Mapping the Boundaries of Musical Culture in the International Baccalaureate High School Curriculum

Autor/in	Ben, Antía González
Titel	Mapping the Boundaries of Musical Culture in the International Baccalaureate High School Curriculum
Quelle	In: Philosophy of Music Education Review, 30 (2022) 1, S.58-78 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1063-5734
Schlagwörter	Music Education; Educational Philosophy; Advanced Placement Programs; High School Students; Power Structure; Cultural Education; Cultural Pluralism; Epistemology; Curriculum Development; Discourse Analysis; Guides; Ethnocentrism + Suchen Sie Ihr Suchwort? Musikerziehung; Bildungsphilosophie; Erziehungsphilosophie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Culture; Education; Kulturelle Bildung; Kulturelle Erziehung; Kulturpluralismus; Erkenntnistheorie; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Diskursanalyse; Handbuch; Leitfaden; Ethnozentrismus
Abstract	In recent years, the study of musical cultures has gained popularity as a curricular intervention for increasing cultural diversity in school music curricula. Informed by Michel Foucault's analytics of power-as-effects, this paper examines some of the underlying epistemic premises of the notion of musical culture as it operates in music curricula. Additionally, it considers how this construct's discursive effects align with or contradict its presumed contribution to cultural inclusivity. I use the International Baccalaureate high school music curriculum as my exemplar because of the key role that the notion of musical culture plays in this increasingly popular curriculum. First, I contextualize the notion of musical culture socio-historically, pointing to this construct's Euro-Americentrism. Second, I argue that musical culture leans toward musical formalism. Third, I examine musical culture's presumed distinctiveness, indicating discursive connections to a nineteenth-century, Euro-American conceptualization of cultures as fixed and discrete. Fourth, I examine musical culture's presumed comparability, suggesting that the construct indirectly embraces Euro-American high art music as its frame of reference for analyzing all cultures. Based on this analysis, I suggest approaching the study of musical cultures relationally to render visible the dynamics of power and privilege that shape them. Finally, I consider the potential of abandoning the notion of musical culture altogether in favor of approaches that eschew establishing cultural boundaries. (As Provided).
Anmerkungen	Indiana University Press. 601 North Morton Street, Bloomington, IN 47404. Tel: 800-842-6796; Tel: 812-855-8817; Fax: 812-855-7931; e-mail: iuporder@indiana.edu; Web site: https://iupress.org/journals/pmer/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01