Document Type
Book Chapter
Publication Title
The Politics of Diversity in Music Education
Publisher
Springer, Cham
School
Kurongkurl Katitjin / Centre for People, Place and Planet
RAS ID
35538
Abstract
This chapter argues for the full, respectful curricular inclusion of Aboriginal and Torres Strait Islander music in order to promote a more balanced and equitable social and cultural vision of the nation-state in Australian schools. It challenges views that claim Indigenous cultures have been irretrievably lost or are doomed to extinction, as well as the fixation on musical authenticity. We propose that the gradual broadening of Indigenous musical expressions over time and the musical renaissance of the new millennium have created an unprecedented opportunity for current music educators to experience the educative power of Aboriginal and Torres Strait Islander music. This means that culturally nonexposed music teachers can employ familiar musical-technical approaches to the music even as they begin to more fully investigate the music’s cultural-contextual meanings. The chapter considers issues that impinge on the music’s educative power, especially those relating to its definition, its intended audiences, and pedagogies. It aims to help clear the way for the classroom to become an environment in which students can sense the depth and vitality of contemporary Australian Indigenous music.
DOI
10.1007/978-3-030-65617-1
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Included in
Australian Studies Commons, Education Commons, Music Commons, Sociology of Culture Commons
Comments
Webb, M., & Bracknell, C. (2021). Educative power and the respectful curricular inclusion of Aboriginal and Torres Strait Islander music. In A. A. Kallio, H. Westerlund, S. Karlsen, K. Marsh & E. Sæther (Eds.), The Politics of Diversity in Music Education (pp. 71-86). Springer, Cham. https://link.springer.com/chapter/10.1007/978-3-030-65617-1_6