ERIC Number: EJ1069323
Record Type: Journal
Publication Date: 2015-Aug
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0255-7614
EISSN: N/A
Decolonizing Music Education: Moving beyond Tokenism
Hess, Juliet
International Journal of Music Education, v33 n3 p336-347 Aug 2015
Current music education curricula across Canada designate Western classical music as the music most worthy of study through emphasis on elements of music that are decidedly Western. Despite the way the curriculum is constructed, many music teachers strive to create diverse programs for their students. In her examination of women's studies programs, Chandra Talpade Mohanty (2003) puts forward three curricular models that describe the manner in which "Other" subject material is engaged in the curriculum within the discipline of women's studies. I rethink her pedagogical models and apply them to music education. Mohanty's first two models are more tokenistic in nature while the third model is comparative. While there are benefits to the first two models, the third, when applied to music, reveals that musics are better understood relationally. Mohanty's (2003) third pedagogical model has much to offer music education.
Descriptors: Music Education, Tokenism, Educational Practices, Curriculum Development, Womens Studies, Teaching Methods, Feminism, Power Structure, Theory Practice Relationship, Models, Educational Development, Educational Change, Classical Music, Foreign Countries
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A