scholarly journals Angklung Tradisional Sunda: Intangible, Cultural Heritage of Humanity, Penerapannya dan Pengkontribusiannya Terhadap Kelahiran Angklung Indonesia

2019 ◽  
Author(s):  
Asep Nugraha
Keyword(s):  
Cultural Identity ◽  
United Nations ◽  
Cultural Heritage ◽  
Educational Institutions ◽  
Intangible Cultural Heritage ◽  
United Nations Educational ◽  
Cultural Organization ◽  
Culture Heritage ◽  
Frame Bound ◽  
Diatonic Scale

Angklung consists of two to four bamboo tubes suspended in a bamboo frame, bound with rattan cords. The tubes will produce certain notes when the frame is shaken or tapped. Each angklung produces a single note or chord, so several players must collaborate in order to play melodies. Traditional Angklungs use the pentatonic scale, but in 1938 musician Daeng Soetigna introduced Angklungs using the diatonic scale, known as angklung padaeng. Angklung is closely related to traditional customs, arts and cultural identity in Indonesia, played during ceremonies such as rice planting and harvest. Angklung education is passed down orally from generation to generation, and increasingly in educational institutions (Prodi Angklung and Musik Bambu ISBI Bandung. Angklung has been included in the UNESCO’s (United Nations Educational, Scientific, Cultural Organization) list of intangible cultural heritage of humanity. This paper discusses the interesting things about the angklung. Especially the process of traditional angklung that developed into the modern angklung and then both has been worldwide as Indonesian culture heritage.

scholarly journals “Fractured Resemblances”: Contested Multinational Heritage and Soft Power

2020 ◽  
Vol 27 (1) ◽  
pp. 97-123
Author(s):  
Sarah Sargent
Keyword(s):  
United Nations ◽  
Cultural Heritage ◽  
Soft Power ◽  
Intangible Cultural Heritage ◽  
Legal Regime ◽  
United Nations Educational ◽  
Cultural Organization ◽  
Cross Border ◽  
Single State

Abstract:Intangible cultural heritage elements are shared across state borders. In many instances, states join in multinational nominations to inscribe the heritage element in a way that reflects this reality. But, at times, states are unwilling or unable to cooperate in a mutual nomination that reflects the shared nature of the heritage element. The consequence of this is that heritage elements can then be nominated by individual states without any reflection of the multinational or cross-border nature of the element; thus leaving the heritage elements shorn of this aspect of their nature. The current international heritage legal regime, through the United Nations Educational, Scientific and Cultural Organization, does not adequately acknowledge or address this problem. This article, through a case study of the successful nomination by Azerbaijan of the horseback game of chovqan, examines the causes and consequences of these “fractured resemblances.” It analyzes the links between cultural heritage, conflict, and the use of heritage as a form of soft power. It focuses on the use of single-state inscription as a soft-power means of obtaining international prestige and support and the resultant effects on shared cultural heritage elements. From this, suggestions for changes to international heritage laws for the inscription of cultural heritage are suggested to accommodate the reality of the connection between cultural heritage, conflict, and power and to avoid the occurrence of “fractured resemblances” of heritage shared across state lines.

scholarly journals Agricultura y Alimentación en el México Prehispánico y siglo XVI/Agriculture and Food in Pre-Hispanic Mexico and the 16th Century.

2018 ◽  
pp. 60-81
Author(s):  
Carlos Arturo Giordano Sánchez Verín
Keyword(s):  
Sixteenth Century ◽  
United Nations ◽  
Cultural Heritage ◽  
Geographical Location ◽  
Intangible Cultural Heritage ◽  
United Nations Educational ◽  
Cultural Organization ◽  
Great Relevance ◽  
The United Nations ◽  
Agriculture And Food

El inicio de la agricultura en el Continente Americano inició en lo que actualmente se conoce como México. A partir de la gran diversidad geográfica fueron surgiendo diferentes productos y una especialización en su siembra y cuidados, a fin de obtener el mejor rendimiento de los mismos. Fue necesario conocer el clima, las calidades de la tierra y  el tiempo a fin de establecer los ciclos agrícolas que dieron como resiltado una gran variedad de plantas que representaron la base de la alimentación de los pueblos mesoamericanos.La llamada Conquista de México trajo consigo nuevos métodos agrícolas, herramientas, animales de tiro y carga y, por supuesto, una gran cantidad de plantas que muy pronto se adaptaron a la geografía de la Nueva España. ABSTRACTThe emergence of agriculture in Mexico was a factor of great relevance, which allowed the development of Mesoamerican cultures more than three thousand years of history. The geographical location of the different ethnic groups that inhabited this region allowed the cultivation of a wide variety of plants, such as corn, beans, pumpkin and chili, basic products in the Mesoamerican diet, as well as other products were developed according to the geographic characteristics and climatological, such as cocoa, from which chocolate is obtained, and even vanilla, being appreciated all over the world. Those original products were mixed with those brought by Europeans in the sixteenth century and this gave rise to Mexican cuisine, which in 2010 was declared an Intangible Cultural Heritage of Humanity by the United Nations Educational, Scientific and Cultural Organization (UNESCO).Key words: Mesoamerican cultures, Mexican gastronomy, Intangible Cultural Heritage of Humanity of the United Nations Educational, Scientific and Cultural Organization (UNESCO)

scholarly journals The Main Activities of United Nations Educational, Scientific and Cultural Organization (UNESCO)

2019 ◽  
pp. 144-154
Author(s):  
V. Pilkevych
Keyword(s):  
United Nations ◽  
Cultural Heritage ◽  
Modern World ◽  
Education For All ◽  
Intangible Cultural Heritage ◽  
United Nations Educational ◽  
Cultural Organization ◽  
A Priority ◽  
Cultural Component

The article describes the main activities of the United Nations Educational, Scientific and Cultural Organization (UNESCO). The main documents (conventions, recommendations, declarations) on which the work of the Organization is based are covered. It is determined that the cultural component of the work of UNESCO consists of topical issues: the dialogue of cultures, the preservation of cultural heritage, the protection of intangible cultural heritage. It was found that education has a priority place in the activities of the Organization, special attention was paid to the main goals of Education for All. The important programs in the scientific sphere were characterized: “Man and the Biosphere”, the International Hydrological Program, etc. The role of such composite activities of UNESCO as communication and information in the modern world is  emphasized. The outlook for the activities of UNESCO has been identified and the importance of the active cooperation of the internationalcommunity in preserving peace has been pointed out.

Heritage, Land, Labor, and Competing Claims for Afro-Colombian Rights

2018 ◽  
Vol 25 (1) ◽  
pp. 59-83 ◽  
Author(s):  
Maria Fernanda Escallón
Keyword(s):  
United Nations ◽  
Cultural Heritage ◽  
Field Research ◽  
Social Hierarchy ◽  
Intangible Cultural Heritage ◽  
Community Members ◽  
Transnational Organizations ◽  
Cultural Organization ◽  
Multiple Meanings ◽  
Cultural Cohesion

Abstract:This article examines the different meanings that rights to land and culture hold in San Basilio de Palenque, an Afro-Colombian community whose “cultural space” was declared by the United Nations Education, Scientific and Cultural Organization (UNESCO) to be intangible cultural heritage of humanity in 2005. I investigate how the language of rights—both communal and individual—operates simultaneously at various registers and is strategically put to work in distinct political spheres. Drawing from ethnographic field research conducted between 2009 and 2013, I argue that while communal rights are invoked to garner recognition from state and transnational organizations like UNESCO, individual rights, conceived as exclusive prerogatives, serve to mark hierarchical distinctions between community members. I examine the paradoxical coexistence of two contradictory claims: one of cultural cohesion and another of social hierarchy. I conclude by questioning how a more nuanced examination of rights discourses in Palenque might contribute to understanding the multiple meanings of rights, not simply across time or space but also in relation to their perceived strategic purpose.

scholarly journals ‘Pra homem, menino e mulher’? Problematizing the gender inclusivity discourse in capoeira

2017 ◽  
Vol 54 (6) ◽  
pp. 691-710 ◽  
Author(s):  
Craig Owen ◽  
Nicola De Martini Ugolotti
Keyword(s):  
United Nations ◽  
Cultural Heritage ◽  
Social Cohesion ◽  
Racial Equality ◽  
Ethnographic Research ◽  
Intangible Cultural Heritage ◽  
Cultural Significance ◽  
United Nations Educational ◽  
The World ◽  
Ethnographic Data

Capoeira is an Afro-Brazilian bodily discipline that has now become a global phenomenon. In 2014 the cultural significance of capoeira was recognized on the world stage when it was awarded the special protected status of an ‘Intangible Cultural Heritage of Humanity’ by the United Nations Educational, Scientific and Cultural Organisation. In the application to this organisation, and in wider advertising material and practitioner literature, capoeira is celebrated as a practice that promotes social cohesion, inclusivity, integration, racial equality and resistance to all forms of oppression. This paper seeks to problematize this inclusive discourse, exploring the extent to which it is both supported and contradicted in the gendered discourses and practices of specific capoeira groups in Europe. Drawing upon ethnographic data, produced through two sets of ethnographic research and the researchers’ 24 years of combined experience as capoeira players, this paper documents the complex and contradictory contexts in which discourses and practices of gender inclusivity are at once promoted and undermined.

United Nations Educational, Scientific and Cultural Organization

1950 ◽  
Vol 4 (4) ◽  
pp. 682-683
Keyword(s):  
United Nations ◽  
Secretary General ◽  
Educational Institutions ◽  
Director General ◽  
Member States ◽  
United Nations Educational ◽  
Cultural Organization ◽  
Social Council ◽  
The United Nations ◽  
Joint Report

In May 1950 the United Nations Secretary-General (Lie) and the Director-General of the United Nations Educational, Scientific and Cultural Organization (Bodet) submitted a joint report to the Economic and Social Council entitled “Teaching about the United Nations and the Specialized Agencies”. This was in response to resolution 203 (VIII) of ECOSOC which requested the Secretary-General and the Director-General of UNESCO to submit jointly, not later than June 1, 1950, a complete, analytical report on the progress achieved in teaching about the United Nations in educational institutions of member states. The report was based largely on information received from nineteen member countries during 1949, but use also was made of statements received and included in two interim reports on teaching about the United Nations submitted to ECOSOC in 1948 and 1949. Altogether reports from 37 members were analyzed.

scholarly journals The disadvantaged school during the pandemic crisis

2021 ◽  
Author(s):  
Eusebiu Cherecheș ◽  
◽  
Keyword(s):  
United Nations ◽  
Negative Impact ◽  
Child Poverty ◽  
Educational Institutions ◽  
United Nations Educational ◽  
Face To Face ◽  
Cultural Organization ◽  
Disadvantaged School ◽  
Social Sectors ◽  
The Eu

The coronavirus disease pandemic (COVID-19) has caused an unprecedented crisis in all areas. In the field of education, this emergency has led to the massive closure of face-to-face activities of educational institutions in more than 190 countries in order to prevent the spread of the virus and mitigate its impact. According to data from the United Nations Educational, Scientific and Cultural Organization (UNESCO), by mid-May 2020, more than 1.2 billion students at all levels of education worldwide had stopped having face-to-face classes. On March 25, after years of consultations and preparations, the European Commission launched the Child Guarantee (CG) to address child poverty and rising disparities across the EU. In this context, the crisis will have a profoundly negative impact on the various social sectors, particularly health and education, as well as on employment and poverty.

scholarly journals Heritage and anthropological concept of culture: a longstanding relationship

2020 ◽  
pp. 147-166
Author(s):  
Maria P. J. Fuenzalida
Keyword(s):  
United Nations ◽  
Cultural Diversity ◽  
20Th Century ◽  
21St Century ◽  
Intangible Cultural Heritage ◽  
Cultural Goods ◽  
United Nations Educational ◽  
Social Actors ◽  
Cultural Rights ◽  
Cultural Organization

This work aimed at discussing the association made between the anthropological concept of culture and the broadening of the scope of the notion of heritage that has occurred since the beginning of the 21st century, specifically with regard to the policies established for the protection of intangible cultural heritage. It has been argued that because it is polysemic, the anthropological concept of culture had been related to the notion of heritage since the first quarter of the 20th century, that is, almost a century before. What has changed is the meaning attributed to both categories. In addition, it was discussed that an expansion of the heritage category is the result of the action of the most diverse social actors in the demand for differential cultural rights, operating with a specific political-cultural grammar, which dynamized enunciations such as multiculturalism, cultural diversity and representation, seeking a non-hierarchical vision of culture, which directly impacted on the conceptualization of heritage and the policy of protection of cultural goods. To this end, as a way of delimiting the discussion, it was decided to work with documents produced by the United Nations Educational, Scientific and Cultural Organization (UNESCO) in the period, since it is a protagonist agent and arena with regard to policies for the protection of cultural goods. Keywords: heritage, anthropological concept of culture, immaterial heritage, cultural diversity.

scholarly journals U.S. Consideration of the Intangible Cultural Heritage Convention

Ethnologies ◽  
2016 ◽  
Vol 36 (1-2) ◽  
pp. 325-358 ◽  
Author(s):  
Richard Kurin
Keyword(s):  
United States ◽  
Cultural Heritage ◽  
International Law ◽  
The United States ◽  
Intangible Cultural Heritage ◽  
United Nations Educational ◽  
Cultural Organization ◽  
The United Kingdom ◽  
October 17 ◽  
The U.S

UNESCO, the United Nations Educational, Scientific, and Cultural Organization, voted overwhelmingly at the biennial meeting of its General Conference in Paris on October 17, 2003 to adopt a new international Convention for the Safeguarding of Intangible Cultural Heritage. That Convention became international law on April 30, 2006. By the end of 2006 it had been ratified or accepted by 68 countries; today, that number is approaching universal acceptance with more than 160 nations having acceded to the convention. At the 2003 session, some 120 nation-members voted for the convention; more registered their support subsequently. No one voted against it; only a handful of nations abstained – Australia, Canada, the United Kingdom, and the United States among them. Within some of those nations, debate over whether to ratify the treaty continues. In this paper, the author considers the convention and unofficially examines the U.S. government position with regard to why support for it was withheld in 2003, how deliberations have proceeded since then, and whether or not the U.S. might ultimately accept the treaty.

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