Regional Resource Integration and Home-School-Community CollaborativeEducation From the Perspective of Education for Sustainable Development:A Case Study of Student Reporters' oral Narration of Hakka History and Cultural Inheritance
QU Bing
(Songgin Primary School of the Guangdong-Macao In-Depth Cooperation Zone in Henggin,Zhuhai, Guangdong 519031)
Abstract: Under the call of "telling Chinese stories well and shaping the image of Chinese culture", thein-depth integration of regional cultural inheritance and education for sustainable development has become animportant direction of educational innovation. From the perspective of Education for Sustainable Development(ESD), this study focuses on the practical dilemmas of Hakka cultural inheritance in the Zhuhai-Macao area and constructs a trinity collaborative education model of' "school leadership, family participation, and socialsupport". By organizing young reporters to go deep into Baishi Village, Doumen District, oral history practiceswere carried out among cultural holders such as Wu Zhineng, a municipal-level intangible cultural heritageinheritor of Hakka bamboo clapper folk songs. Scarce resources including Hakka migration memories, livingcustoms, and traditional skills were systematically collected and transformed into systematic school-basedcurriculum materials. Studies have shown that, the emotional link function of families in culural inheritancewas fully activated, and social resources such as communities, cultural venues, and intangible cultural heritageprotection institutions were integrated to form an all-round educational synergy, Practice has shown that thismodel not only fills the gap in oral literature of Hakka culture and provides vivid first-hand materials for theprotection of intangible cultural heritage, and also significantly improves students' interdisciplinary practicalabilities, cultural identity and family-country feelings. Meanwhile, it provides a replicable and promotablepractical path for transforming regional cultural resources into educational momentum, realizing multiplebenefits of sustainable cultural inheritance.
Keywords: Education for sustainable development; Regional resource integration; School-family-communitycollaborative education; Hakka cultural inheritance; oral history; Student reporters' practice
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