A snapshot: multicultural music teaching in schools in Victoria, Australia, portrayed by school teachers

Research output: Contribution to journalArticle

Abstract

Due to the changing demographic factors and as demanded by the governmental policies and regulations, schools in Victoria, Australia, are expected to foster multicultural educational programs that address the diverse needs of students. Research has found that school teachers in Victoria struggle to provide the aspired to multicultural education for pupils, especially in the area of music education. An online survey was conducted to identify the reasons for this and to provide a snapshot of the current situation in Australian schools. This survey found that, as many teachers do not possess appropriate knowledge, resources and educational background, artists in residence are often invited to teach multicultural music in schools as an alternative strategy. The participant teachers identified the involvement of these culture/tradition bearers as the most authentic method to teach world music and their presence in schools as the most accessible resource and more engaging approach for students. This study explores how governmental regulations and policies, including curriculum frameworks that address multiculturalism and multicultural (music) education, effect current practices in Victorian schools. The voices of teachers at the 'chalk face' are rarely heard in such discussion and this survey attempted to address this hiatus. [ABSTRACT FROM AUTHOR]
Original languageEnglish
Pages (from-to)57-70
Number of pages14
JournalAustralian Journal of Music Education
Issue number1
Publication statusPublished - Jan 2012
Externally publishedYes

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music
Teaching
teacher
school
music lessons
regulation
intercultural education
demographic factors
online survey
multicultural society
educational program
resources
artist
pupil
student
curriculum

Cite this

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abstract = "Due to the changing demographic factors and as demanded by the governmental policies and regulations, schools in Victoria, Australia, are expected to foster multicultural educational programs that address the diverse needs of students. Research has found that school teachers in Victoria struggle to provide the aspired to multicultural education for pupils, especially in the area of music education. An online survey was conducted to identify the reasons for this and to provide a snapshot of the current situation in Australian schools. This survey found that, as many teachers do not possess appropriate knowledge, resources and educational background, artists in residence are often invited to teach multicultural music in schools as an alternative strategy. The participant teachers identified the involvement of these culture/tradition bearers as the most authentic method to teach world music and their presence in schools as the most accessible resource and more engaging approach for students. This study explores how governmental regulations and policies, including curriculum frameworks that address multiculturalism and multicultural (music) education, effect current practices in Victorian schools. The voices of teachers at the 'chalk face' are rarely heard in such discussion and this survey attempted to address this hiatus. [ABSTRACT FROM AUTHOR]",
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