The Dynamic Evolution of College or University Roles in Aesthetic Education Assistance Projects in China: From Implementers to Co-Creators

Journal: Journal of Higher Education Research DOI: 10.32629/jher.v5i2.2403

Qingzi Xu

Guangdong Dance and Drama College, Guangzhou 510075, Guangdong, China

Abstract

The role of colleges and universities as transmitters of knowledge and active participants in aesthetic education assistance projects is pivotal. This study aims to investigate how the roles of these institutions in aesthetic education assistance projects have evolved in China. Through interviews with 10 college educators, students who endorse the project, and local teachers engaged in such initiatives, the research seeks to trace the dynamic shifts in the involvement of higher education institutions in fostering aesthetic education. The findings reveal that colleges and universities have transitioned from being mere implementers to assuming four key roles: resource providers, talent developers, knowledge advocates, and leaders in model practices within aesthetic education. A significant innovation of this research is the application of actor-network theory, which illustrates how these institutions have shifted from implementers to collaborators, creating a flexible network that enhances stakeholder engagement, attracts more participants, and encourages sustained active involvement. Ultimately, this study offers fresh insights into improving the initiative and co-innovation capacities of educational institutions and their networks, providing valuable experiences for future research and practical applications of aesthetic education assistance in developing areas to further aesthetic education's growth.

Keywords

aesthetic education assistance; colleges and universities; actor-network theory; aesthetic education

Funding

Guangdong Philosophy and Social Science Foundation 2022 “The 14th Five-Year Plan" project (Project Number: GD22XYS19)

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