Tertiary Educators' Voices in Australia and South Africa: Experiencing and Engaging in African Music and Culture

Autor/in	Joseph, Dawn
Titel	Tertiary Educators' Voices in Australia and South Africa: Experiencing and Engaging in African Music and Culture
Quelle	In: International Journal of Music Education, 33 (2015) 3, S.290-303 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0255-7614
DOI	10.1177/0255761413516063
Schlagwörter	College Faculty; Teacher Attitudes; African Culture; Foreign Countries; Cultural Awareness; Interviews; Music Education; Phenomenology; Multicultural Education; Teacher Competencies; Social Change; Teacher Education Programs; Consciousness Raising; Minority Groups; Music Teachers; Teaching Methods; Australia; South Africa + Suchen Sie Ihr Suchwort? Fakultät; Lehrerverhalten; Africa; Culture; Afrika; Kultur; Ausland; Cultural identity; Kulturelle Identität; Interviewing; Interviewtechnik; Musikerziehung; Phenomenological psychology; Phänomenologie; Psychologie; Multikulturelle Erziehung; Lehrkunst; Sozialer Wandel; Bewusstseinsbildung; Ethnische Minderheit; Music; Teacher; Teachers; Musiklehrer; Teaching method; Lehrmethode; Unterrichtsmethode; Australien; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Music tertiary educators can foster positive experiences that promote diversity, enhance intercultural and cross-cultural understanding through our teaching. Through findings of interview data of tertiary music educators' understandings of multicultural music practice at two South African universities and at an Australia university, I used interpretative phenomenological analysis to analyse the data. Two major themes emerged: why is it important to teach multicultural music like that of Africa, and what are some of the effective ways of preparing students to best teach it? The data provides insights into an appreciation of and respect for music and cultural diversity. In multicultural societies educators cannot deliver courses based solely on one's own identity and cultural perspective. I argue that music education may be seen as an agent of social change where music teaching and learning can occur through exploring, experiencing, expressing and engaging in the music of our own culture and that of others. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01