Cultural Identity and Resilience through Song: Hakka Narratives in the Performance of Gongguan Mu Yu

Abstract

Background: Gongguan Mu Yu is a traditional narrative folk song form performed in the Hakka dialect "Ya Hua," and it is anchored in the everyday life of Gongguan Town, Hepu County, Guangxi Zhuang Autonomous Region of China. Music, particularly in traditional societies, serves not only as entertainment but also as a powerful vehicle for expressing identity and cultural memory.

Objective: This study investigates the performance of Gongguan Mu Yu as a cultural practice that expresses Hakka identity and supports community resilience in the Guangxi Zhuang Autonomous Region, China.

Methodology: This research adopts a qualitative ethnographic design, incorporating participant observation, in-depth interviews, and thematic content analysis of performances. This approach enabled the researchers to describe Gongguan Mu Yu and uncover its embedded meaning through lived community interactions.

Results: The performance of Gongguan Mu Yu embeds the song form within the community’s historical, social, and cultural context, enabling a resonant portrayal of emotions that is enhanced by the Hakka dialect and its relatability to shared experiences. It is utilised in ritual and socio-recreational activities, demonstrating adaptation to modern realities through digital media promotion and youth involvement. Its successful preservation stems from a combination of both local administrative structures and grassroots initiatives.

Conclusion: Gongguan Mu Yu exemplifies a living historical practice that connects the past with the present, evolving in tandem with the community’s social changes while fundamentally preserving its cultural identity.

Unique Contribution: This study highlights Gongguan Mu Yu’s capacity to survive and evolve through community-driven innovation and social embedding, offering new insights into how musical heritage functions as a resilient force within minority ethnic cultures.

Key Recommendations: Future efforts should focus on the instructive role of Mu Yu and its potential integration into the local curriculum, its promotion on digital platforms, and formalising the informal, gendered documentation of teaching roles.