Challenging exclusionary paradigms in the traditional musical canon: Implications for music education practice

ASU Author/Contributor (non-ASU co-authors, if there are any, appear on document)
Susan Mills Ph.D., Music Education Coordinator (Creator)
Institution
Appalachian State University (ASU )
Web Site: http://www.library.appstate.edu/

Abstract: The authors propose that best practices in music education require a conceptual understanding of music teaching and learning based on a perspective of social justice and equitable access for all students. Examinations of the relationship between the tenets of culturally-responsive teaching and three dimensions of music teaching and learning (musical content, instruction, and context) are presented: (1) historically, through the identification of neglected African American contributions to Appalachian music; and (2) pedagogically, through the chronicling of social justice content and culturally-responsive instruction as taught in an urban university and public middle school. The implications of issues of power and social justice for music education are further contextualized within the lens of critical pedagogy to uncover possibilities for a 21st century canon of music teacher preparation that will maximize the potential to transform music education practice.

Additional Information

Publication
Kindall-Smith, M., McKoy, C. L., & Mills, S. W. (2011). Challenging exclusionary paradigms in the traditional musical canon: Implications for music education practice. Version of record published in: International Journal of Music Education, 29(4), 374-386. doi:10.1177/0255761411421075 The official online Sage version of this article can be found at http://ijm.sagepub.com/content/early/2011/09/24/0255761411421075
Language: English
Date: 2011