Keywords
Abstract
This study addresses the issue of how traditional nomadic music in Kyrgyzstan is incorporated into higher education, and how daily musical activities in daily life are institutionalized by educational culture. A mixed method study was conducted using 328 survey questionnaires obtained from five schools and 28 conversations to explore the contradiction between music authenticity and academic recognition. We have created a concept of ‘disharmony in music’, making the soul of music a measurable ‘situational efficacy’, and what we are doing is proving that the teaching model combining mentorship with digital technology has a very high institutional efficiency, but whether it can succeed depends on finding a balance between efficiency, spirituality, and community resonance. Community trust greatly reduces the effectiveness of digital tools, and context sensitive methods need to be used. This research is beneficial for shaping a teaching framework that is detached from the remnants of the Soviet Union and free from colonialism, emphasizing relational knowledge, and bringing many inspirations to cultural policies and ethnomusicology. We have been promoting the inheritance of music through decentralized policies and curriculum reforms.
References
[1] Bortolotto, C. (Ed.). (2020). Le patrimoine culturel immatériel: Enjeux d’une nouvelle catégorie. Éditions de la Maison des sciences de l’homme.
[2] Cui, X. (2025). An AI-driven FinTech intelligent system for enhancing SME value growth. Socio-Economic Statistics Research, 6(2), 11–23. https://doi.org/10.38007/SESR.2025.060202
[3] Froese, T., & Di Paolo, E. (2021). The enactive approach to cognition: A primer for non-specialists. Frontiers in Human Neuroscience, 15, Article 647523. https://doi.org/10.3389/fnhum.2021.647523
[4] Graham, B., & Cook, D. (2020). Heritage in the cloud: How cloud technologies are changing cultural heritage. Routledge. https://doi.org/10.4324/9780429453446
[5] Higgins, L. (2022). Community music: In theory and in practice (2nd ed.). Oxford University Press. https://doi.org/10.1093/oso/9780190930363.001.0001
[6] Kallio, A. A., Westerlund, H., & Partti, H. (2022). The “democratization” of music education revisited: A critical analysis of music-related agonism in Finnish media. Action, Criticism, and Theory for Music Education, 21(3), 38–57. https://doi.org/10.22176/act21.3.38
[7] Leman, M. (2020). Embodied music cognition and mediated music experience. Frontiers in Psychology,11, Article 589723. https://doi.org/10.3389/fpsyg.2020.589723
[8] Peshkova, S. (2022). Fieldwork in the Global South: Ethical dilemmas and methodological innovations. University of Wisconsin Press. https://doi.org/10.2307/j.ctv2297t9k
[9] Rice, T. (2022). Rethinking time and history in ethnomusicology. Ethnomusicology,66(1), 1–23. https://doi.org/10.5406/ethnomusicology.66.1.0001
[10] Silova, I. (2022). Post-socialism is not dead: (Re)reading the global in comparative education. Emerald Group Publishing. https://doi.org/10.1108/9781800439456
[11] Winter, T. (2020). Tourism, social memory and the Great War. Annals of Tourism Research, 83, Article 102960. https://doi.org/10.1016/j.annals.2020.102960
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright (c) 2025 Tong Cui, Li Liu, Xin Cui, Muratova Ainura Muratovna