Place-Based Arts Education for Rural Revitalization: A Case of the “She” Ethnic Minority Theater in Ningde, China

Abstract

In the context of China’s national rural revitalization strategy, the preservation and transmission of ethnic minority culture have become vital components of sustainable rural development. This study explores the “She” ethnic minority Theater in Ningde City, Fujian Province, as a model of place-based arts education that connects cultural heritage, community identity, and educational innovation. Rooted in the “She” people’s traditional music, dance, and ritual performances, the theater functions as a “living classroom” that enables experiential and participatory learning. Using a qualitative research design combining field observation, semi-structured interviews, and document analysis, the study investigates how the “She” Theater integrates local cultural resources into teaching practices, promotes intergenerational learning, and enhances students’ understanding of ethnic identity and cultural sustainability. Findings indicate that the theater not only serves as a creative educational space but also strengthens community cohesion and stimulates local tourism through cultural engagement. The results highlight the potential of place-based arts education to bridge formal schooling and community learning, fostering both personal development and cultural continuity. The study provides theoretical and practical implications for educators, policymakers, and rural planners aiming to integrate intangible cultural heritage into educational programs and regional revitalization strategies.