(Re)organizing the Music Curriculum as Multicultural Music Education

Autor/in	de Villiers, Alethea Cassandra
Titel	(Re)organizing the Music Curriculum as Multicultural Music Education
Quelle	In: International Journal of Music Education, 39 (2021) 4, S.383-393 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (de Villiers, Alethea Cassandra)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0255-7614
DOI	10.1177/0255761420986219
Schlagwörter	Music Education; Curriculum Development; National Curriculum; Educational Philosophy; Foreign Countries; Cultural Pluralism; Cross Cultural Studies; Language of Instruction; Learning Processes; Teaching Methods; Comparative Education; Hidden Curriculum; Musical Instruments; Music Theory; History; Drama; Dance Education; Elementary Secondary Education; South Africa; Australia + Suchen Sie Ihr Suchwort? Musikerziehung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsphilosophie; Erziehungsphilosophie; Ausland; Kulturpluralismus; Cultural comparison; Kulturvergleich; Teaching language; Unterrichtssprache; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Vergleichende Erziehungswissenschaft; Heimlicher Lehrplan; Musikinstrument; Musiktheorie; Geschichte; Geschichtsdarstellung; Schauspiel; Dance; Education; Tanzerziehung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Australien
Abstract	Cultural hegemony permeates society and is spread through social institutions. These institutions socialize people into the norms, values and beliefs of the dominant social groups. Moreover, cultural hegemony is spread and perpetuated through education in the form of compulsory education, a national curriculum, national assessments, as well as the hidden curriculum. The cultural hegemony of Western Art Music is established as the standard of music making and is institutionalized in education systems, national curricula and national assessment practices because it is inherent in ideologies and decision making. To counter the dominant hegemony, multicultural education philosophies have been adopted in democracies. The purpose of multicultural education is to change the dominant hegemony and bring about transformation in policy, attitudes, curriculum, assessment, the language of instruction, and strategies for learning and teaching. In this article, I discuss and compare music curricula from South Africa and Australia to determine how multiculturalism is manifested in the curriculum content for music in schools. I also suggest possible frameworks for curriculum developers in democracies to consider, which would subvert the status quo and establish a counter-hegemony. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01