Leveraging Folk Religion and Symbolic Art in Inclusive Education: Cultural Identity and Art Therapy Practices in Northern Vietnam

Abstract

This study explores the intersection of cultural heritage and inclusive education, drawing on the legends and symbolic representations of the Four Immortals (Tứ Bất Tử) in Northern Vietnam as pedagogical resources for special education. Employing a qualitative methodology that integrates literature review, field observation, visual analysis, and artistic practice, the research is grounded in Cultural Diffusion Theory, Structural and Functional Theory, Semiotic Theory, Symbolic Interaction Theory, and Aesthetic Theory, alongside approaches from Conceptual Art and Installation Art. The study aims to demonstrate how indigenous belief systems can be adapted to support cultural identity formation and art therapy among diverse learners. Findings reveal that the syncretic nature of folk religion in Northern Vietnam offers a dynamic framework for inclusive educational practices. The legends and visual representations of the Four Immortals serve as powerful vehicles for moral education, social cohesion, and emotional expression. By translating sacred symbolism into contemporary art creation, educators can cultivate cultural identity and provide meaningful, culturally responsive art therapy interventions. This research underscores the value of integrating indigenous cultural resources into special education curricula to promote holistic development and inclusive learning environments for students with diverse needs.