01884nas a2200193   4500000000100000008004100001653003300042653001600075653001200091653001200103653001100115653002100126653002300147100001400170245012900184856015400313520120300467022002001670                                       d10aIntangible cultural heritage10aPERSPECTIVE10aTurkiye10aTurkiye10aUNESCO10aformal education10aHeritage education1 aA.E. Aral00aSeeing the glass half-empty: implications for safeguarding intangible cultural heritage through formal education in Türkiye  uhttps://www.scopus.com/inward/record.uri?eid=2-s2.0-85143666851&doi=10.1080%2f13527258.2022.2153264&partnerID=40&md5=32770ace847f2bc9840e67d480cf94bc3 aFormal education is a key element for safeguarding intangible cultural heritage (ICH) in Convention for the Safeguarding of the Intangible Cultural Heritage (ICH Convention) and definitions in Articles 2.2 and 14. However, integration of ICH into schools is challenging, due to problems in adapting the ICH Convention into national, regional and local contexts. This article critically examines Türkiye’s experience in ICH safeguarding through formal education and its negative implications. Focus is on primary education Folk Culture course that was introduced after Türkiye ratified the ICH Convention in 2006. The course was attended by 206,570 students in the 2018–2019 academic year. Findings on curricula and interviews with teachers reveal that assignments of a particular unit to support the transmission of ICH is inefficient and misleading, since teachers were insufficiently involved in capacity-building activities. This article discusses how ineffective formal education can create ICH marginalisation and render it institutionally non-functional. Formal education can be a double-edged tool with advantages and disadvantages for safeguarding, with possible negative conclusions.  a13527258 (ISSN)