ERIC Number: EJ1141728
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Reference Count: 72
Culturally Responsive Education in Music Education: A Literature Review
Bond, Vanessa L.
Contributions to Music Education, v42 p153-180 2017
Demographic shifts in public school enrollment within the United States necessitate preparing preservice teachers to teach students with backgrounds that differ from their own ethnically, linguistically, racially, and economically. Culturally responsive education (CRE) is a pedagogy used to validate students' varied experiences, and to teach to and through their strengths. CRE emphasizes high expectations, the formation of cultural competence, and development of a critical consciousness. Although the philosophical principles of culturally responsive education have been addressed in general education literature for over thirty years, the presence of the term culturally responsive education in music education dialogue is a relatively recent phenomenon. The purpose of this literature review was to describe how and for what purposes culturally responsive education has been addressed in music education.
Descriptors: Culturally Relevant Education, Music Education, Music, Preservice Teachers, Music Teachers, Public Schools, Multicultural Education, Preservice Teacher Education, Critical Theory, Race
Ohio Music Education Association. Cleveland State University, 2121 Euclid Avenue MU332, Cleveland, OH 44115. e-mail: email@example.com; Web site: http://www.omea-ohio.org/v3_resources/v3_resources/cme.html
Publication Type: Journal Articles; Information Analyses; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A