Patriotism and Nationalism in Music Education

This is the first book to introduce an international dialogue on this important theme; nations covered include Germany, the USA, South Africa, Australia, Finland, Taiwan, Singapore and Canada.

Patriotism and Nationalism in Music Education

Patriotism and Nationalism in Music Education

Music has long served as an emblem of national identity in educational systems throughout the world. Patriotic songs are commonly considered healthy and essential ingredients of the school curriculum, nurturing the respect, loyalty and 'good citizenship' of students. But to what extent have music educators critically examined the potential benefits and costs of nationalism? Globalization in the contemporary world has revolutionized the nature of international relationships, such that patriotism may merit rethinking as an objective for music education. The fields of 'peace studies' and 'education for international understanding' may better reflect current values shared by the profession, values that often conflict with the nationalistic impulse. This is the first book to introduce an international dialogue on this important theme; nations covered include Germany, the USA, South Africa, Australia, Finland, Taiwan, Singapore and Canada.

Globalization Nationalism and Music Education in the Twenty First Century in Greater China

1992, 1994, 1997a), meaning a cultural nationalism that imagines the nation as having a distinctive civilization based on a unique history, culture, and territory. Efforts were made to boost patriotic education when, in 1982, ...

Globalization  Nationalism  and Music Education in the Twenty First Century in Greater China

Globalization Nationalism and Music Education in the Twenty First Century in Greater China

This book will examine the recent development of school music education in Mainland China, Hong Kong, and Taiwan to illustrate how national policies for music in the school curriculum integrate music cultures and non-musical values in the relationship between national cultural identity and globalization. It will examine the ways in which policies for national identity formation and globalization interact to complement and contradict each other in the content of music education in these three Chinese territories. Meanwhile, tensions posed by the complex relationship between cultural diversity and political change have also led to a crisis of national identity in these three localities. The research methods of this book involve an analysis of official approved music textbooks, a survey questionnaire distributed to students attending music education programmes as well as primary and secondary school music teachers, and in-depth interviews with student teachers and schoolteachers in the three territories.

Difference and Division in Music Education

Music matters: A new philosophy of music education. ... White nationalism, armed culture and state violence in the age of Donald Trump. ... In D.G. Hebert & A. Kertz-Welzel (Eds.), Patriotism and nationalism in music education (pp.

Difference and Division in Music Education

Difference and Division in Music Education

Difference and Division in Music Education enriches existing diversity and social justice discourses by considering the responsibility of music education to respond to rising social discord and tensions. Although ‘hate’ is by no means a new concern for policymakers, educators, or musicians, the climate of fast communications, divisive politics, and intensified encounters with ‘difference’ has framed expressions of hate as a rising social problem to which we cannot afford complacency. This edited volume of ten contributed essays approaches ‘hate’ not as a monstrous aberration, but as a product of late modernity entangled within the complex power-relations that frame both governance and agency at the policy, institutional, and interpersonal levels. Schools, universities, and community organisations have been positioned on the front lines of addressing ‘hate’ and cultivating a healthy society. In recognising that music education is always both inclusive and exclusive, this volume interrogates the social norms and values that comprise the ‘common good’ and simultaneously cast certain musics, expressions, individuals, or social groups as different, divisive, hateful, or hated. Difference and Division in Music Education highlights the ethical and political dimensions of teaching and learning music across a number of geographical, cultural, and educational contexts and through a rich variety of perspectives.

Globalizing Music Education

In Search of Patriotism and Nationalism in the German Music Education Curriculum,” in Patriotism and Nationalism in Music Education, ed. David G. Hebert and Alexandra KertzWelzel (Farnham, UK: Ashgate, 2012), 29.

Globalizing Music Education

Globalizing Music Education

How do globalization and internationalization impact music education around the world? By acknowledging different cultural values and priorities, Alexandra Kertz-Welzel's vision challenges the current state of international music education and higher education, which has been dominated by English-language scholarship. Her framework utilizes an interdisciplinary approach and emphasizes the need for developing a pluralistic mode of thinking, while underlining shared foundations and goals. She explores issues of educational transfer, differences in academic discourses worldwide, and the concept of the global mindset to help facilitate much-needed transformations in global music education. This thinking and research, she argues, provides a means for better understanding global transfers of knowledge and ways to avoid culturally and linguistically hegemonic standards. Globalizing Music Education: A Framework is a timely call to action for a more conscious internationalization of music education in which everyone can play a part.

The Routledge Research Companion to Popular Music Education

Dynamics of the introduction of popular music, patriotism and nationalism into school music education In response to the challenges of an increasingly interconnected and interdependent world, education reforms in China have had to ...

The Routledge Research Companion to Popular Music Education

The Routledge Research Companion to Popular Music Education

Popular music is a growing presence in education, formal and otherwise, from primary school to postgraduate study. Programmes, courses and modules in popular music studies, popular music performance, songwriting and areas of music technology are becoming commonplace across higher education. Additionally, specialist pop/rock/jazz graded exam syllabi, such as RockSchool and Trinity Rock and Pop, have emerged in recent years, meaning that it is now possible for school leavers in some countries to meet university entry requirements having studied only popular music. In the context of teacher education, classroom teachers and music-specialists alike are becoming increasingly empowered to introduce popular music into their classrooms. At present, research in Popular Music Education lies at the fringes of the fields of music education, ethnomusicology, community music, cultural studies and popular music studies. The Ashgate Research Companion to Popular Music Education is the first book-length publication that brings together a diverse range of scholarship in this emerging field. Perspectives include the historical, sociological, pedagogical, musicological, axiological, reflexive, critical, philosophical and ideological.

Music Education in an Age of Virtuality and Post Truth

New York Times, November 19, 2016. www.nytimes.com/2016/11/20/us/politics/hamilton-cast-mike-pence-donaldtrump.html?_r=0 Hebert, David G. “Patriotism and Music Education: An International Overview.” In Patriotism and Nationalism in ...

Music Education in an Age of Virtuality and Post Truth

Music Education in an Age of Virtuality and Post Truth

This is a deliberately provocative book crossing many disciplinary boundaries and locating music and art education within a context of contemporary social and political problems in a time of growing disruption and authoritarianism. Intended firstly for music teacher educators, practicing music teachers, and graduate and undergraduate music education majors, the book also speaks to arts and media studies teachers, parents, or others interested in exploring how composing, performing, improvising, conducting, listening, dancing, teaching, learning, or engaging in music or education criticism are all political acts because fundamentally concerned with social values and thus inseparable from power and politics. Among the book’s central themes are the danger of democratic deconsolidation in the West and how music education can help counter that threat through the fostering of democratic citizens who are aware of music’s ubiquity in their lives and its many roles in shaping public opinion and notions of truth, and for better or for worse! The arts can obviously be used for ill, but as George Orwell demonstrated in his own work, they can also be employed in defense of democracy as modes of political thought and action affording opportunities for the revitalization of society through its re-imagining.

Theory and Method in Historical Ethnomusicology

Abril, Carlos R. “A National Anthem: Patriotic Symbol or Democratic Action?” In Patriotism and Nationalism in Music Education, edited by David G. Hebert and Alexandra Kertz-Welzel, 77-94. Farnham, Surrey, England: Ashgate, 2012.

Theory and Method in Historical Ethnomusicology

Theory and Method in Historical Ethnomusicology

Theory and Method in Historical Ethnomusicology demonstrates various ways that new approaches to historiography––and the related application of new technologies––impact the work of ethnomusicologists who seek to meaningfully represent music traditions across barriers of both time and space.

Handbook of Musical Identities

In: D.G. Hebert & A. KertzWelzel (Eds.) Patriotism and nationalism in music education, pp. 1–20. Aldershot: Ashgate. Hernández Castillo, A. (2010). Indigeneity as a field of power: Multiculturalism and indigenous identities in political ...

Handbook of Musical Identities

Handbook of Musical Identities

Music is a tremendously powerful channel through which people develop their personal and social identities. Music is used to communicate emotions, thoughts, political statements, social relationships, and physical expressions. But, just as language can mediate the construction and negotiation of developing identities, so music can also be a means of communication through which aspects of people's identities are constructed. Music can have a profound influence on our developing sense of identity, our values, and our beliefs, be it from rock music, classical music, or jazz. Musical identities (MacDonald, Hargreaves and Miell, 2002) was unique in being in being one of the first books to explore this fascinating topic. This new book documents the remarkable expansion and growth in the study of musical identities since the publication of the earlier work. The editors identify three main features of current psychological approaches to musical identities, which concern their definition, development, and the identification of individual differences, as well as four main real-life contexts in which musical identities have been investigated, namely in music and musical institutions; specific geographical communities; education; and in health and well-being. This conceptual framework provides the rationale for the structure of the Handbook. The book is divided into seven main sections. The first, 'Sociological, discursive and narrative approaches', includes several general theoretical accounts of musical identities from this perspective, as well as some more specific investigations. The second and third main sections deal in depth with two of the three psychological topics described above, namely the development of and individual differences in musical identities. The fourth, fifth and sixth main sections pursue three of the real-life contexts identified above, namely 'Musical institutions and practitioners', 'Education', and 'Health and well-being'. The seventh and final main section of the Handbook - 'Case studies' - includes chapters which look at particular musical identities in specific times, places, or contexts. The multidisciplinary range and breadth of the Handbook's contents reflect the rapid changes that are taking place in music, in digital technology, and in their role in society as a whole, such that the study of musical identity is likely to proliferate even further in the future.

Culture Music Education and the Chinese Dream in Mainland China

5) are generally regarded as patriotic songs that express sentiments of Chinese nationalism in Greater China. Some music textbooks also set patriotism and nationalism as the dominant themes of school music education in their first units ...

Culture  Music Education  and the Chinese Dream in Mainland China

Culture Music Education and the Chinese Dream in Mainland China

This book focuses on the rapidly changing sociology of music as manifested in Chinese society and Chinese education. It examines how social changes and cultural politics affect how music is currently being used in connection with the Chinese dream. While there is a growing trend toward incorporating the Chinese dream into school education and higher education, there has been no scholarly discussion to date. The combination of cultural politics, transformed authority relations, and officially approved songs can provide us with an understanding of the official content on the Chinese dream that is conveyed in today’s Chinese society, and how these factors have influenced the renewal of values-based education and practices in school music education in China.

Values and Music Education

Among the music educators to argue for informality and embrace passion in music education, Sean Steel, “The Birth of ... See David Hebert and Alexandra Kertz-Welzel, eds., Patriotism and Nationalism in Music Education (Farnum, Surrey, ...

Values and Music Education

Values and Music Education

What values should form the foundation of music education? And once we decide on those values, how do we ensure we are acting on them? In Values and Music Education, esteemed author Estelle R. Jorgensen explores how values apply to the practice of music education. We may declare values, but they can be hard to see in action. Jorgensen examines nine quartets of related values and offers readers a roadmap for thinking constructively and critically about the values they hold. In doing so, she takes a broad view of both music and education while drawing on a wide sweep of multidisciplinary literature. Not only does Jorgensen demonstrate an analytical and dialectical philosophical approach to examining values, but she also seeks to show how theoretical and practical issues are interconnected. An important addition to the field of music education, Values and Music Education highlights values that have been forgotten or marginalized, underscores those that seem perennial, and illustrates how values can be double-edged swords.

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