The Cultural Identity of Chinese Lanterns: An Investigation from the Multi-Perspective of Experts, Inheritors, and Designers

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Huiming Ke, Krisada Daoruang

Abstract

As a core visual symbol of Chinese culture, the Chinese lantern is undergoing a complex and tense negotiation of its cultural identity amidst the transformation of contemporary society. This research focuses on the lantern, a core visual symbol of China’s intangible cultural heritage, examining its dynamic construction and negotiation of cultural identity within a globalised context. To transcend the limitations of existing research, this study developed a multi-perspective analytical framework integrating insights from cultural experts, intangible cultural heritage inheritors, and cultural and creative product designers. Drawing on semi-structured in-depth interviews and thematic analysis, It systematically maps the perceptions of these three groups. This study reveal that cultural experts view the lantern as a “representation of history,” highlighting its symbolic significance as a carrier of national collective memory; intangible cultural heritage inheritors emphasise the “existence and continuity of craftsmanship,” focusing on concrete practice and the preservation of authenticity; cultural and creative product designers, however, transform them into marketable design vocabulary according to “market logic”. These conflicting yet complementary perspectives contribute to continuously regenerating the lantern’s cultural identity through interaction. The research not only reveals the complex layers of Chinese lantern cultural identity but also provides theoretical tools and practical pathways for the protection, inheritance and innovation of intangible cultural heritage. It further reaffirms the significance of cultural subjectivity and sustainable negotiation within the context of globalisation.

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How to Cite
Huiming Ke, Krisada Daoruang. (2026). The Cultural Identity of Chinese Lanterns: An Investigation from the Multi-Perspective of Experts, Inheritors, and Designers. International Journal of Special Education, 41(8s), 1141–1166. Retrieved from https://internationalsped.com/index.php/ijse/article/view/3520
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General