Australian Journal of Teacher Education
Abstract
Facilitating an inclusive pedagogy to close the gap that exists within the teaching of Indigenous Knowledge in Australia is a tall order for many teachers. This paper draws on responses to a national study and explores how music educators include Aboriginal and Torres Strait Islander music and culture into their practice. An online survey (December 2022-February 2023, N=109) informed the findings. Using thematic analysis, two themes (teaching challenges and opportunities, and bridging the gap) are discussed and key recommendations offered. Findings suggest that walking carefully towards bridging the gap is an opportunity for educational change in contemporary Australian classrooms.
Was this research funded?
No, research was not funded
Recommended Citation
Joseph, D., & Merrick, B. (2023). Walking Carefully Towards Bridging the Gap: Exploring Australian Music Educator Voices About Teaching Indigenous Music. Australian Journal of Teacher Education, 48(7). https://doi.org/10.14221/1835-517X.6457
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Music Education Commons, Music Pedagogy Commons, Music Practice Commons, Other Languages, Societies, and Cultures Commons, Other Music Commons, Other Teacher Education and Professional Development Commons