| Abstract |
Although music education is inherently multicultural (Elliott D. J. Praxial music education: reflections and dialogues. Oxford University Press, 1995), from a systemic perspective, it is still structured and carried out in surprisingly ethnocentric ways. I argue one step in what is sure to be a lengthy journey towards higher levels of intercultural sensitivity in music education should involve making music education “systems” more interculturally-sensitive themselves. In this chapter, I unpack four deeply engrained systemic tendencies that have thus far prevented the field of music education from fulfilling its unique potential to function as a powerful form of global education. As the chapter concludes, I consider how these curricular tendencies can be understood as manifestations of unresolved issues related to the DMIS ethnocentric stages (Denial, Defense, and Minimization). |
| Authors |
Jennifer M. Mellizo 
|
| Journal Info |
Springer International Publishing | Re-Imagining Curricula in Global Times , pages: 37 - 56
|
| Publication Date |
7/29/2023 |
| ISSN |
2522-8269 |
Type |
book-chapter |
| Open Access |
closed
|
| DOI |
https://doi.org/10.1007/978-3-031-37619-1_3 |
| Keywords |
Music Education (Score: 0.638015) , Musical Development (Score: 0.545526) , Music Perception (Score: 0.532755) , Inclusive Education (Score: 0.531204) , Motivation in Music (Score: 0.507685)
|
