Embracing Identity: An Examination of Non-Western Music Education Practices in British Columbia

Autor/in	Tuinstra, Beth
Titel	Embracing Identity: An Examination of Non-Western Music Education Practices in British Columbia
Quelle	In: International Journal of Music Education, 37 (2019) 2, S.286-297 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0255-7614
DOI	10.1177/0255761419827359
Schlagwörter	Music Education; Educational Practices; Non Western Civilization; Foreign Countries; Cultural Pluralism; Culturally Relevant Education; Inclusion; Postcolonialism; Music Teachers; Teacher Attitudes; Elementary School Teachers; Secondary School Teachers; Barriers; Classroom Environment; Classical Music; Student Diversity; Public Schools; Private Schools; Instructional Program Divisions; Student Behavior; Educational Needs; Canada + Suchen Sie Ihr Suchwort? Musikerziehung; Bildungspraxis; Ausland; Kulturpluralismus; Inklusion; Post colonialism; Postkolonialismus; Music; Teacher; Teachers; Musiklehrer; Lehrerverhalten; Elementary school; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Klassenklima; Unterrichtsklima; Public school; Öffentliche Schule; Private school; Privatschule; Student behaviour; Schülerverhalten; Educational need; Bildungsbedarf; Kanada
Abstract	Although traditional music programs and university music and music education training programs have mostly incorporated Western classical music, British Columbia's new curriculum signifies a shift from the Western classical framework to one that is more inclusive of the cultural diversity that exists in Canada. Using the frameworks of decolonization, non-Western music education, and music education and identity, I researched the current practices, experiences, and attitudes of British Columbian kindergarten to Grade 12 (K-12) music educators. I used a mixed-methods questionnaire to gain an understanding of the practices, experiences, and attitudes of these educators (N = 80). Through this examination, I discovered that although 84% of respondents felt that it was important for students to receive a diverse, non-Western music education, only 63% currently utilized non-Western musics in their teaching practices. Respondents included the benefits or difficulties that they have experienced while including non-Western musics in their teaching practices, but they also talked about the barriers that have prevented them from including non-Western musics into their teaching practices. However, educators reported that by including non-Western musics, students showed greater joy, self-expression, engagement, open-mindedness, and empathy for others, causing a positive shift in classroom culture. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01