Embracing identity: an examination of non-western music education practices in British Columbia

dc.contributor.authorTuinstra, Beth
dc.contributor.supervisorPrest, Anita
dc.date.accessioned2018-04-30T20:56:11Z
dc.date.available2018-04-30T20:56:11Z
dc.date.copyright2018en_US
dc.date.issued2018-04-30
dc.degree.departmentDepartment of Curriculum and Instructionen_US
dc.degree.levelMaster of Arts M.A.en_US
dc.description.abstractBritish Columbia (BC) is becoming increasingly diverse, so I began this research in an effort to understand the practices of other teachers across BC regarding the inclusion of musics that reflect the cultural diversity of their students. With the introduction of a new curriculum in BC beginning in 2015, music educators across the province can now meaningfully include musics that embrace the cultural diversity of their students. Additionally, Indigenous musics, worldviews, and teachings have their own elevated position as part of the new curriculum and are no longer grouped together with other musics as part of musics from a variety of cultural and social contexts. Thus, I surveyed BC music teachers to understand their current practices, experiences, and attitudes using a mixed-methods questionnaire using both open- and closed-ended questions. Decolonization and historical, philosophical, and theoretical supports for non-Western music education are the frameworks for this research. I distributed my questionnaire via the BC Music Educators’ Association listserve and conference, and I received eighty valid responses (N = 80). I discovered that 68% of participants currently utilize non-Western musics (nWM) in their own practices and of the 32% of participants who do not include nWM, 42% have used nWM in the past. Educators reported many benefits that they experienced through the inclusion of nWM, but they also reported some difficulties or barriers. Therefore, I will share the results of this exploration of the current practices, experiences, and attitudes of music educators in BC.en_US
dc.description.scholarlevelGraduateen_US
dc.identifier.urihttp://hdl.handle.net/1828/9302
dc.language.isoenen_US
dc.rightsAvailable to the World Wide Weben_US
dc.subjectMusic educationen_US
dc.subjectNon-Western music educationen_US
dc.subjectBC's new curriculumen_US
dc.subjectDecolonizationen_US
dc.subjectDecolonizing music educationen_US
dc.subjectPraxialismen_US
dc.subjectPhilosophy of music educationen_US
dc.subjectCulturally responsive music educationen_US
dc.subjectIdentity and music educationen_US
dc.subjectCultural diversityen_US
dc.subjectHistorical support for music educationen_US
dc.subjectMulticulturalismen_US
dc.subjectTheories of music educationen_US
dc.subjectBritish Columbia's new curriculumen_US
dc.subjectCurriculumen_US
dc.subjectMusic education in Canadaen_US
dc.titleEmbracing identity: an examination of non-western music education practices in British Columbiaen_US
dc.typeThesisen_US

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