Ladakh: The emergence of a cultural heritage. Identity politics and pedagogical interventions in the context of an increasing tourism

旅游业不仅被认为会危及所访问的文化，而且会使其得到承认，从而使拉达克当地人民的身份构成得到承认。在DFG完成的一个关于旅游和土著体验的项目中，拉达克人的身份成为传统和现在之间的一个问题。除了如何在个人层面上确定自己的身份这一具有挑战性的任务外，旅游业还在不同的文化政治代理人和组织之间就如何确定拉达克的文化遗产进行了斗争。他们试图通过利用不同形式的身份政治和教学努力来传达他们对具有约束力但濒临灭绝的遗产的看法。这些形式包括：保证佛教徒的道德认同，这种保证与政治要求相结合;试图保留传统的农村生活方式及其相应的社会结构;试图将被认为是自己的东西纳入学校课程或传统做法或文化技巧的特别教学项目。对于拉达克身份的确切含义，存在着完全不同甚至相互矛盾的方法。本项目的目的是分析这些方法的逻辑，这些方法遵循现代教学模式：有价值的东西必须被呈现为不能被视为理所当然的东西-作为受到威胁和偶然的东西。与此同时，教学对象被要求决定什么对他们的文化认同是重要的。正是这种主权与组织和文化政治代理人所采用的身份政治方案相矛盾。对教育学启蒙和身份政治的这种竞争模式的分析，以及它的极端冲突和霸权策略，是该项目的中心主题。这也包括身份政治如何在这一冲突领域寻求合法化的问题，面对一种通过提及文化遗产来推销身份的旅游形式。

Tourism is not only considered to endanger the visited culture, but also to enable its recognition and thus the identity constitution of the local people of Ladakh. In a completed DFG project on tourist and indigenous experiences the Ladakhi identity became manifest as a problem between tradition and present. Besides the challenging task on how to determine one s own identity on an individual level, tourism has brought about a struggle among different cultural political agents as well as organizations on how to determine a cultural heritage of Ladakh. They attempt to convey their view of a binding, yet endangered heritage by utilizing different forms of identity politics and of pedagogical efforts. These forms entail: the reassurance of moral-buddhist identity, a reassurance that is combined with political demands; the attempts to preserve a traditional rural life-style with its corresponding social structures; particular pedagogical projects that attempt to implement what is considered to be one s own into school curriculum or in traditional practices or cultural techniques. There exist quite disparate or even contradictory approaches what the Ladakhi identity precisely is to mean. It is the aim of this project to analyze the logic of these approaches that follow a modern pedagogical pattern: What is valuable has to be presented as something that cannot be taken for granted - as something that is threatened and contingent. Simultaneously the pedagogical addressees are called to decide on what is important for their cultural identity. It is precisely this sovereignty that stands in contradiction to the programs of identity politics employed by the organizations and cultural-political agents. The analysis of this competing patterns of pedagogical enlightenment and identity politics, with its agonal conflicts and hegemonic strategies is the central theme of the project. This includes as well the question on how identity politics seeks to legitimize itself within this field of conflicts, facing a form of tourism that precisely sells identity by referring to cultural heritage.