01852nas a2200229   4500000000100000000000100001000000100002008004100003260000800044653001400052653003300066653001000099653003200109653003300141100001800174245011400192856014300306300001200449490000700461520113400468022002001602       2019                            d  cmay10aIndonesia10aactor–network theory (ANT)10aBatik10aCultural Heritage Education10aIntangible cultural heritage1 aChing-Yi Wang00aBuilding a Network for Preserving Intangible Cultural Heritage through Education: A Study of Indonesian Batik  uhttps://www.scopus.com/inward/record.uri?eid=2-s2.0-85053726024&doi=10.1111%2fjade.12200&partnerID=40&md5=4b8f213ceabad88d78be57fc5ec79de8  a398-4150 v383 aThis study aims to discuss a strategy to preserve intangible cultural heritage in education and to deliberate on the batik network in Pekalongan, Indonesia. To investigate the network, this study adopted a framework based on the actor–network theory (ANT). The research data was obtained through observation, interviews and document analysis. Interviews were conducted with eight interviewees who are working professionals in batik. The study achieved the following results: 1. Cultural heritage education needs to connect with the needs of everyday life within the context of the current situation and the social environment. 2. A successful cultural heritage educational network must include the efforts of industry, government, schools, museums and research institutions so that everyone can derive maximum benefit from the network and achieve a sense of accomplishment. 3. Attentiveness to conscious cultural heritage contributes to the promotion of education. Batik knowledge is built by interactions between batik workers, batik, batik museums, school teachers, and workshops or classes, such as student work in schools.  a14768062 (ISSN)