A Cosmopolitan Culture-Bearer as Activist: Striving for Gender Inclusion in Nepali Music Education

Autor/inn/en	Westerlund, Heidi; Partti, Heidi
Titel	A Cosmopolitan Culture-Bearer as Activist: Striving for Gender Inclusion in Nepali Music Education
Quelle	In: International Journal of Music Education, 36 (2018) 4, S.533-546 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0255-7614
DOI	10.1177/0255761418771094
Schlagwörter	Foreign Countries; Music Education; Activism; Females; Gender Issues; Culturally Relevant Education; Social Influences; Cultural Influences; Context Effect; Social Change; Social Justice; Social Bias; Gender Bias; Nepal + Suchen Sie Ihr Suchwort? Ausland; Musikerziehung; Aktivismus; Politischer Protest; Weibliches Geschlecht; Geschlechterfrage; Sozialer Einfluss; Cultural influence; Kultureinfluss; Sozialer Wandel; Soziale Gerechtigkeit; Geschlechterstereotyp
Abstract	Although music education scholars have increasingly advised teachers to take heed of values, principles, and strategies of musical practices outside of school, very little has been written in music education regarding the ideological underpinnings of musical practices in these contexts. This article argues that musical practices outside of school do not necessarily provide ideal models to be directly applied in the music classroom, but need to be critically examined and transformed to better align with global imperatives such as inclusiveness. In addressing the imbalance between "inauthentic" learning in school and "authentic" learning outside of school, this article shows how working toward the global ideal of gender inclusion may require radical activism and a cosmopolitan approach countering the right of an ethnic group to practice and preserve their own distinctive culture. The life story of a Newar musician from the Kathmandu Valley is used to illustrate this argument by demonstrating what it takes for a "culture-bearer" to initiate radical processes of social change and transformation. In this qualitative narrative case study, we asked what kind of context-specific, socio-cultural negotiation was required to overcome the challenges the musician faced in including girls and women in musical learning in a Newar community. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01