Cultural Pedagogy: Teaching the Art of Baba Nyonya Beaded Shoes through Educational Management

Cultural Pedagogy: Teaching the Art of Baba Nyonya Beaded Shoes through Educational Management

Nur Emylia Natasha Muchamad Imron, Liza Marziana Mohammad Noh

College of Creative Arts, Universiti Teknologi MARA, Cawangan Melaka, Malaysia

DOI: https://dx.doi.org/10.47772/IJRISS.2024.814MG0010

Received: 03 November 2024; Accepted: 07 November 2024; Published: 04 December 2024

ABSTRACT

A small piece of Malaysia’s Peranakan heritage, Baba Nyonya beaded shoes reflect a beautiful blend of culture, history and craftsmanship. This paper is a qualitative study that investigates Baba Nyonya beading as an avenue for cultural pedagogy within the dynamics of modern education in an era where heritage is observed through passive consumption rather than active practice. Cultural practices such as Baba Nyonya beaded footwear should be integrated into education systems, especially with the impact of globalization that is swallowing borders between communities and languages which require efforts to sustain cultural identities. This study explores the ways local artisans are experiencing the integration of this craft into classrooms prior to establishing their ethnographic links that may contribute toward cultural awareness, pride, and identity development.  The results suggests that cultural pedagogy can help uphold traditional knowledge, promote cross-cultural understanding and root the students more strongly within their culture. Such practices, however, require further research to gain insight into their effect on the students learning cultural competencies and finding their place in an increasingly globalized world. The study encourages the persistence of traditional crafts in the academic syllabus as a way to preserve cultural treasures such as Baba Nyonya beaded shoes and passing it down through generations where it would continue enjoyed.

Keywords: Pedagogy, Baba Nyonya, Heritage preservation, Cultural Idemtities, Traditional Craft

INTRODUCTION

Baba Nyonya Beaded Shoes: A Cultural Treasure shining example of the lively connection between culture, history and craftsmanship in Malaysian (Azmi et al., 2018). Peranakan heritage is manifested in the medium known as Baba Nyonya beaded shoes. While the forces of globalization make its way into our educational systems, culture like this can never be lost (Taptiana et al., 2024). In this spirit, previous research has explored cultural pedagogy to studying how to teach Baba Nyonya beaded shoes in the context of modern educational management frameworks. Weaving cultural arts into the curriculum enables young people to gain valuable, hands-on experience that connects them with their rich history and heritage (Fakoyede & Otulaja, 2019).

In the education context, when these traditional crafts seep gradually into our classrooms, they not only become an existential tremor for students by allowing them to rediscover shades of their cultural identity but at the same time provide a medium that aids in effective teaching. The study intends to bring forth the importance of cultural pedagogy as an instrument for heritage preservation and enrichment in current day education. This strategy not only maintains traditional knowledge but also encourages students to actively participate their cultural legacy, instilling pride and responsibility in their heritage and preserving traditional knowledge (Achille & Fiorillo, 2022).

To enhance the understanding of this integration, further study is needed to investigate the ramifications of introducing traditional crafts within educational systems. Future research might look at the long-term impact of these teaching techniques on students’ cultural awareness, identity development, and their ability to promote intercultural understanding in an increasingly globalized environment. Such research will be crucial to ensure that the history of Baba Nyonya workmanship, as well as with other cultural assets, is not only preserved but also enjoyed by future generations (Abdul Kadir & Adnan, 2022).

Problem Statements  

Baba Nyonya beaded shoes and other similar traditional crafts are important cultural treasures that capture an appreciation of the history and heritage associated with Malaysia’s Peranakan community. But the onslaught of globalization is infesting education systems, and there are fears that this important cultural practice could disappear from generations to come. Recent research indicates that traditional crafts are rapidly diminishing in within official educational frameworks leaving cultural transmission absent (Smith, 2006). With traditional crafts such as Baba Nyonya beading seldom being taught in modern-day classrooms, avenues available for children to appreciate their native culture become limited. In addition, there are still challenges to preserve such knowledge in curricula and few education frameworks include experiential cultural learning that can build pride, identity and inter-cultural skill (Thomson & Maloy, n.d).

There are appreciations concern cultural education, especially to intangible heritage; however, little research is available find constraints of integration of traditional crafts like Baba Nyonya beading into formal school curriculum’s. Although UNESCO (2017) highlights the importance of cultural education as an approach for transmission of traditional knowledge, not much research has been carried on both the acceptance and specific impact of teaching practices related to crafts such as Baba Nyonya beading into the classroom context (Fakoyede & Otulaja, 2019). In addition to this, artisans are critical knowledge holders who have a central role in the educational process that is often ignored and/ or undervalued. Few full-scale inquiries interrogate how these collaborations contribute to students cultural consciousness, technical ability and sense of self in a global world.

This under-researched area indicates that there is publishing room for how the inclusion of Baba Nyonya beaded shoes, in particular, can help safeguard cultural heritage, improve cross-cultural understanding and form students through learning about competencies they could gain and identities they may adopt during this experience (Anderson, 2015). It is important to address this, so that future generations can experience and learn from valuable traditional crafts.

The purpose of the study is to examine how the role of educational management has positively contributed to integration of traditional crafts contents in curriculum and success stories, driving force and challenges on implementation. This paper intends to show how, the mixture of artesania with modern education can help in making that the student have a better academic experience while maintaining local knowledge for these days society.

Research Objectives

The objectives of this research are:

1. To understand students’ engagement with Baba Nyonya beading and its impact on their cultural awareness.
2. To explore the potential of incorporating Baba Nyonya beaded footwear as a traditional craft into formal education settings.

Research Questions

1. In what ways do students engage with Baba Nyonya beading, and how does it influence their cultural awareness and identity?
2. What are the potential benefits and challenges of incorporating Baba Nyonya beaded footwear as a traditional craft into formal education settings?

LITERATURE REVIEW

Integrating Cultural Heritage into Educational Curriculum: A Study on Baba Nyonya Beaded Shoes

Cultural heritage is a crucial aspect of identity formation and incorporating it in school curricula contributes to cultural memory sustenance. The Baba Nyonya beaded shoes a Peranakan culture symbol is one way to show how the power in education can change things and preserve a dying tradition. Cultural education promotes cultural pluralism, and respect for identity and dissemination of traditional know-how help preserve these intangible aspects that contribute to the specific character of places (UNESCO, 2017).

Actually, this integration relies on layers such as education management (Anderson, 2015). Integrating Nation with the participatory curriculum of Cultural Studies. By having artisans who produced Baba Nyonya beaded shoes collaborate with schools, students can learn about the technical skills involved while also understanding the history context (Hew & Cheung, 2013).

Well, like we have such workshops in last world heritage site Malacca for example the Peranakan Heritage Museum which did quite good job in preservation as well propagating this craft by paying students as forged hands (Tan, 2020). In contrast, some challenges have been declining (e.g., skilled artisans) (Lim 2018). Digital tools and virtual platforms may also provide a means of circumventing this barrier to some degree, enabling us to democratize our cultural education (Noh, 2017). In short, the above programme of injecting cultural heritage such as Baba Nyonya beaded shoes enable tradition to continue in syllabus. It seems schools could be a good tool for preserving cultural crafts for future generations using education management strategies and the technology of today.

Educational Strategies for Cultural Heritage: Managing the Transmission of Baba Nyonya Beaded Shoe-Making Skills

Aside from having the unique historical significance, it is believed that preserving traditional crafts can likewise retain a piece of our cultural soul. Education is important in transmitting the skills to upcoming generations. And Saugeres (2017) Cultural education is paramount, as recognized by UNESCO (2017), they draw on the example of Baba Nyonya community a combination of Chinese migration meets Malay traditions-style craft that may not survive unless young people learn why it matters Smith (2006). If nothing is done to introduce these initiatives, the delicate art of beaded shoe making may go out altogether.

In order to teach traditional crafts in a way that is effective, educational strategies should include integration with curriculum’s and provide hands-on learning. Students learn how to craft     Anderson (2015) points out that hands-on experience is necessary assist of techniques. Reflecting on where our Baba Nyonya beaded shoes come from, these workshops allow a closer glimpse into the complexity of intricate bead selection and design which is an important key to encouraging dairy appreciation for a cultural value. Hew and Cheung (2013) highlight how the inclusion of traditional arts in curriculum not only allows students to learn about specific technical skills, but also about the history and culture involved with these crafts.

Working with artisans offers a nimble mechanism for transmitting these traditional skills. Collaborations among schools and skilled craftsmen allow for a form of inter-generational knowledge exchange (Tan, 2020). With regards to Baba Nyonya beaded shoes, Lim (2018) goes so far as stating that this population decline of artisans is an urgent matter and hence the need for collaborations like these when it comes to heritage arts and crafts. Taught by professional and seasoned artisans, these limited-workshop student capacities help to preserve traditional methods in their ancient purity.

Although this tree has an excellent approach to teaching, it is still hard to carry the knowledge of craftsmanship down generations. There is a severe reduction in the focus on cultural heritage as part of education systems internationally and an aging artisan population (Lim, 2018). On words, through careful programs with digital tools such as online tutorial and virtual learning (Noh, 2017), we can enhance cultural education while protecting traditional crafts like Baba Nyonya beaded shoe making to our next generations. And, lastly, a marriage between the old learning system and new apprenticeships (with digital resources) is integral to ensuring that our cultural virtues go down generations.

Educational Management and Cultural Art Preservation: A Review of Teaching Baba Nyonya Beaded Shoes

In many ways, the survival of traditional crafts such as Baba Nyonya beaded shoes relies on effective educational strategies. Critical as education systems are, they will not address the issue adequately because cultural heritage is already disappearing and moving further from younger generations.For example, UNESCO (2017) suggests that cultural education is a necessary means of preserving identity and Smith (2006) notes the importance in both transferring crafts such as Baba Nyonya bead work through formal education.

Hands on Learning and Curriculum Integration Allowing them to participate in hands-on learning is crucial when teaching cultural arts. According to Anderson (2015) practical workshops teach the students of how things can and should be done in practice. Work comes in the form of workshops (beading) and classes where students learn to create enchanting designs with fine stitching, this goes for baba Nyonya beaded shoes. In addition, Hew and Cheung (2013), stated the integration of traditional crafts in education allows cultural understanding to be fused with heritage.

Challenges Collaboration through local artisans: Helps in the true delivery of skills by ensuring collaboration with artisans. As Tan (2020) notes, union between schools and artisans provide students with a learning experience directly from the master craftsmen themselves. That said, a declining number of artisans is not without its problems (Lim 2018). If there are not enough practitioners in place to teach, then the craft itself fades away. However, these activities are disappearing from society (we have little opportunity to use them) and educational institutions must ensure that they get the opportunities for traditional skills.

Noh (2017) writes that crafts such as Baba Nyonya beadwork can be learned through online tutorials and virtual workshops by students. It also opens access to it and remain financially viable for teaching the craft in modern academic settings. It takes a combination of hands-on learning, artisan collaboration and digital tools to integrate Baba Nyonya beaded shoemaking into education. Challenges like the shrinking number of artisans are part of what must be addressed to increase long-term sustainability and prevent that cultural skill from disappearing.

Bridging Tradition and Education: A Review of Pedagogical Approaches to Baba Nyonya Beaded Shoes

Baba Nyonya culture, a mix of Chinese and Malay tradition especially for the more well-heeled ladies who prized their beaded shoe as part of cultural identity. The paper reviews on operative pedagogical strategies that exists for instructing of the art within an educational management framework. Including cultural heritage in the educational system facilitates greater understanding and appreciation of our roots, so that we can provide appropriate learning opportunities.

This is why cultural pedagogy plays a key role by embedding that knowledge in the learning process (Biesta, 2011). Belonging and the importance of cultural identity education should be about belonging. By using Baba Nyonya beaded shoes as the subject matter, it hopes to advance technical skills and foster a level of cultural understanding that is associated with this practise. Important tactics include experiential and project-based instruction as well as culturally relevant teaching, all designed to help students prize their cultural heritage.

Based in experiential learning (Kolb, 1984), this entails students getting to practice their craft. Authentic Project-Based Learning  offers learners with the opportunity to work collaboratively on projects in which they investigate cultural contexts and culturally responsive teaching  a teaching strategy that combines necessary content knowledge and students’ lives by using their own culture as a vehicle for learning (Ladson-Billings, 1994; Thomas, 2000).

These methods cannot be implemented without proper educational management. Cultural heritage must be highlighted in the school setting and where creative teaching techniques need to prevail; leadership should ensure this. Engaging in working relationships between schools and community artisans’ aids student learning by connecting them with own their cultural heritage (Banks, 2006). Even at this time when resources are scarce, educators still can highlight cultural heritage recognition in curricula and save aspects of Baba Nyonya beaded shoe art for future generation.

METHODOLOGY

This research is qualitative in nature and aims to study the inclusion of Baba Nyonya beaded shoes into formal education by examining the perspectives of artisans. This qualitative paradigm will help deep understanding of the meanings, experiences and processes involved in teaching as well as learning traditional crafts in a contemporary educational setting. The study employs qualitative methods with interviews, and observations which develop rich textual data from diverse points of view. Creswell (2014) states that qualitative research is well suited to investigating cultural phenomena since this type of inquiry deals with the intricacies of the human experience, and other beliefs or practices that are not easily measured quantitatively.

Data Collection Methods

Semi-structured interviews

Semi-structured interviews are conducted with artisans, involved in the Baba Nyonya beading process. Interviews allow for the collection of personal insights and experiences from artisan, shedding light on their perceptions of the craft’s cultural value, the challenges they face in teaching or learning the craft, and the impact of these activities on cultural identity. Interviews with artisans also help identify effective pedagogical approaches and potential barriers to integrating traditional crafts into education.

Analysis of Documents

Programme guidelines curriculum documents related to cultural preservation educational policies were analyzed. This offered a wider perspective of how educational leadership may facilitate the curriculum assimilation of cultural arts. Similarly, best practices in heritage education were identified through official reports and UNESCO guidelines for cultural heritage education (UNESCO 2017).

Observation

Participant observation on artisans, in the context of research on Baba Nyonya beaded shoes observed in Melaka, provides useful information on how technical skills and cultural knowledge are transmitted. Viewing artisans in person provides the opportunity for the researcher to learn how they instruct complex beading techniques while incorporating a cultural understanding of Baba Nyonya footwear into their teaching. As an example, artisans might explain that some bead patterns carry symbolic meanings behind them reflecting the culture background of the craft. These workshops offer a range of experience-based learning opportunities helping students to become observant, curious and experience the craft through the experienced craftsmen who are guiding them not only with skills but also wisdom which holds cultural context.

An artisan may use different approaches to teaching depending on the needs of students. Some craftsperson might offer intricate, tactile demonstrations of the craft while others might share personal anecdotes or history associated with the art form. Through the observation of possible teaching regimens, how the artisan adjusts communication towards different learners as part of that regimen and is able to teach students both techniques and background knowledge of cultural meaning. The researcher could also follow how artisans negotiate the technical elements of beading with the narrative that informs students’ cultural understanding.

Such a direct form of observation following the artisan-student dynamic is critical to understanding how traditional knowledge gets passed on in the context of Baba Nyonya beading within Melaka. This allows assessment of the artisan teaching practices and preservation factor within crafts. Also, by actually looking into the interaction between artisan and students, this researcher can understand properly how such artisans become custodian of craft that ensures continuity of craft as well its cultural context.

This way, the researcher gets to gather rich data of traditional craft education/melting where traditional crafts information get passed down through generations and their connection with cultural heritage preservation within the dynamics of Melaka. This study would help to gain an understanding of the ways artisans contribute not just in passing down skills but also cultural perspectives and practicing continuity and persistence of traditions in contemporary settings.

Academic Journals and Articles

The aim of this study is to systematically survey the peer-reviewed journals and articles in cultural heritage education, traditional crafts and pedagogical approaches for entrepreneurial management. From academic record databases including JSTOR, Google Scholar and ERIC, the researcher collected the records of studies that examined the cultural arts integrated education program into an academic curricula. Particular attention to articles that addressed issues of the transmission of traditional skills as well as educational institutions in preserving culture. The second resource was a few academic books looking into the historical background and cultural meaning of Baba Nyonya crafts. Such texts were vital in establishing a context of how the craft evolved and the importance it holds within modern classrooms (Smith, 2006).

FINDINGS

Effective Integration of Baba Nyonya Beaded Footwear into Curriculum

This study describes the influence of formal education through Baba Nyonya beaded footwear, as students’ knowledge about and interest in traditional crafts increased significantly during exposure. This craft, as a part of the heritage from Southeast Asia gives students not only hands-on approaches to learning but also technical knowledge involves them in understanding better the context of how this can be translated into crafts. Thus, we found that students who learn to make these traditional shoes develop stronger cultural ties and a sense of pride and identity.

When Baba Nyonya beading is incorporated into the curriculum, students receive a tactile, experiential learning of culture, history and art relatively unique to this process. Through placing its emphasis on heritage connections, technical skills nurturing and cultural awareness development. The research stresses the importance of education in traditional crafts to refine skills while also encouraging cultural respect and significance so that cultural traditions are safeguarded and transmitted to subsequent generations.

Role of Educational Management in Facilitating Integration

It is therefore important that in the future, successful integration of traditional crafts such as Baba Nyonya beaded footwear into formal education will be more suited by a good educational management. Educational leaders and administrators will, as in previous examples, play the key role in establishing cultural practices of embedding them in the curriculum. And support of school leadership, one of the most important measures in integrating this new tech into student life. It will provide help not only with obtaining the resources and materials that they need, but also professional development for teachers, as well as some links to local artisans.

In addition, they can be sure to integrate with local craftsmen in a way that gives the students real hands-on experience. With the help of artisans, these schools will have students learn from those who directly learned from people that inherited the culture that creates Baba Nyonya beaded slippers. Combining this real-world experience with the technique and artistry of traditional textile art will amplify students’ technical skills alongside contextual and cultural awareness.

Hence, educational management is going to be the foundation for integrating traditional crafts into education in future. The potential for these programs to exhale and stretch their wings is limited without firm leadership and sustainable supply of funding, professional development opportunities, and reinvigorated community involvement. Nevertheless, while these essential components are facilitated by educational leaders being on the scene to save cultural heritage, they will also offer room for students to establish connections with their heritage. Also through these initiatives, cultural diversity will be made available and salaciously contribute to the process of building identity and pride among students as a generation in future who appreciate and put into practice traditional crafts. This will be the catalyst for an expansion of cultural diversity in our future educational system (Harris, 2011.)

Challenges in Implementing Traditional Craft Education

Traditional crafts, such as Baba Nyonya beaded shoes, carry immense cultural and historical significance, yet face several challenges when integrated into formal education. Artisans argue that the lack of recognition in the curriculum marginalizes these crafts, prioritizing technology and mainstream art over traditional skills. Without proper institutional support, crafts like Baba Nyonya bead-work are underrepresented, depriving students of a deeper understanding of their cultural value.

Another challenge is the lack of hands-on learning opportunities. Baba Nyonya beading requires practical training, which is often overshadowed by theory-focused education. Artisans believe that schools should collaborate with local craftsmen to provide authentic, hands-on experiences, but the absence of such opportunities leaves students with only a superficial understanding of the craft.

Additionally, the tension between tradition and innovation complicates the teaching of traditional crafts. While modernizing crafts can attract a broader audience, artisans fear that it may dilute the essence of the craft. Education systems should strike a balance, ensuring that students first master traditional techniques before exploring innovation.

Cultural context also presents a challenge. Baba Nyonya beading is rich in symbolism, but educational systems often treat these crafts as isolated skills, ignoring the historical and cultural narratives behind them. Artisans stress the importance of integrating cultural education into the curriculum to help students appreciate the craft’s significance.

Finally, economic viability remains a concern. Traditional crafts are often seen as hobbies rather than careers, which discourages students from pursuing them. Artisans advocate for educational programs that link traditional crafts with entrepreneurship, offering students the tools to create sustainable careers within the field.

To preserve traditional crafts like Baba Nyonya beaded shoes, educational systems must address these challenges by promoting hands-on training, balancing tradition and innovation, and integrating cultural context into the curriculum. By doing so, we can ensure the survival and relevance of these crafts for future generations.

Cultural Significance and Heritage Conservation

For one, merging traditional crafts such as Baba Nyonya beaded shoes into the Malaysian education system is an important step towards conserving aspects of cultural heritage whilst enhancing educational experiences. This enables the students to reconnect with their cultural roots and at the same time makes sure that they are aware of and cherish local celebrations. When schools include Baba Nyonya beading as part of their subject syllabus, they are actually contributing to preserving one of the important arts that have become part of Southeast Asian history, identity and craftsmanship (Cheng-Beng, 2011).

This cultural integration has dual advantage. Firstly, it supports heritage conservation as students learn not only the craftsmanship itself but also the cultural significance and narratives associated with these skills. Knowing how to do Baba Nyonya beading is so that able to ensure students could appreciate the detailed works and have a hands-on experience with something tangible from the past.  They help preserve traditional cultural knowledge through practice, developing respect for local artistry.

Secondly, promoting cultural learning in the curriculum will gives students a well-rounded experience with an inclusive approach encouraging them to see beyond regions. Traditional crafts pass on cultural awareness and sensitivity, equipping students to appreciate the diversity within their society. Beyond mastering technical and artistic skills, this process instills an understanding and appreciation for cultural history that plays a role in their personal education as they become responsible citizens.

This study reveals the essence of integrating traditional crafts into formal education in a way that it serves both educational and cultural needs of the community. Not only does it give students valuable skills that are easily transferred to the job market, but also helps preserve local heritage. Educational programs such as this embrace crafts with cultural significance like Baba Nyonya beaded footwear, instilling a sense of identity in students and promoting cultural cohesion and appreciation of their own culture.

RECOMMENDATIONS

This study presents several key recommendations for effectively integrating traditional crafts, such as Baba Nyonya beaded footwear, into formal education.

Educational management should first, create the structures and policies to help traditional crafts for their inclusion. Above all, school leaders and administrators must take the lead in securing resources, including budgets for materials needed to teach these crafts. In addition, there is a need to deepen collaborations with local cultural institutions and craftsmen in order to offer students genuine practical learning opportunities. In this sense too, administrators must also prioritize the professional development of teachers by providing for specific training in both the technical and cultural components of craft-based lesson.

Furthermore, culturally sensitive and relevant curricula should be created to trans-gress discipline boundaries in the context of traditional crafts. For instance, Baba Nyonya beaded footwear can be included in art curricula which integrates a history/social study component, enabling students to view their heritage in an even wider context. Institutions of learning have to be reflecting the traditional crafts in their student population with continuously reviewed and updated curriculum. The potential is there to combine cultural awareness with technical skills so that as students learn the craft skills, they can also have a deeper appreciation for their heritage.

A second key recommendation is the provision of specialized teacher training, addressing both technical and cultural aspects of traditional crafts. Creative teachers should spend time in workshops or apprenticeships under master artisans to learn about the craft as well as its connection with cultures. This will ensure that educators can teach traditional crafts authentically — providing students with a sense of cultural pride and respect for customs.

Lastly, schools need to set up an assessment of the effect on the curriculum in integrating traditional crafts. Data collected through surveys, pre- and post-assessments, and feedback sessions can reveal how education forged around crafts adds to students’ educational experiences and cultural knowledge. Through frequent use of this data, education leaders can revise their methods in ways that guarantee the inclusion of traditional crafts benefits both developments in student achievements, as well as cultural heritage.

These recommendations detail a sustainable way to integrate traditional crafts into education so that future generations can learn about and maintain cultural heritage. Educational institutions can create a middle ground between modern education and traditional values through development of culturally relevant curricula, appropriate teacher training support, and effective evaluation systems that strengthen ties to cultural identity in the educational experience.

CONCLUSION

In conclusion, “Cultural Pedagogy: Teaching the Art of Baba Nyonya Beaded Shoes through Educational Management” illustrates the need to pass on cultural elements by inculcating traditional crafts with contemporary education. Besides honing their technical skills, the curriculum also teaches students about cultural diversity and history through the art of Baba Nyonya beaded shoes. Learning in this context is facilitated by competent educational management making use of cultural pedagogy so that the learning can be more interesting and providing wide forest access. In the end, this not only helps maintain cultural practices but ensures a future for students to learn from and engage within bridging history with innovation.

CONFLICT OF INTEREST DECLARATION

The authors and co-authors certify that they are the only people who contributed to this manuscript. This article is original and has not been published with anyone else or considered for publication elsewhere. This work has not been published or is under consideration elsewhere. All authors have reviewed and approved the final manuscript, confirming that the research is based on their own investigations and supported by accurate background data. All authors agreed with the study’s results before submission. We declare no conflicts of interest related to the subject matter or materials discussed in this manuscript.

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