Graduate Research Papers

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Graduate Research Paper (UNI Access Only)

Abstract

The demographic makeup of public schools in the United States has become increasingly diverse during the first quarter of the 21st century. The education profession at large has been discussing necessary pedagogical shifts to support a wide array of cultures in the classroom. Educational theorists such as Gloria Ladson-Billings and Geneva Gay have authored numerous articles and books on culturally relevant pedagogy and culturally responsive teaching. Theorist Django Paris later extended the conversation when he coined the term culturally sustaining pedagogy in a “loving critique” of the earlier relevant and responsive pedagogies (Alim et al, 2020). In music education, culturally responsive teaching has become a rising theme as music teachers recognize the need to respond to the diversity in their classrooms. Music educators hold an important role as cultural transmitters, but are not usually well equipped to transmit any musical culture outside of Eurocentric music traditions (Bond, 2017; Brown-Jeffy & Cooper, 2011). The purpose of this literature review was to examine the foundations of broader culturally responsive education and investigate practical measures music teachers can implement to maintain and sustain their students’ cultural identities within their music education environments.

Year of Submission

2024

Degree Name

Master of Arts

Department

School of Music

First Advisor

Kevin Droe

Date Original

2024

Object Description

1 PDF file (27 pages)

Language

en

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