The Future of Education

Edition 15

Accepted Abstracts

The Formation of Cultural Responsiveness Among Majority Pre-service Music Teachers: A Case Study in China

Muxi Tang, Shenyang Conservatory of Music (China)

Abstract

Author: Muxi Tang

Shenyang conservatory of music, China

([email protected])

This research examines the expanding floating ethnic minority population and its impact on majority educators in music teaching. Seven majority music teachers in ethnic minority schools participated, revealing the evolution of cultural responsiveness in teaching. The study identifies mindset shifts, learning initiatives, and teaching methodology overhauls. Positive aspects include heightened cultural awareness and innovative music projects, but challenges like a vague understanding of other ethnic music cultures and inadequate professional preparedness were noted. Emphasizing the pivotal role of cultural responsiveness, the study advocates for teacher pedagogy that prioritizes its cultivation and supports intercultural communication. It investigates how educational history, personal experiences, and professional background influence cultural responsiveness in Han pre-service music educators, emphasizing its significance in enhancing music instruction and driving educational innovation. The findings provide valuable insights for advancing music education and improving teachers' cultural responsiveness.

Keywords: Pre-service teacher   Qualitative research  Cultural responsiveness  Musical education

[1]      Bahry, S., Darkhor, P., & Luo, J. (2009). Educational diversity in China: Responding to globalizing and localizing forces. In G. A. Wiggan & C. B. Hutchison (Eds.), Global issues in education: Pedagogy, policy, practices, and the minority experience (pp.103-130). Lanham, MA: Rowman & Littlefield.

[2]      Campbell, P. S. (2002). Music education in a time of cultural transformation. Music Educators Journal, 89(1), 27– 32.

[3]      Campbell, P. S. (2004). Teaching music globally: Experiencing music, expressing culture. New York, NY: Oxford University Press.

[4]      Abril, CR (2013). Toward a more culturally responsive general music classroom. General Music Today , 27 (1), 6-11.

[5]      Chen, Y. (2014). Towards another minority educational elite group in Xinjiang. Minority education in China: Balancing unity and diversity in an era of critical pluralism , 201-220.

[6]      Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice (3rd ed.). Teachers College Press.

[7]       Hansen, M. H. (2011). Lessons in being Chinese: Minority education and ethnic identity in Southwest China (p. 248). University of Washington Press.

[8]      Cunningham, H. B. (2019). Responding to what we notice: International student teaching as a pathway to cultural responsiveness. Urban Education, 54(9), 1262-1289.

[9]      Westerlund, H., Karlsen, S., Kallio, A. A., Treacy, D. S., Miettinen, L., Timonen, V., ... & Shah, I. B. (2022). Visions for intercultural music teacher education in complex societies. Research Studies in Music Education, 44(2), 293-312.

[10]   O’Keeffe, L., Paige, K., & Osborne, S. (2019). Getting started: Exploring pre-service teachers’ confidence and knowledge of culturally responsive pedagogy in teaching mathematics and science. Asia-Pacific Journal of Teacher Education, 47(2), 152-175.

Back to the list

REGISTER NOW

Reserved area


Media Partners:

Click BrownWalker Press logo for the International Academic and Industry Conference Event Calendar announcing scientific, academic and industry gatherings, online events, call for papers and journal articles
Pixel - Via Luigi Lanzi 12 - 50134 Firenze (FI) - VAT IT 05118710481
    Copyright © 2024 - All rights reserved

Privacy Policy

Webmaster: Pinzani.it