A Grounded Theory of Culturally Responsible Music Teaching

Autor/in	Bennett, Catherine
Titel	A Grounded Theory of Culturally Responsible Music Teaching
Quelle	In: Journal of Research in Music Education, 71 (2023) 2, S.229-259 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bennett, Catherine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4294
DOI	10.1177/00224294231165681
Schlagwörter	Culturally Relevant Education; Music Education; Music Teachers; Grounded Theory; Teaching Methods; Learning Processes; Kindergarten; Elementary Secondary Education; Constructivism (Learning); Teacher Attitudes; Student Attitudes; Student Diversity; Student Empowerment; Inclusion; Equal Education + Suchen Sie Ihr Suchwort? Musikerziehung; Music; Teacher; Teachers; Musiklehrer; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Lehrerverhalten; Schülerverhalten; Studienberechtigung; Inklusion
Abstract	The purpose of this study was to examine the nature of culturally responsible music teaching (CRMT) from the perspective of U.S. music teachers working in various formal settings. "Cultural responsibility" is an emergent concept regarding teaching and learning that (a) connects with students' cultural frames and lived experiences, (b) empowers students in their own construction of knowledge and art, and (c) opens students to multiple viewpoints and perspectives on the world and music so that students will have meaningful music experiences and a more meaningful life due to music. I selected a constructivist grounded theory methodology to examine the development of cultural responsibility as a complex, detailed process over time. I sought and found 31 participants who identified as progressive K-12 music teachers who empower diverse learners. Thirteen facets of cultural responsibility were found: inviting, relatable, reachable, interactive, active and student-driven, creativity-based, musically diverse, interdisciplinary, multimodal, enjoyable, heartfelt, crafted, and determined teaching and learning. Music teachers described engaging students in such processes in various, distinct ways. Data revealed that music teachers are more or less culturally responsible because of the elements (methods, aims, and beliefs) of their pedagogy and, in relation, the presence or absence of each facet. (As Provided).
Anmerkungen	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: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01