Inclusive pedagogies in music education: A comparative study of music teachers' perspectives from four countries
Burnard, Pamela , Dillon, Steven C., Rusinek, Gabriel , & Saether, Eva (2008) Inclusive pedagogies in music education: A comparative study of music teachers' perspectives from four countries. International Journal of Music Education, 26(2), pp. 109-126.
Amongst the many challenges for classroom music practitioners is developing inclusive pedagogies which celebrate difference, promote inclusive learning experiences and overcomes learner disaffection in reaching the young people most at risk of exclusion, topics which are globally receiving considerable public exposure and attention. The findings reported in this article form part of a wider comparative research project investigating the pedagogies of music teachers working in challenging contexts. This article highlights one strand of the study involving teacher perspectives from accounts of pedagogy documented through interviews and observations. The complex ways in which teachers achieve inclusion in their music classrooms is best understood in connection with the interplay of policies, structures, culture and values specific to schools, from what is country specific or culture bound, and how the particular school serves young people on the margins of society in trying to create an environment where students can succeed musically. Accounts offered by four teachers range from particular teacher and school strategies to management practices which promote pupil-pupil relations in and outside the classroom, to the way the school connects with its musical community. We conclude with what we can learn, as practitioners and researchers, from comparative accounts of pedagogy.
Impact and interest:
Citation countsare sourced monthly fromand citation databases.
These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.
Citations counts from theindexing service can be viewed at the linked Google Scholar™ search.
Full-text downloadsdisplays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.
|Item Type:||Journal Article|
|Keywords:||comparative research, inclusion, music teaching and learning, pedagogy, values and teaching strategies|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Comparative and Cross-Cultural Education (130302)|
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Creative Arts Media and Communication Curriculum and Pedagogy (130201)
|Divisions:||Current > QUT Faculties and Divisions > Creative Industries Faculty|
Current > Schools > Music & Sound
|Copyright Owner:||Copyright 2008 SAGE Publications|
|Copyright Statement:||The final, definitive version of this article has been published in the Journal, <International Journal of Music Education>, 26(2):pp. 109-126. 2008, © <SAGE Publications Ltd>|
|Deposited On:||13 Jul 2007|
|Last Modified:||11 May 2012 08:43|
Repository Staff Only: item control page