8. ICH for Urban Community, Bangkok Chinatown
By Aphantri Settheetham………………………………………………………….236
2.9. Traditional Salt Making Techniques and Virtual Museum: Case Study Ban
Marum, Non Sung District, Nakhonratchasima Province, Thailand
By Montri Thanaphatarapornchai………………………………………………...241
2.10. Safeguarding Tangible and Intangible Cultural Heritage: A Case Study of
Nuodeng Family
By Qiu Wei………………………………………………………………………….271
2.11. Cultural Adaption and Belief Practice: A Case Study of the Mawlid of Hui Muslim
at Weishan of China
By Zhang Xiaoyan…………………………………………………………………296

ANNEXES…………………………………………………….……………..…319
I: ICH and Museums Field School Alumni Seminar Description……….…….321
II: Introduction to the International Field School Seminar ……………….…...326
III: Opening Remarks…………………………………………………………….329
a. Misako Ohnuki, Deputy Director of IRCIb. Suvanna Kriengkraipetch, Director of SAC
IV: Participants List ………………………………………………………………332
V: Seminar Agenda……………………………………………………………….335

1. Experts’ LecturesANNEXES

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ANNEX I: ICH and Museums Field School Alumni Seminar Description
In 2003, UNESCO adopted the Convention for the Safeguarding of the Intangible
Cultural Heritage (ICH), which calls upon governments, cultural organizations, andlocal communities to collaborate in the protection of the oral histories, performing arts,social practices, and local knowledge and skills that constitute a vital source of theworld’s cultural diversity. This expansion of heritage management to include intangible
culture created an unprecedented demand for analytical expertise and methodologicalapproaches drawn from the discipline of cultural anthropology. This is particularly truein the Asia-Pacific region, where heritage programs have not kept pace with the demandfor expertise in intangible heritage management.
In response to this need, and as part of its commitment to the expansion ofanthropological research and knowledge in Thailand and the region, in 2009, thePrincess Maha Chakri Sirindhorn Anthropology Centre (Public Organization) launched
the Intangible Cultural Heritage and Museums Field School program—a two-week,
intensive training program open to recent university graduates, museum practitioners,
mid-career professionals, educators, and others involved in the heritage field.
Developed in partnership with UNESCO Bangkok and the Asian Academy for Heritage
Management (AAHM), the Intangible Cultural Heritage and Museums Field School
program aims to equip participants with both the conceptual and practical tools toactively engage with intangible heritage issues in the Asia-Pacific region.
For three consecutive years since 2009, the SAC’s Intangible Cultural Heritageand Museums Field School program has offered anthropological frameworks forresearching, documenting, and working collaboratively with communities to safeguard
their intangible heritage. Through a field practicum with four communities in Lamphunprovince, participants gained hands-on experience in applying anthropological tools andframeworks to research intangible culture. To date, a total of 55 alumni from across the
Asia-Pacific have participated in the Field School.
This year, the SAC was pleased to host the “2012 International Field School
Alumni Seminar on Safeguarding Intangible Cultural Heritage in the Asia-Pacific”.
Organized in cooperation with the International Research Centre for Intangible Cultural
Heritage in the Asia-Pacific (IRCI) and hosted in Lamphun Province, Thailand, theField School Alumni Seminar brought together alumni and resource persons to share
their experiences on safeguarding intangible cultural heritage (ICH) via homeinstitutions, as well as the impacts of lessons from previous Field Schools on these
efforts. Engaging in research presentations, lively discussions, and site visits,
participants grappled with issues that are at the core of safeguarding debates, andcollaborated on illuminating and understanding the complexities of ICH management.
Dr. Christina Kreps, a resource person from the University of Denver, compared
the Field School to a stone thrown into the water, stating that the projects and ideas
introduced by alumni are like the ripples radiating out from the stone, diverging,321

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flowing into one another, and reaching new shores. The presentations covered a wide
range of topics, from anethnography of Mawlid, a religious festival celebrated by Hui
Muslims in China, to an analysis of the appropriation of the Northern Thai yok dok
floral motif by the luxury goods manufacturer Bulgari. Despite this vast scope, common
themes and questions united distinct topics and created space for comparison andexchange.
The opening presentation was given by Tim Curtis, the Head of the Culture Unit
at UNESCO-Bangkok, who detailed UNESCO’s capacity-building efforts with regard
to the 2003 Convention for the Safeguarding of Intangible Cultural Heritage. Curtis
emphasized UNESCO’s desire to minimize many entities’ singular focus on listing infavor of promoting a deeper understanding of ICH and the purposes of the Convention.
This approach provided an appropriate foundation for the rest of the seminar, as
participants shared case studies that were full of rich ethnographic detail and avoided
the totalizing categorizations that ICH inventory lists can unintentionally engender.
Many alumni presented projects that took place in or were facilitated by local
museums. Qiu Wei, from the Yunnan Provincial Museum in Yunnan, China, shared thecase of the Nuodeng Family Ecomuseum in Dali Prefecture, where one family haspreserved a collection of artifacts typifying Nuodeng Village’s historic importance as acenter for salt-making. Ms. Wei described the museum’s growth process and thechallenges the community faced in combining family museum ownership with pursuitof profit. While the local community that surrounds the Nuodeng Family Ecomuseum
appears to be involved and engaged in museum activities, a community of Cho-ropeople in Southeast Vietnam feels alienated by the local museum that seeks to display
their culture. Dr. Nhan Lam, from the Faculty of Viet Nam Minorities Ethnic Culture,
has been working with this Cho-ro community for about five years, and expressed hisconcerns about the museum’s failure to successfully include community members,
stating that there are frequent misunderstandings due to language barriers. These twocases highlighted the essentiality of community participation and acknowledgement ofownership in establishing thriving museums and safeguarding projects. Qiu asserted,“At the Field School in 2011, one of the most important things I learned was about
respecting local people and discussing with them when important decisions needed tobe made. I realized that local people play the key role in community development.”
Resource person Dr. Peter Davis, from Newcastle University, elaborated on theimportance of participatory methodology in museum development through the exampleof the Flodden Ecomuseum. This ecomuseum serves to commemorate and interpret theBattle of Flodden Field, which was fought in 1513 between the Kingdom of Englandand the Kingdom of Scotland and is still vividly remembered for its brutality.
Cross-border collaboration was necessary in planning and implementing the Flodden
Ecomuseum, and the sites have become powerful forces in fostering community pride
and awareness of local tangible and intangible cultural heritage. What can heritage
practitioners do to promote ICH knowledge, however, if creating a physical museum322

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isn’t possible? Field School alumnus and archaeologist Montri Thanaphatarapornchaiturned to the Internet, working with villagers from Ban Marum in Northeast Thailand tolaunch a virtual museum and social media platforms on traditional salt-making
techniques and local knowledge and stories. Mr. Thanaphatarapornchai hopes to enlist
the help of interested local students in maintaining these digital resources, yet thequestion of access for older community members who contributed to the project butlack computers remains unsolved. As the director of a local museum in Mahasarakham,
Thailand, Santhipharp Khamsa-ard recognizes the rich cultural heritage of his region,and like Mr. Thanaphatarapornchai, he struggles to make resources from small templeand school-based museums more accessible. Mr. Khamsa-ard presented on his efforts at
developing management strategies for these museums and also featured case studies offlourishing museums, such as Wat Chaisri in Khon Kaen. Throughout the presentations,
resource persons and alumni discussed the significance of recognizing context, which
entails an appreciation for the diverse circumstances that surround and influence eachcase study. Participants agreed that these circumstances render a standardized method ofsafeguarding useless, and even dangerous.
Other Field School alumni explored aspects of ICH that are expressed throughfestivals and traditions. Linina Phuttitarn investigated the transmission and changing
meanings of the Salak Yorn festival, which is celebrated by the Yong ethnic minority
group in Lamphun, Thailand. Though historically the festival commemorated a young
woman’s coming of age and marriageability, in modern times it has become a means forfamilies and communities to come together and make merit. This shift is partly due tothe repression of Salak Yorn during Phibun’s “civilizing” campaign. Mawlid, a festival
marking the birthday of Islamic prophet Muhammad that is observed by Hui Muslims in
China, also underwent revitalization after a period of prohibition during the Cultural
Revolution. Zhang Xiaoyan from the Anthropology Museum of Yunnan University has
been working with the Hui community to document Mawlid and to analyze
contemporary changes to the celebration. Both Salak Yorn and Mawlid are still robust,
lived practices that have been shaped by larger histories and preserved by local
communities.
If cultural traditions continue to thrive, what should be the role of the heritage
practitioner? Through his beautiful ethnography of the Kharphu festival, Karma Rigzin,from the Institute of Language and Cultural Studies in Bhutan, demonstrated that while
documentation is a valuable, evocative tool, further intervention is not always necessary.
The biennial Kharpu festival serves to thank the deities that watch over villages and the
local environment. People from Tsamang in Bhutan feel connected to and by thistradition, and thus Kharpu should continue to be practiced organically with minimal
interference from outside. Ngawang, also from the Institute of Language and Cultural
Studies, shared another case from Bhutan, describing his efforts at assessing the status
of ICH in the Yangthang community. Ngawang found that the number of participants inharvest rituals was declining due to economic migration, and he hopes to continue his323

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documentation of ICH there so that audio-visual materials and school curricula can be
developed as safeguarding mechanisms.
Some presentations raised challenging questions about the nature of authenticity
and ownership in the context of museum exhibitions, tourism, and music returns. Dr.
Shota Fukuoka, a resource person from Minpaku, has worked for years on safeguarding
various performing arts of Southeast Asia, including sbaek thomm puppetry in
Cambodia and wayang kulit puppetry in Java. When Dr. Fukuoka wanted to make avideo of one scene from a wayang kulit performance to display at Minpaku, theperformers refused, stating that the scene would be decontextualized and disconnectedfrom the larger story. This desire for “true” or “real” culture is held by practitioners,
tourists, and culture bearers alike, but moments in which these lived realities are
manifested are slippery and oftentimes unexpected. A keen interest in the relevance of“space” and “time” to such “authentic” displays of ICH was conveyed by alumnus Dr.
Jaturong Pokharatsiri, from the Faculty of Architecture and Planning at Thammasat
University. Dr. Pokharatsiri touched on issues of tourism gentrification at two markets
in Thailand, Amphawa and Damnoen Saduak. Many local inhabitants at these markets
feel disempowered and excluded, and Dr. Pokharatsiri seeks to prevent this fromhappening at other heritage sites by developing a framework of variables that focuseson local social values. Navigating similar situations in her work at Smithsonian
Folkways, Resource person Dr. Sita Reddy confronts notions of ownership and accessrights as she engages with musicians and communities in order to achieve restitution formusicians. In addition to responding to artists’ individual claims, Folkways iscommitted to actively working towards redistributive justice and indigenous
self-determination via a unified policy for ICH returns.
When ICH becomes threatened, how can practitioners get involved? Several
alumni tackled this question by using techniques from past Field Schools. Aphantri
Seetheetham collaborated with community members from Bangkok’s Chinatown to
identify ICH elements that are endangered by the construction of the Blue Line
Underground Train. Vu Phuong Nga from the Vietnam Museum of Ethnology
summarized her museum’s audio-visual ICH safeguarding projects and emphasized hergoal of bringing these materials back to the featured communities. Resource persons
also presented their safeguarding endeavors; Dr. Michelle Stefano of Maryland
Traditions stressed the role of public folklorists in preserving, celebrating, andpromoting living traditions, such as those of the Singing and Praying Bands ofMaryland. Seminar participants learned about a more top-down safeguarding approachfrom Shigeyuki Miyata, who explained the National Research Institute for Cultural
Properties’ safeguarding system, which provides government subsidies to preservationgroups as well as individual culture holders so that they can continue to practice andtransmit their ICH.
On the last day of the seminar, alumni had the chance to revisit the fourcommunities that they worked with during previous Field Schools. At Wat Ton Kaew,

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the abbot was concerned about the decrease in capable weavers, but reported that thebrochure from the 2010 Field School has helped spread awareness of the weaving
community. Pratupa community members were glad to have the participatory video, as
it has become a tool for transmitting Yong culture and getting students excited about
Yong language and Yong identity. The abbot from Pratupa has even set up a website to
document his community’s ICH. The culture of respect and devotion for Khru Ba
Srivichai still flourishes at Wat Chamatevi, and community members told alumni thatthey recently constructed a huge monument in his honor. At Ban Luk, inhabitants are
considering a new safeguarding project, and have asked SAC for more copies of thebrochure. These field visits were essential in assessing not only the long-term impactsof Field School projects but also the suitability of different kinds of media in each
community.
Participants in the 2012 Field School Alumni Seminar agreed that the Field
Schools have been crucial in shaping their interests, methodologies, and goals. Linina
Phuttitarn captured these shared sentiments with her statement, “The Field School is areally good international foundation for people to come and exchange knowledge – thenetwork expands our knowledge as well as improves our methods of safeguarding ourown cultures by learning from other cultures.” As alumni contribute vital case studies
that are some of the first to demonstrate how the 2003 UNESCO Convention has been
implemented, these individuals also exemplify the passion, sensitivity, andconnectedness that are necessary to foster community empowerment and facilitate
successful safeguarding of ICH.

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ANNEXESANNEX II: Introduction to the International Field School Seminar“Safeguarding Intangible Cultural Heritage in the Asia Pacific”
By Dr. Alexandra Denes, ICH and Museums Project Director
Esteemed colleagues and Field School alumni,
When the Sirindhorn Anthropology Center launched the ICH and Museums Field
School in collaboration with UNESCO Bangkok and the AAHM back in 2009, we did sowith a number of key objectives. The first of our aims was to offer an intensive, hands-on
program that would provide participants with a critical understanding of the ICH Convention,
and an appreciation of the complexities of safeguarding intangible culture. As the last three
FS programs here in Lamphun have amply demonstrated, despite the fact that we have a
Convention and Operational Directives providing us with an international framework, there isno easy template or simple formula for working with communities to safeguard theirintangible culture. As we learned through our engagement with Pratupa monastery, Camadevimonastery, Ton Kaew monastery, Urban Lamphun Museum and Luk village, in each
community, at each field site, the social, historical, economic and cultural circumstances are
unique, particular, and distinctive. We learned that one of the biggest challenges facing
heritage and museum practitioners is not only how to make sense of the present meanings ofliving culture, but also how to understand the broader context of changing social, politicaland economic forces that affect the future viability of intangible cultural heritage at the local
level. Furthermore, we learned that safeguarding intangible heritage is not about resisting or
rejecting these larger contextual changes, but rather about confronting them to discover
appropriate contemporary approaches and methods for revitalizing ICH.
A core principle of the Field School program has been, and continues to be the focus
on a community-based, participatory approach to heritage management. Herein, in the Field
School lectures and practicum, the emphasis has always been on ensuring community
participation and consent at every stage of the safeguarding process, from identification to
documentation. However, as we know, defining the “community” is also a complex
proposition. Communities rarely speak in a single voice, and there is often dissent, andfrequently there are differences of opinion about the meanings of heritage, its value, and how
it should be revitalized and transmitted. Our Field School maintains that recognition of thesecomplexities must be part of the safeguarding process, and that differences of opinion about
meanings and approaches to transmission should be represented in safeguarding efforts.
This is where the anthropological approach to ICH comes in to the picture. Tools andframeworks from anthropology help us to develop a holistic, multi-dimensional
understanding of cultural practices, and how such practices change over time in relation tolarger economic and political forces. For instance, through in-depth, open-ended interviews
with informants from different age groups—we can learn what practices mean to different
individuals and stakeholder groups. Through cultural mapping and participant observation,

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we can learn how intangible heritage is embedded in places and landscapes, and transmitted
intergenerationally through embodied practices. Anthropology’s principle of “reflexivity”
also gives us pause at every stage to stop and consider that what we value as researchers may
not be the same as what communities value, and thus we must always be wary of imposing
our views and values on culture bearers.
Since our launch in 2009, a total of 55 alumni from across the Asia-Pacific haveparticipated in the Field School. In order to further strengthen this Field School alumni
network, this year, the SAC—together with the International Research Centre for Intangible
Cultural Heritage in the Asia-Pacific (IRCI)—decided to organize this seminar, to invite Field
School participants to share their experiences of safeguarding intangible culture via theirhome institutions, including museums, heritage and academic institutions. Alumni wereinvited to submit papers featuring case studies and examples of how they have applied theField School experience to inform their work in their home countries. In developing theirpapers, alumni were asked to reflect upon one or more aspects of the complex, field-based
process of identifying, researching and documenting, promoting, protecting and revitalizing
intangible culture. What fieldwork methods have alumni used in researching ICH in theirown countries? How have alumni sought to involve communities actively in the safeguarding
process? What kinds of challenges and obstacles have they encountered?
We encouraged alumni to share their case studies of co-curation, community
collaboration, and sharing authority and decision-making about museum activities andrepresentations. We also invited alumni to openly discuss the implicit contradictions ofsafeguarding living cultures via the museum and/or heritage institutions, and how to prevent
cultural practices from becoming “fossilized” in the process of safeguarding.
I’m sure you will agree that we have a very exciting program of presentations ahead ofus over the course of the next three days, with case studies from Japan, Bhutan, Vietnam,
China, and Thailand, as well as some comparative examples of safeguarding from beyond theAsia-Pacific region, including the UK and the United States.
All of the presenters will have thirty minutes for their presentations, followed by
fifteen minutes for questions and comments. In addition to the verbal comments, alumni
participants will be receiving more detailed written comments from resource persons on theirwritten papers, which they will take with them as guidelines for revision of the next paper
draft. As stated in the Call for Proposals, one of our aims for this seminar is to publish thepapers in Seminar Proceedings, so as to share the important lessons from this Field School
ICH network with heritage practitioners in the region and the world. We will have a chanceon Thursday morning to discuss the revision timeline and publication process in greater
detail.
I would like to wrap up my introduction this morning by saying a few words about ourField School alumni network and the ICH and Museums Learning Resources. Over the past
two years, a team at SAC has been working hard to make the lectures, reading lists and casestudy videos from the Field School available to a wider network of heritage practitioners.
This year, we will be launching a Thai version of the ICH LR website, just in advance of the327

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ratification of the convention in Thailand. One of our aims for this portal is to make it anactive platform for discussion and debate among ICH practitioners in the Asia Pacific andbeyond, and towards this end, we will be launching a blog following this seminar. We
welcome you to sign up as members, which will enable you to post comments and blogs ofyour own. Please help us to make this portal a vital space of discussion and exchange! We arealso taking the opportunity this year to produce a short video about the Field School,
featuring interviews with all of you, the FS alumni—also for the website. So if you have notyet made your interview appointment, please speak with Mr. Chewasit or Ms. Arunswasdi at
the break.
I conclude my introduction by expressing my own thanks to the IRCI, our colleagues
Mr. Shigeyuki Miyata, the Director of the Department of Intangible Cultural Heritage,
National Research Institute for Cultural Properties and Prof. Shota Fukuoka from the
Minpaku Museum for joining us this year and bringing important lessons from Japan to sharewith us. I also wish to acknowledge Mr. Tim Curtis from UNESCO, our resource persons
Ajaan Suvanna Kriengkraipetch, Prof. Peter Davis, Dr. Michelle Stefano, Dr. Paritta
Chalermpow Koanatakool, and Dr. Christina Kreps, for all their contributions to the Field
School program over these past years, and I’d like to acknowledge two resource persons who
couldn’t join us this year for personal and professional reasons, but who are with us in
spirit—Dr. Kate Hennessy and Dr. Marilena Alivizatou. I also want to acknowledge thealumni, whose compelling case studies have brought us together for this important andexciting event. I look forward to our next three days together!

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ANNEXESANNEX III: Opening Remarks
a. Misako Ohnuki, Deputy Director of IRCI
(Delivered by Alexandra Denes)
Ms. Suvanna Kriengkraipetch,
Director of Princess Maha Chakri Sirindhorn Anthropology Centre (SAC),
Mr. Tim Curtis,
Head of Culture Unit, UNESCO Bangkok,
Distinguished Participants,
Ladies and Gentlemen,
It is an honour for me to make a welcome statement as a coorganizer, in the opening of
the 2012 International Field School Seminar on Safeguarding Intangible Cultural Heritage in
the Asia Pacific in this beautiful place of Lamphun from 6 to 10 August.
First of all, I would like to thank Ms. Suvanna Kriengkraipetch, the Director of The
Princess Maha Chakri Sirindhorn Anthropology Centre, for their great efforts to plan andprepare for this seminar. I would like to thank all the participants from Thailand, Vietnam,
China, and Bhutan, coming all the way to attend this Seminar. I should also like to express
my appreciation to the resource persons from USA, UK, Thailand and Japan for theircooperation to attend as resource persons. Please allow me that I was unable to join thismemorable moment due to the unexpected meetings.
Many of you might have heard the name of our institution, IRCI, for the first time solet me introduce our organization very briefly to you. IRCI is UNESCO Category II Centre
for Intangible Cultural Heritage established in Japan last October 2011 on the basis of anagreement between UNESCO and the Japanese government. The IRCI’s objectives are tofacilitate research activities in order to promote the 2003 Convention and its implementationin the Asia-Pacific Region in order to enhance safeguarding of the intangible cultural heritage.
So the centre aims to develop and mobilize research activities as a tool for safeguarding theintangible cultural heritage and to foster, coordinate and develop scientific, technical andartistic studies, as well as research methodologies.
This researchers’ seminar is held as one of our medium-term programmes whose
strategies are approved by our board members, focusing on the following themes:(a) the
current status of intangible cultural heritage, in particular, research and studies on intangible
cultural heritage in urgent need of safeguarding, (b) impact of the 2003 Convention for the
Safeguarding of Intangible Cultural Heritage, (c) promoting the Convention for the
Safeguarding of Intangible Cultural Heritage, (d) various methodologies of documentation of
intangible cultural heritage and their utilization, and (e) good practices of safeguarding
intangible cultural heritage.

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ANNEXESIn order to achieve these mandates in the Asia and the Pacific regions, IRCI is now
working to establish close ties with researchers and with museums and institutions in theregion. As one of the first steps forward, IRCI signed an MOU with SAC to facilitate those
activities.
The Convention for the Safeguarding of Intangible Cultural Heritage will celebrate its
10th anniversary in 2013. But we must keep in mind that culture does not exist in the abstract
but in real time and space. So, we need to acknowledge the importance of spaces that allow
the transmission of culture. By cultural spaces, UNESCO is referring to much wider spacethan geographic space. This includes virtual and intellectual cyber space, as well as ritualspaces and so on, in which intangible cultural heritage is transmitted. Through resources suchas knowledge about cultural spaces, we can then undertake a cultural mapping or mind
mapping, which is to say we can produce knowledge maps, and they provide us with thecontemporary reality of culture, thus giving us an ultimate understanding of the link between
the physical heritage and intangible cultural heritage, between the contemporary andtraditional.
In conclusion, I should like to convey my heartfelt gratitude again to all the experts of
SAC and resource persons, and the participants. I wish you success, while hoping you have apleasant stay in Lamphun.
Thank you very much.

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b. Suvanna Kriengkraipetch, Director of SAC
Let me begin by extending a very warm welcome to all the participants and resource
persons. It is a pleasure to see both old and new faces here in Lamphun again—the charming
province which has been the home of our ICH and Museums Field School for the past four
years. I would like to extend a special welcome to three special guests and resource persons
who are joining us for the first time this year. From Japan, we have Mr. Miyata Shigeyuki,
the Director of the Department of Intangible Cultural Heritage National Research Institute forCultural Properties and Prof. Shota Fukuoka from the Minpaku Museum. They are here with
us to share their knowledge and experience regarding safeguarding ICH in Japan thanks to
the generous support of the IRCI, which is also the co-host of this seminar. Also joining us
for the first time is Dr. Sita Reddy, from the Smithsonian Institution. It is an honor to havethese esteemed guests with us to share their insights and case studies with us.
This International Field School alumni seminar is a special and important event inmany ways. First of all, it represents a culmination of all of our efforts over the past three
years of the Field School, since its launch in 2009. Over the next three days, we will have theopportunity to hear about all of your initiatives to safeguard intangible culture in your homecountries, and how the tools and methods from the Field School have aided these efforts.
Secondly, with the feedback and support of our team of resource persons, we hope to makeyour case studies available and accessible to a wider audience of heritage
practitioners—whether through publication or posting on the ICH Learning Resources
website. This sharing of knowledge and field-based experience is vital to develop a
professional network of intangible heritage practitioners in the Asia Pacific. Finally, thisalumni seminar is an affirmation of the importance of cultivating friendship and collaboration
across national boundaries, and the value of working together towards our common goals of
safeguarding cultural diversity.
So once again, it is wonderful to be here with you for this Alumni Seminar, and I am
looking forward to all of your presentations and the discussions that will take place over the
coming days.

331

ANNEXESANNEX IV: Participants List
Resource Persons (10)
Dr. Tim Curtis
Chief of the Culture Unit
UNESCO Bangkok,
Asia and Pacific Regional Bureau for Education, Thailand
Dr. Peter Davis
Emeritus Professor
International Centre for Cultural and Heritage Studies, andNewcastle University, UK
Dr. Shota Fukuoka
Associate Professor
National Museum of Ethnology, and
The Graduate University for Advanced Studies, Japan
Dr. Christina Kreps
Director
DU Museum of Anthropology,
Faculty of Arts, Humanities & Social Sciences,
University of Denver, USA
Mr. Shigeyuki Miyata
Director
Department of Intangible Cultural Heritage,
National Research Institute for Cultural Properties Tokyo, Japan
Dr. Sita Reddy
Research Associate
Center for Folklife and Cultural Heritage,
Smithsonian Institution, USA
Dr. Michelle Stefano
Program Coordinator
Maryland State Arts Council, USA
Folklorist-in-Residence
University of Maryland Baltimore County (UMBC), USA

332

ANNEXES

Dr. Alexandra Denes
Associate Researcher
Princess Maha Chakri Sirindhorn Anthropology Centre, Thailand
Dr. Paritta Chalermpow Koanantakool
AdvisorPrincess Maha Chakri Sirindhorn Anthropology Centre, Thailand
Dr. Suvanna Kriengkraipetch
Director
Princess Maha Chakri Sirindhorn Anthropology Centre, Thailand

Participants (11)
-BHUTANMr. Ngawang
Institute of Language and Cultural Studies,
Royal University of Bhutan
Mr. Karma Rigzin
Institute of Language and Cultural Studies,
Royal University of Bhutan-CHINAMs. Qiu Wei
Yunnan Provincial Museum
Ms. Zhang Xiaoyan
Anthropology Museum, Institute of Ethnic Research,
Yunnan University-THAILANDDr. Santhipharp Khamsa-ard
Chianghian Museum
Ms. Linina Phuttitarn
Cultural Management Program,
Chulalongkorn University

333

ANNEXES

Dr. Jaturong Pokharatsiri
Lecturer
Faculty of Architecture and Planning,
Thammasat University
Ms. Aphantri Settheetham
AnalystService Research and Innovation program,
National Science and Technology Development Agency (NSTDA)(till 16 January 2013)
Mr. Montri Thanaphatarapornchai
The 12th Regional Office of Fine Arts Department,
Nakornratchashima Province,
Ministry of Culture-VIETNAMDr. Nhan Lam
Faculty of Vietnam Cultural Ethnic Minorities,
Ho Chi Minh City University of Culture
Ms. Vu Phuong Nga
Researcher
Department of International Studies,
Vietnam Museum of Ethnology

334

ANNEXESANNEX V: Seminar Agenda
Monday 6 August
Resource persons and participants travel to Lamphun via Chiang Mai

Tuesday 7 August

a.m.

p.m.

8:00

Registration

8:30-9:00

Welcome Remarks

Suvanna
Kriengkraipetch, SAC
Misako Ohnuki,
IRCI,delivered byAlexandra Denes

9:00-9:15

Introduction to the International Field School
Alumni Seminar

Alexandra Denes, SAC

9:15-10:00

Strengthening National Capacities for
Safeguarding Intangible Cultural Heritage:
UNESCO’s Strategy for Asia and the Pacific

Tim Curtis, UNESCO
Bangkok

10:00

Break/ Refreshments

10:15-11:00

The Safeguarding of the Intangible Cultural
Heritage in Japan

Shigeyuki Miyata,
National ResearchInstitute for Cultural
Properties Tokyo

11:00-12:00

Enduring Places, Enduring Memories: Flodden
Ecomuseum and Holy Island, Northumberland

Peter Davis, Newcastle
University

12:00

Lunch

1:00-1:45

Heritage Policy at the Smithsonian Institution?

Sita Reddy, Smithsonian
Institution

1:45-2:30

Preservation and Promotion of ICH in Bhutan: A
Case Study on the Annual Festival of Harvest
Offering to Local Deities in Yangthang Community,
Haa

Ngawang, Royal
University of Bhutan

2:45-3:30

Ties that Bind: Identity and Community in the
Kharphu Festival of Tsamang

Karma Rigzin, Royal
University of Bhutan

3:30-4:15

ICH and Public Folklore in Maryland, USA

Michelle Stefano,
University of Maryland
Baltimore County

6:00

Welcome dinner

Wednesday 8 August
8:30-9:15

Audio-Visual Documentation of Performing Arts in
Minpaku

Shota Fukuoka, National
Museum of Ethnology

9:15-10:00

Relationship between Museum and Community inConservation of Cultural Heritage: Case Study of
the Cho-ro Ethnic Minority Group in Dong Nai
Province

Nhan Lam, Ho Chi Minh
City University of Culture

10:00

Break/ Refreshments

a.m.

335

ANNEXES

p.m.

10:15-11:00

Challenges and Advantages in Carrying out
Museum’s Intangible Cultural Heritage
Safeguarding Projects

Vu Phuong Nga,
Vietnam Museum of
Ethnology

11:00-11:45

Cultural Adaption and Belief Practice: A Case
Study of the Mawlid of Hui Muslim at Weishan of
China

Zhang Xiaoyan, Yunnan
University

12:00

Lunch

1:00-1:45

Safeguarding Tangible and Intangible Cultural
Heritage: A Case Study of Nuodeng Family

Qiu Wei, Yunnan
Provincial Museum

1:45-2:30

Participatory-based Approach to Safeguarding a
Festival’s Cultural Significance: A Case Study of
the Salak Yom Festival in Lamphun Province,
Thailand

Linina Phuttitarn,
Chulalongkorn
University

2:30-3:15

Traditional Salt Making Techniques and VirtualMuseum: Case Study Ban Marum, Non Sung
District, Nakhonratchasima Province, Thailand

MontriThanaphatarapornchai,Ministry of Culture,Thailand3:15-4:00

Interpreting ‘People Value’ in Built Heritage:
Lessons from Intangible Cultural Heritage andTourism Impact Assessment

Jaturong Pokharatsiri,
Thammasat University

4:00-4:45

ICH for Urban Community, Bangkok Chinatown

Aphantri Settheetham,
National Science andTechnology
Development Agency

4:45-5:30

Museums in Isan, Thailand

Santhipharp
Khamsa-ard,
Chianghian Museum

Dinner on your own

Thursday 9 August
9:00-10:00

Identifying Cross-cutting themes, issues, andchallenges in safeguarding Intangible Heritage in
the Asia-Pacific

10:15-11:00

Small Group Discussions on Cross-cutting Themes

11:00-12:00

Conclusions
Seminar Evaluation

12:00

Lunch

1:00-5:30

Visit participating Lamphun museums and museum communities

6:00

Reflections from Site Visits
Group Dinner

a.m.

p.m.

Friday 10 August
Resource persons and participants return home336

Christina Kreps,Michelle Stefano, Peter
Davis, Paritta
Chalermpow
Koanantakool and otherresource persons

英文報告書 4C（4版）

表4

CMYK

REPORT

2012 International Field School Alumni Seminar on
Safeguarding Intangible Cultural Heritage in the Asia Pacific2012 International Field School
Alumni Seminar on Safeguarding
Intangible Cultural Heritage
in the Asia Pacific
Venue: Lamphun Province, Thailand
Date: 6-10 August, 2012

Co-hosted byInternational Research Centre for Intangible Cultural Heritage
in the Asia-Pacific Region (IRCI), Japanand
Princess Maha Chakri Sirindhorn
Anthropology Centre (SAC), Thailand

IRCI

REPORT

表1