Research on the Implicit Disciplinary Mechanism of Ethnic Identity in Primary and Secondary School Music Education:From the Perspective of the Core Competency of “Cultural Understanding” Under the New Curriculum Standards
DOI:
https://doi.org/10.71204/29nv1r32Keywords:
Music Education, Ethnic Identity, Implicit Discipline, Cultural Understanding, New Curriculum StandardsAbstract
Under the new curriculum standards, the process of constructing national identity through the "cultural understanding" literacy in music education exhibits characteristics of implicit discipline. This study employs Foucault's micro-power theory and Bourdieu's cultural capital theory to reveal a tripartite disciplinary mechanism composed of symbolic system encoding, bodily practice domestication, and evaluative system regulation. It critically reflects on issues such as the fluidity of disciplinary subjects, educational ethical risks, and the lag of theoretical tools in the context of globalization and technological transformation. Finally, the study proposes an educational pathway for constructing "negotiated cultural identity," providing theoretical support and practical solutions for balancing cultural security and individual development. The contributions of this research include: systematically uncovering the implicit power logic in the construction of national identity in music education, transcending the paradigmatic opposition between "cultural essentialism" and "critical pedagogy," and innovatively proposing an educational reform model that combines technological empowerment with cultural negotiation. This offers a solution with both theoretical depth and practical efficacy for cultural governance in the era of globalization.
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