Reinventing and promoting traditional cultures and values in bali: a critical review of the government role in education and cultural exchange

Abstract

According to Chua Soo Pong, traditional Southeast Asian performing arts such as Subli in the Philippines, Chinese opera in Singapore, mak yong in Malaysia, wayang purwa in Java and lakhon chatri in Thailand, all demonstrate that theatrical events or rituals with music and dance elements have long served a variety of social, religious or political purposes. Recognising that each Southeast Asian country uses performing arts in its own agenda and priority, the performing arts has been used as a communication tool to reinforce certain social, religious or political ideals. The theatre, as Craig A. Lockard suggested, had long been an integral part of Southeast Asian cultures. More specifically, cultural identity and the performing arts share an interrelationship in the shaping and building of cultures in Southeast Asia. For many centuries, the Southeast Asian theatres have functioned as a channel for communication to reach the largely illiterate populations; till date it is still very much used as a communication tool to both literate and illiterate. Thus, not only can Southeast Asian performing arts be seen as an active, advocate voice that can build, strengthen and reinforce society’s belief system. It is also a passive, narrative voice that reflects and depicts the journey of the cultural identity of a nation. This chapter is set out against the wider social and cultural background to examine how higher education institutions promote and preserve traditional values, especially religious beliefs through Balinese traditional theatre. More specifically, this chapter discusses how local and international institutions promote the culture and belief systems of Bali, Indonesia. It will also examine the curriculums and strategies adopted by these institutions in promoting and preserving of Balinese traditional theatre. Based upon intensive literature review, cultural policy and survey of websites materials on existing educational programs, this chapter offers a systematic analysis of the relationship between cultural value formation and institutional response.