Reintegrating Northern Delta Cultural Identity into Primary Art Education in Vietnam: A Practice-Based Inquiry

This study explores the ways in which the cultural identity of Vietnam's NorthernDelta is integrated into primary-level art education through three data sources: analysisof Art textbooks (Grades 1–5), pedagogical experiments with sample lessons, andinterviews with teachers. Employing a qualitative and practice-based methodology,the study examines the symbolic depth, contextual relevance, and embodied affectiveengagement of learners. Findings indicate that while regional cultural identity isminimally present in current textbooks, it holds strong potential for reactivationthrough experiential and memory-based teaching. Based on these insights, the articleproposes an approach grounded in affective, embodied pedagogy that repositionscultural symbols not only as knowledge units but rather as affective memory fieldsthat nurture student identity. The study contributes a situated voice to globaldiscussions on arts education and advocates for context-responsive curricula groundedin local cultural spaces within postmodern educational paradigms.