Sharing ownership in multicultural music : a hands-on-approach in teacher education in South Africa

South Africa prides itself in a rich and colourful array of the Arts where music plays a significant role in social regeneration, unity and reconciliation. Little research has been undertaken in teacher education courses in South Africa regarding the inclusion of African music within multicultural m...

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Bibliographic Details
Published in:Australian journal of music education 2012-07 (2), p.10-19
Main Author: Joseph, Dawn
Format: Article
Language:English
Subjects:
African music
Australia
Beliefs
Colonialism
Cultural Background
Cultural Capital
Cultural Differences
Cultural Pluralism
Democracy
Education Courses
Elementary School Teachers
Ethnic Diversity
Ethnic Groups
Experiential Learning
Foreign Countries
Inclusion
Indigenous cultures
Interviews
Minority Groups
Multicultural Education
Multiculturalism
Multiculturalism & pluralism
Music
Music Education
Music in education
Music Teachers
Official Languages
Ownership
Phenomenology
Postsecondary education
Preservice teacher education
Racial Segregation
Social Differences
South Africa
Study and teaching
Teacher centers
Teacher Education
Teacher Education Programs
Teacher Improvement
Teachers
Teaching
Teaching Methods
Training
University of Pretoria
University students
Values
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Summary:South Africa prides itself in a rich and colourful array of the Arts where music plays a significant role in social regeneration, unity and reconciliation. Little research has been undertaken in teacher education courses in South Africa regarding the inclusion of African music within multicultural music practice. Using the theoretical frameworks of understanding multiculturalism, the author reports on the teaching and learning of multicultural music at Pretoria University during a week's visit in October 2010. The narrative highlights what the author learnt, and reports on the interview data with the tertiary music educator. Using Interpretative Phenomenological Analysis, two themes are discussed: the need for multicultural music and the inclusion of students as indigenous culture bearers. Lessons learnt at Pretoria University can be replicated elsewhere in Australia where the sharing of ownership in multicultural music as a hands-on approach is viewed positively, promoting understanding and respect in a shared space and place. [Author abstract, ed]
ISSN:0004-9484
1839-8294